Master of Education in Curriculum and Learning with a concentration in Early Childhood Education online
Build on your current knowledge of child development theories, curriculum design, and literacy and STEM instruction in this flexible online graduate program from a respected leader in teacher education.
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Program Overview
Prepare to positively impact young learners with your MEd in Curriculum and Learning
$16,020
Total Tuition
12 months
Duration
30*
Credit Hours
Prepare for leadership roles nurturing young learners with the online Master of Education in Curriculum and Learning with a concentration in Early Childhood Education program from WP. The 100 percent online coursework for this AAQEP-accredited program elevates your expertise with inclusive learning practices, assessment and evaluation approaches, and key concepts in STEM instruction.
Expand your professional network by joining the ranks of WP Online graduates who play critical roles as educators and policy makers. Benefit from our reputation for excellence as you gain advanced understanding of assistive technology, student advocacy, and the holistic development of child learners. This program empowers you with a comprehensive, whole-child, and whole-community approach to early childhood education that blends theory, research, and practice to prepare you for leadership roles in diverse and inclusive P-3 classrooms.
Learn to support special needs and English-language learners; utilize action research to enhance communities and classrooms; and employ developmentally appropriate, interdisciplinary curriculum covering literacy, math, STEM, arts, social-emotional learning, and social studies. The accelerated online MEd in Curriculum and Learning program represents an important step toward your career goals and provides a pathway for teachers who have successfully completed the ECE (P-3) Alternate Route graduate certificate to advance toward a master’s degree.
Learning outcomes for the online MEd in Curriculum and Instruction program:
- Demonstrate advanced knowledge for early childhood development
- Use and apply research to improve P-12 learning environments
- Demonstrate professional ethics and responsibilities
- Demonstrate a commitment to diversity
- Lead or participate in the professional community to support standards in P-12 environments
- Use technology for instructional practices
- Gather and analyze data relevant to your field for P-12 environments
- Demonstrate advanced knowledge for early childhood development
- Use and apply research to improve P-12 learning environments
- Demonstrate professional ethics and responsibilities
- Demonstrate a commitment to diversity
- Lead or participate in the professional community to support standards in P-12 environments
- Use technology for instructional practices
- Gather and analyze data relevant to your field for P-12 environments
Potential careers in Early Childhood Education:
- Preschool Teacher (P-3 Teacher)
- Early Elementary School Teacher (K-3)
- Director of Early Childhood Education Programming
- Early Childhood Center Director
- Early Childhood Preschool Instructional Coach (PIC)
- Early Childhood Education Specialist/Curriculum Coach
- Family Support Professional
- Preschool Teacher (P-3 Teacher)
- Early Elementary School Teacher (K-3)
- Director of Early Childhood Education Programming
- Early Childhood Center Director
- Early Childhood Preschool Instructional Coach (PIC)
- Early Childhood Education Specialist/Curriculum Coach
- Family Support Professional
Also available:
WP Online offers a diverse range of education programs. Explore all our online education programs.
$16,020
Total Tuition
As few as 12 months
Duration
30
Credit Hours
William Paterson University is a member in good standing of the Association for Advancing Quality in Educator Preparation (AAQEP), a national accrediting organization recognized by the Council for Higher Education Accreditation. The educator preparation programs at William Paterson University have been awarded full accreditation by AAQEP through June 30, 2032. Full accreditation acknowledges that a program prepares effective educators who continue to grow as professionals and have demonstrated the commitment and capacity to maintain quality.
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Tuition
Discover the value of our competitive, pay-by-the-course tuition
Online education programs from William Paterson University offer affordable, pay-by-the-course tuition. All fees are included in the total tuition.
| Program | Per Credit Hour | Per Course | Per Program |
|---|---|---|---|
| MEd – Early Childhood Education | $534 | $1,602 | $16,020 |
Tuition breakdown:
$16,020
Total Tuition
$534
Per Credit Hour
Calendar
Choose the start date that best fits your busy schedule
William Paterson University online programs are delivered in an accelerated format ideal for working professionals, conveniently featuring multiple start dates each year.
| Term | Start Date | App Deadline | Document Deadline | Registration Deadline | Tuition Deadline | Class End Date | Term Length |
|---|---|---|---|---|---|---|---|
| Spring I | 1/26/26 | 1/4/26 | 1/7/26 | 1/16/26 | 1/21/26 | 3/15/26 | 7 weeks |
| Spring II | 3/23/26 | 3/1/26 | 3/4/26 | 3/13/26 | 3/18/26 | 5/10/26 | 7 weeks |
Now enrolling:
1/4/26
Apply Date
1/26/26
Class Starts
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Ready to take the rewarding path toward earning your degree online?
Admissions
Learn how to apply to the online early childhood education master’s online program
At William Paterson University, we’ve streamlined the admission process to help you get started quickly and easily. Please read the requirements for the MEd in Curriculum and Learning – Early Childhood Education online program, including what additional materials you need and where you should send them.
The requirements include:
- Undergraduate degree from an accredited institution
- GPA of 3.0 or higher
- Transcripts from all colleges and universities previously attended
- No GRE required for admission
You must meet the following requirements for admission to this MEd in Curriculum and Learning – Early Childhood Education online program:
- Completed online application and $50 application fee
- Bachelor's degree from an accredited college or university
- Official transcripts from all institutions of higher learning attended
- Cumulative minimum GPA or 3.0 or higher on a 4.0 scale
- CEAS or standard teaching license in any level or content area
- Minimum of one year experience in educational setting
- Professional resume detailing educational and work experience
Official transcripts and other documents should be sent from the granting institutions to:
Email address: [email protected]
Mail address:
Office of Graduate Admissions and Enrollment Services
William Paterson University
Morrison Hall 102
300 Pompton Road
Wayne, NJ 07470
Courses
Advance your teaching acumen through the online early childhood education master's program.
For the MEd – Early Childhood Education online program, you must complete 10 courses for a total of 30 credit hours, including 24 core credit hours and six elective credit hours. Students complete the core courses and choose one Curriculum & Learning elective and one Early Childhood elective.
CIEC 6015 : Child Development and Learning
Duration: 7 Weeks weeks
Credit Hours: 3
This course will focus on child development and learning and knowing and understanding the characteristics and needs of children from birth through age 8. The course examines current theories on diverse learning styles, multiple intelligences, and the range of cognitive and linguistic factors that influence development and learning in all children, including those with special needs. The use of assistive technology to support learning for children with disabilities will be discussed.
CIEC 6045: Fostering STEM (Science, Technology, Engineering, and Mathematics) Learning in the Early Childhood Classroom
Duration: 7 Weeks weeks
Credit Hours: 3
This course will focus on content knowledge, pedagogical strategies, and integration of science, technology, engineering, and mathematics into the curriculum in P-3 classrooms. Emphasis is placed on understanding the foundational concepts in each discipline of STEM and their interconnections. Topics include inclusive STEM environments, methods, and tools for promoting inquiry and problem-based learning, and home-school connections. Students will design, implement, and assess age-appropriate STEM curriculum and activities to promote inquiry-based learning experiences for young children. Additionally, technology will be explored as a tool to support student learning, documentation, assessment, and teachers’ professional development.
CIEC 6110: Building Classroom, Family and Community Relationships
Duration: 7 Weeks weeks
Credit Hours: 3
This course will review the literature on family-child relationships and family involvement in P-3 classrooms. The course focuses on understanding the social, historical, political, legal, philosophical, and cultural constructs that impact children, families, and communities, as well as the acceptance of diverse family units, including family participation in education. Topics include a positive and inclusive climate that nurtures diversity and equity for all children, responsiveness to cultural and linguistic differences with a focus on the individual child, implementation of developmentally appropriate techniques of guidance and group management, and linkages with community resources. Issues related to P-3 students will be explored, including temperament, social-emotional development, discipline, recognition of children at risk, stress, self-esteem, and bullying (HIB training). Techniques for involving families in building two-way communication in the school and communicating through parent-teacher conferences will also be examined.
CIEC 6185: Foundations of Language and Literacy for all Young Learners
Duration: 7 Weeks weeks
Credit Hours: 3
This course examines the natural development of language and literacy as part of the reading/literacy program in Preschool through third-grade classrooms. It includes the study of current research, theory, and evidence-based strategies for teaching the building blocks of literacy, including oral language, print concepts, phonological and phonemic awareness, phonics, fluency, vocabulary, comprehension, and writing. Special emphasis is placed on using NJSLS to integrate literacy across the curriculum, critical literacy, supporting English language learners, technology and new media literacies, and differentiated literacy instruction. Students will use a whole-child approach to design and implement developmentally appropriate literacy experiences, resources, and assessments that nurture cognitive, emotional, social, and physical development and build on learners’ interests and cultural and linguistic assets.
CIEC 6340: Issues and Trends in Early Childhood Education
Duration: 7 Weeks weeks
Credit Hours: 3
This course is designed to examine recent issues and trends in early childhood education. Supporting culturally responsive education, examining one’s own biases, professional ethics, and advocacy are some of the topics that are explored. Integrating multicultural and anti-bias perspectives as well as incorporating the diverse cultures of children and families into the early childhood classroom are important concepts for all early childhood teachers to understand. Additionally, the course includes studying educators’ ethical responsibilities and how to use the National Association for the Education of Young Children’s Code of Professional Conduct and Statement of Commitment as a guide for solving ethical dilemmas. Graduate students will also learn their legal and professional responsibilities regarding reporting abuse and neglect to the NJ Division of Children and Families. The role of the early childhood teacher as advocate for children, families, schools, communities and the profession is explored, as well.
CIEC 6350: Creativity and Play in Early Childhood Education
Duration: 7 Weeks weeks
Credit Hours: 3
Creativity and play are examined with emphasis on their relationship to the development and education of young children. Theory and current research are discussed, as well as an active exploration of the ways in which these processes can be used to develop creative learning experiences. Hands-on activities, analysis of current research and case studies, and individual and group projects are included. Specific topics include art, music and movement, creative drama, room arrangement and the environment, open-ended play materials, divergent thinking, play and literacy development, observations, and assessment.
CIEC 6370: Curriculum Design in Early Childhood
Duration: 7 Weeks weeks
Credit Hours: 3
This graduate course examines the design and development of curriculum for preschool – grade 3 educational environments. Graduate students will evaluate and create culturally responsive curriculum for preschool, kindergarten, and the primary grades (1-3) that is aligned to state and national standards, integrates content areas, supports diverse learners, and is developmentally appropriate, according to the National Association for the Education of Young Children guidelines.
EDLP 6030: Educational Research: Qualitative and Quantitative Design
Duration: 7 Weeks weeks
Credit Hours: 3
This graduate course is designed to provide candidates with an understanding of qualitative and quantitative designs used in education research, basic descriptive and inferential statistics, and evidence based decision-making as it relates to continuous school improvement. Candidates will acquire the content knowledge and educational leadership skills to collaboratively lead, design, and implement a process for continuous improvement that reflects data use, design, implementation, and evaluation. The purpose of this course is for candidates to understand how school leaders can use education research to promote the success and well-being of every student.
Students must choose one of the following courses:
ELCL 6110: Designing Technology-mediated Instruction
Duration: 7 Weeks weeks
Credit Hours: 3
This course provides students with a solid foundation in instructional design principles and methodology used to create technology-based curriculums and instructional programs. Students will examine the use of information and communication technologies (ICTs) to deliver both guided/formal and flexible/informal instruction and explore the use of traditional, current and emerging ICTs to provide instruction across time and/or space for a range of educational opportunities as well as looking at the different factors that need to be considered when implementing technology-mediated instruction.
ELRL 6170: Young Children's Literacy and Curriculum Design
Duration: 7 Weeks weeks
Credit Hours: 3
This course focuses on a new definition of children’s literacy. Through personal and shared inquiry, multiple literacies (including media, intertextual, and visual literacies) are examined in the context of children’s literacy development, literacy curriculum design and development, state and national standards, current research and theory, and classroom practices and materials. Critical issues including the digital divide, politics and literacy, parents and appropriate technology use, and gender and ethnic bias are explored. This course meets 3 credits toward the Supervisor’s Certificate.
SPED 6430: Curriculum Design for All Learners
Duration: 7 Weeks weeks
Credit Hours: 3
This course will introduce candidates to designing school curricula (goals, method, materials, and assessments) that are flexible enough to accommodate the individual learning needs of all learners within general education classrooms. Using the model of Universal Design for Learning, candidates will learn to develop curriculum, instruction, assessments, and classroom environments that are accessible and applicable to students, teachers, and parents with differing abilities, and cultural and linguistic backgrounds.
Students must choose one of the following courses:
CIEC 6035: Literacy-Rich Curriculum, Environment, and Assessment in Grades 1 - 3
Duration: 7 Weeks weeks
Credit Hours: 3
This course focuses on using developmental knowledge and theories to plan and implement meaningful curriculum, design positive & supporting learning environments, and use appropriate assessments in first through third-grade classrooms. Central concepts, resources, and methods in content areas (i.e., SEL, social studies, science, math, PE, and the arts), with literacy as a central component are examined. Special emphasis is placed on NJSLS, foundational reading and writing skills, infusing language and literacy across the curriculum, and supporting interdisciplinary learning. Topics include creating inclusive, culturally responsive learning environments, using assessment to inform instruction, and differentiating instruction through flexible groupings and centers.
CIEC 6050: Teaching Mathematics in P-3 Grade Classrooms
Duration: 7 Weeks weeks
Credit Hours: 3
This course focuses on pedagogical content knowledge for teaching foundational mathematics aligned with NJSLS in preschool through third-grade classrooms. Emphasis is placed on understanding and using students’ intuitive understandings, problem-solving processes, and thinking to make instructional decisions using the framework of cognitively guided instruction (Carpenter and Fennema, 1992). A goal is to learn to “mathematize” children’s worlds and everyday experiences so that math content is learned through authentic activities that can integrate reasoning, tools & models, and other standards of mathematical practices. Also emphasized is intentionality in integrating literacy skills into math instruction and using assessments to evaluate student learning and inform differentiated instruction.
CIEC 6150: Strategies for Early Childhood Teachers Support Learning for Children with Special Needs in Inclusive P-3 Classrooms
Duration: 7 Weeks weeks
Credit Hours: 3
This course is designed to provide teachers in P-3 settings with knowledge of best practices for working with students with diverse needs and abilities, including those with disabilities, in the range of preschool-grade 3 settings. The focus will be on adapting the physical classroom environment and specific teaching and learning methodologies to support specialized needs for students to meet academic standards in developmentally appropriate ways. Topics will include developmental screening, the implementation of Individualized Educational Programs (IEPs); ADHD, Autism, Down’s Syndrome, as well as other low incidence disabling conditions including neurological, visual, hearing, and orthopedic impairments; the exceptionally bright child; sensory integration; working collaboratively with special education professionals and families; selecting and adapting curriculum materials and play experiences; assessing learning for the specialized learner; supporting appropriate behavior; and creating classroom environments that encourage collaboration among typically developing students and students with special needs.
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