Birth-Kindergarten Education (B-K), B.S.

Coordinator: Sandra Plata-Potter

Program Description

The program of study in Birth-to-Kindergarten Education consists of four curricular components: freshman seminar and general education, the professional studies core, the essential standards area, and content pedagogy (methods and internship). Upon successful completion of the program and related requirements, graduates are eligible for an License to teach in the State of North Carolina. The NC Department of Public Instruction issues the teaching license based on University recommendation.

The Birth-to-Kindergarten Education program is one of the Educator Preparation programs offered at UNCP. Birth-to-Kindergarten Education majors are subject to Educator Preparation Program policies, admission requirements, continuation requirements, and graduation requirements. For more information about Educator Preparation Program policies and requirements, turn to the previous section.

The Birth-to-Kindergarten Education program is accredited by the Council for the Accreditation of Educator Preparation (CAEP) and approved by the North Carolina Department of Public Instruction.

Program Standards

The Teacher Education Program standards for all education majors are described fully in the UNCP Educator Preparation Program Handbook.

North Carolina Birth-Kindergarten Program Standards

The goals of the Birth-Kindergarten program are to prepare preservice and in-service Birth-Kindergarten professionals with the knowledge, skills, and dispositions needed to effectively serve infants, toddlers, preschoolers, and their families in diverse settings. Our program is based on the following six standards as established by the North Carolina Department of Public Instruction.

The successful Birth-Kindergarten professional will

1. have a comprehensive knowledge of typical as well as atypical patterns of child development;
2. foster relationships with families that support children’s development and learning;
3. build community partnerships in support of children and families;
4. use authentic, ongoing assessment of children’s abilities in order to plan, implement, and evaluate programs that build upon each child’s unique strengths;
5. create and adapt environments and intentionally plan and implement an integrated curriculum that facilitates every child’s construction of knowledge and provides a strong foundation for lifelong learning;
6. provide an integrated curriculum derived from Infant-Toddler Guidelines, Foundations for Early Learning, and the Kindergarten Common Core Standards which includes the following areas: emotional/social development; physical development, health, nutrition, and safety; and cognitive development.