Early Childhood Education Major with Dual Certification in Early Childhood (P–3) and Special Education (Teacher of Students with Disabilities)

Completion of this major prepares educators to work with children from Preschool through Grade Three in all types of educational settings (general education, inclusion and self-contained) and be eligible for obtaining the Certificate of Eligibility with Advanced Standing in P3 and Teacher of Students with Disabilities Endorsement.

Candidates for this certification must also complete one of the following liberal arts majors offered by the William J. Maxwell College of Arts and Sciences.

  • Art, Biology, Chemistry, Computer Science, Economics, English, Geoscience, History, Mathematics, Media Arts, Music, Philosophy, Physics, Political Science, Psychology, Sociology, Spanish, or, Women and Gender Studies.

NJCU is fully accredited by the Middle States Association of Colleges and Secondary Schools. NJCU Education programs are accredited both by the Council for the Accreditation of Educator Preparation (CAEP) and the New Jersey State Department of Education.


A minimum cumulative undergraduate grade point average (CGPA) of 3.0.
A minimum of B- or better on all education courses
Passing scores on all three sections of the Praxis CORE, or 560 verbal, 540 Math on the SAT, or 23 or higher on the ACT, or 155 verbal, 156 quantitative on the GRE.

Passing scores on the Praxis CORE Academic Skills for Educators Tests, as of 9/1/19:

Math Test #5733         Passing Score 150
Reading Test #5713    Passing Score 156
Writing Test #5723    Passing Score 162
Students who meet the score levels below are not required to take the Praxis CORE:

SAT Scores

If taken before 4/1/1995: Math 520, Reading 480
If taken between 4/1/1995 to 2/28/2016: Math 540, Reading 560
If taken on or after 3/1/2016: Math 570, 610 Evidence-Based Reading and Writing or 30 Reading Section
ACT Scores

If taken before 8/28/1989: Math 23, English 20
If taken on or after 8/28/1989: Math 23, English 23
GRE Scores

If taken before 8/1/2011: Quantitative 720, Verbal 530
If taken on or after 8/1/2011: Quantitative 156, Verbal 155
For more information on Praxis exams:  https://www.ets.org/praxis/nj/requirements


Completion of NJCU General Education requirements or equivalent
Successful completion of courses in intended majors and certification areas
Passing scores on appropriate Praxis II Exam
A minimum cumulative GPA of 3.0
Successful completion of clinical practice 1 and 2
Obtaining a passing score of 37 or above on the performance assessment, edTPA, as required by the New Jersey Department of Education.

Note: For the most updated information on this teaching certification program, students are directed to contact Dr. Sai Jambunathan, Chairperson of the department, as changes may have occurred since publication. 

General Education Requirements (Must be taken prior to Phase II)
ECE 212Human Development: Prenatal through Adolescence3
or PSYC 150 Developmental: Birth Through Adolescence
BIOL 224The Human Body3
or BIOL 225 Human Sexual Biology
WGST 110Diversity and Difference: Identities, Communities, and Cultures3
or MCC 218 Learning, Teaching, and Succeeding in Diverse Communities
MATH 215Problem Solving in Mathematics3
Phase I Requirements 1
ECE 200Introduction to Early Childhood Education3
ECE 210Young Children's Development Behavior & Learning3
LTED 270Emerging Literacy at Home & School3
SPEC 210Communication Disorders in Children3
Phase II Requirements 2
ECE 331ECE Clinical Practice I (All students will be placed for their clinical practice experience in professional development schools associated with NJCU)2
ECE 350Early Childhood Integrated Curriculum3
LTED 350Early Childhood Reading & Language2
ECE 300Early Primary Curriculum grades 1-3: Methods of Content Delivery3
ECE 305Math, Science and Technology in Early Childhood Education2
ECE 460Working with Families of Young Children3
LTED 307Nature of Reading Disabilities3
SPEC 320Educational Needs of the Preschool Handicapped Child3
Phase III Requirements 2, 3, 4
ECE 400Classroom Management, Classroom Behavior and Positive Behavior Supports3
ECE 470ECE SPEC Clinical Practice II (All students will be placed for their clinical practice experience in professional development schools associated with NJCU)8
ECE 475Reflecting on Knowledge & Practice3
Plan of Study Grid
Semester 1Credits
ENGL 101
English Composition I
or English Composition I for English as a Second Language Students
INTD 101 Orientation to College First time freshman only 1
MATH 114 Contemporary Mathematics 3
LTED 160 Languages of Power and Social Justice (Recommended) 3
General Education Tier I Course 3
General Education Tier I Course 3
Semester 2
ENGL 102
or ESL 102
English Composition II
ECE 212 Human Development: Prenatal through Adolescence 3
BIOL 224
The Human Body
or Human Sexual Biology
MATH 215 Problem Solving in Mathematics 3
General Education Tier I course 3
Semester 1
ECE 200 Introduction to Early Childhood Education 3
SPEC 320 Educational Needs of the Preschool Handicapped Child 3
General Education Tier II course 3
General Education Tier II Course 3
Liberal Arts Major course 3
Liberal Arts Major course 3
Semester 2
LTED 270 Emerging Literacy at Home & School 3
SPEC 210 Communication Disorders in Children 3
General Education Tier I course 3
Liberal Arts Major course 3
Liberal Arts Major course 3
Liberal Arts Major Course 3
Semester 1
ECE 210 Young Children's Development Behavior & Learning 3
LTED 307 Nature of Reading Disabilities 3
General Education Tier III Capstone Course 3
Liberal Arts Major Course 3
Liberal Arts Major Course 3
Liberal Arts Major Course 3
Semester 2
ECE 460 Working with Families of Young Children 3
ECE 305 Math, Science and Technology in Early Childhood Education 2
Liberal Arts Major Course 3
Liberal Arts Major Course 3
Liberal Arts Major Course 3
Semester 1
LTED 350 Early Childhood Reading & Language 2
ECE 331 ECE Clinical Practice I 2
ECE 350 Early Childhood Integrated Curriculum 3
ECE 300 Early Primary Curriculum grades 1-3: Methods of Content Delivery 3
Liberal Arts Major Course 3
Semester 2
ECE 470 ECE SPEC Clinical Practice II 8
ECE 400 Classroom Management, Classroom Behavior and Positive Behavior Supports 3
ECE 475 Reflecting on Knowledge & Practice 3
 Total Credits128

Student Learning Outcomes

Learning outcomes are aligned to the INTASC Model Core Teaching Standards:

  1. Learner Development: The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
  2. Learning Differences: The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
  3. Learning Environments: The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation.
  4. Content Knowledge: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content
  5. Application of Content: The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
  6. Assessment: The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
  7. Planning for Instruction: The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
  8. Instructional Strategies: The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
  9. Professional Learning and Ethical Practice: The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
  10. Leadership and Collaboration: The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.