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  • B.S./M.S. in Behavioral Science and Early Childhood Education, Birth-Grade 2

    Nationally recognized, small class size, caring faculty
    Earn your master's degree in 5 years with enriching, classroom-based clinical experiences and close, expert mentoring.
    Degree:
    B.S./M.S.
    School:
    School of Education
    Location:
    Dobbs Ferry, Bronx, Manhattan, Yorktown Heights & Online
    Credits:
    144

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Behavioral Science and Early Childhood Education, Birth-Grade 2 B.S./M.S. Curriculum

General Liberal Arts and Science
General Education Requirements 60 Credits
Behavioral Science and Early Childhood Education
Undergraduate Courses 45 Credits
Early Childhood Education Graduate Courses
Completed for B.S. degree 15 Credits
Master of Science in Early Childhood Education, Birth-Grade 2
Course work completed during B.S. degree 15 Credits
Course work completed during M.S. degree 24 Credits
Total 144 Credits

New York State requires completion of the following undergraduate prerequisites for students seeking the Early Childhood Education, Birth–Grade 2 Certification, which will fulfill part of the General Education requirements:

  • Mathematical Processes
  • Scientific Processes*
  • Historical and Social Sciences
  • Language other than English
  • Information Retrieval
  • Communications/Humanities/Written Analysis and Expression
  • Artistic Expression

A course in Child Development is required. PSYN 254 is acceptable.
* Coursework in Environmental Science, Evolution, Nutrition or Plants and People is not acceptable for teacher certification requirements.

For specific major requirements please refer to the Behavioral Science section of this catalog listed within the School of Social and Behavioral Sciences.

The Early Childhood graduate courses that must be completed for the B.S. degree are the following:

  • EDUC 500 Edu Fnd Diverse Perspectives
  • EDUC 502 Fndtns Educ Sdnts w/Dsblts
  • EDUC 505 Tchng English as 2nd Lang
  • EDUC 507 Aprchs Lit: EChldhd-Adolescenc
  • EDUC 513 Intr Erl Chld Ed:Fndtn/Meth/Mt

The above 15 credits are taken as an undergraduate student as part of the B.S. degree program. The remaining 24 credits are taken as a graduate student after receiving the B.S. degree and after meeting the admission requirements for acceptance into the M.S. degree program. Please see the Graduate Catalog for course descriptions of the above courses and for specific requirements for the M.S. degree.

The total credits for B.S. and M.S. degrees in Behavioral Science and Childhood Education, Birth–Grade 2, is 144 credits.

The above 15 credits are taken as an undergraduate student as part of the B.S. degree program. The remaining 24 credits are taken as a graduate student after receiving the B.S. degree and after meeting the admission requirements for acceptance into the M.S. degree program. Please see the Graduate Catalog for course descriptions of the above courses and for specific requirements for the M.S. degree.

The total credits for B.S. and M.S. degrees in Behavioral Science and Childhood Education, Birth–Grade 2, is 144 credits.

Can I get certified in Teaching Students with Disabilities?
Yes, in the following programs: Childhood Education, Grades 1-6; Early Childhood Education, Birth-Grade 2; Secondary Education, 7-12. You can also get certified in special education as an extension to your already existing certification.
What are the graduation requirements?
Successful completion of coursework and practicums, passing grades on state examinations.
Is Mercy College a nonsectarian institution?
Yes. Qualified applicants are admitted without regard to race, religion, national or ethnic origin, gender, sexual orientation, marital status, age or physical disability.
What education programs do you offer?
The School of Education offers a Master of Science in Education with a concentration in one of the following areas: Early Childhood Education, Birth-Grade 2; Childhood Education, Grades 1-6; Secondary Education, 7-12; Teaching Literacy, Birth-Grade 12; Teaching English to Speakers of Other Languages (TESOL); Bilingual Extension to a Teaching Certificate; School Building Leadership; Advanced Certificate in School Building Leadership.
Dorothy Cali Balancio Professor
Deborah Aikens Assistant Professor, Behavioral Sciences

Behavioral Science and Early Childhood Education, Birth-Grade 2 Overview

The Bachelor of Science and Master of Science Degree Program is an academic program that allows students interested in the teaching profession as a career choice to earn both a bachelor's degree and a master's degree in an accelerated venue. Through this special program, qualified students who major in psychology or behavioral science can receive teacher certification in Early Childhood or Childhood Education.

A key feature of this program allows students to take up to 15 graduate education credits during their junior and senior years. These credits can be used toward satisfying their bachelor's as well as master's degree requirements. Combining undergraduate and graduate degree programs streamlines the teacher preparation program and enables students to achieve teacher certification on an accelerated basis reducing the time and cost needed to earn a master's degree.

Behavioral Science and Early Childhood Education, Birth-Grade 2 FAQS

Can I get certified in Teaching Students with Disabilities?
Yes, in the following programs: Childhood Education, Grades 1-6; Early Childhood Education, Birth-Grade 2; Secondary Education, 7-12. You can also get certified in special education as an extension to your already existing certification.
What education programs do you offer?
The School of Education offers a Master of Science in Education with a concentration in one of the following areas: Early Childhood Education, Birth-Grade 2; Childhood Education, Grades 1-6; Secondary Education, 7-12; Teaching Literacy, Birth-Grade 12; Teaching English to Speakers of Other Languages (TESOL); Bilingual Extension to a Teaching Certificate; School Building Leadership; Advanced Certificate in School Building Leadership.
Accreditation

Mercy is the first institution in the United States to be awarded initial national accreditation by the National Council for the Accreditation of Teacher Education (NCATE) and the Council for the Accreditation of Educator Professionals (CAEP).

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Other Education Programs

Purpose

The programs of study in the School of Education are designed to provide professional preparation for candidates planning to teach and serve as educational leaders.

Mission Statement of the School of Education

The Mercy College educational unit is dedicated to preparing effective educators, including teachers and other school professionals, who are reflective practitioners, equipped with the knowledge base, technological skills, research tools, and professional strategies and insights to empower them to help diverse populations of students succeed in their learning and community environments. The values of competency, diversity, and ethical practice support the proficient development of candidates enabling them to become skilled professionals and lifelong learners. The unit is committed to creating innovative, flexible, and accessible programs of study for its candidates, and to developing partnerships and opportunities for collaboration and clinical experiences within Mercy College and with external communities.

Admission Requirements

Please refer to the general requirements for admission and matriculation in the Graduate Admissions section of the course catalog. Please review the prerequisite preparation for each program and consult with the program chair or associate dean.

To be accepted into the B.S. and M.S. Education program, a student must:

  • Be a high school graduate who has earned a New York State Regents Diploma with an 85 average or better

or

  • Be a high school graduate with a score of 500 or better on the verbal portion of the SAT and 500 or better on the math portion of the SAT or corresponding ACT

or

  • Place at ENGL 111 and MATH 115 on the Mercy College Placement exam

Student must have earned an associate degree in Liberal Arts with an overall GPA of 3.0 Students must maintain a GPA of 3.0 each semester at Mercy College to remain in the Five-Year Program and must adhere to the above requirements. An interview is also required. 

Students who do not meet the above admission criteria may apply to the dual program upon completion of the 60-credit General Education requirement and completion of at least 15 credits in their major field of study with a GPA of 3.0 or better. Thirty credits must be taken in residency at Mercy College.

Accreditations

All initial certification programs are nationally recognized by the National Council for Accreditation of Teacher Education (NCATE) and the Council for Accreditation of Educator Preparation (CAEP).

Degree Requirements

 To remain in the Five-Year Program, a student must:

  • Maintain a cumulative GPA of at least 3.0 each semester at Mercy College
  • Register for an introductory 3-credit graduate education course in the upper junior year, or upon completion of 70-75 undergraduate credits with a B or better average
  • Register for 12 credits in graduate education courses in the senior year
  • Pass the ALST within 12 credits of graduate course registration

Please note that all graduate course descriptions as well as specific teacher certification parameters can be found in the Mercy College Graduate Catalog.

Additionally, all matriculated Mercy College students are required to demonstrate an appropriate level of achievement in each of the six college competencies to ascertain that they can communicate clearly and effectively both orally and in writing.  They must also demonstrate their ability to use critical thinking and established methods of computation and use of contemporary technology.  

Behavioral Science and Early Childhood Education, Birth-Grade 2 Objectives

Early Childhood Program Goals

  1. Candidates will understand, explain, analyze and apply major theories and philosophies that address physical affective and cognitive development during the critical early childhood years.
  2. Candidates will create high-quality, meaningful learning opportunities that are based on competencies and content knowledge, utilize developmental knowledge, employ formal and informational assessment strategies, and incorporate collaboration with all aspects of the broad school community to facilitate developmental processes and encourage growth to a child's maximum potential.
  3. Candidates will become reflective practitioners who continually reflect on their practice and actively pursue opportunities for professional growth.

Goals of the School of Education

The unit goals establish the shared vision, mission, philosophy and guiding principles agreed to by members of the faculty and other stakeholders in the learning community. The unit's proficiencies, strategies and assessments are designed to ensure to ensure that candidates acquire the academic, pedagogical, professional and interpersonal skills required of teachers and other school professionals who prepare students to succeed in a rapidly changing global environment. The six goals reflect the integrated knowledge, skills and dispositions that together ensure that candidates develop as effective educators and reflective practitioners. These goals are as follows:

Content Knowledge:

Candidates demonstrate a solid content knowledge base that enables them to deliver effective educational and professional services based on current research, theory and practice.

Pedagogical and Professional Knowledge:

Candidates employ multiple pedagogical and professional strategies and tools to enable them to be effective practitioners in educational settings and deliver services that promote students' intellectual, social and emotional development.

Diversity:

Candidates understand the diverse cultural, linguistic, learning and social strengths and needs of all populations and incorporate and demonstrate sensitivity to the richness of diverse cultures when providing educational and other school-services.

Technology:

Candidates employ technology to deliver information, instruction and professional services to all members of the school community.

Reflection:

Candidates reflect on professional practice to make educational decisions and enhance student learning.

Dispositions:

Candidates demonstrate positive dispositions that enable them to work as effective educators, citizens and practitioners within the school and broader community.

The six unit goals are supported by the professional literature including theories, research, wisdom of practice and education policies.