Tiff College of Education

Early Childhood/Special Education

Regional Academic Centers

The Early Childhood/Special Education General Curriculum Program at Mercer University offers an academic perspective to the candidate who values the individual and authentic worth of the young child through the inclusive lens of the general education classroom. Following an integrated, technologically enhanced curriculum, the candidate will experience varied field and life experiences within the culture of diverse school and community populations.  Having completed this program of study, the candidate will become a transforming practitioner and a reflective professional who advocates for the needs and rights of the young child, while collaborating and establishing partnerships with parents, schools and communities.

General Curriculum Program Objectives 

Upon completion of the Early Childhood Special Education General Curriculum Program, the candidate will:

Content and Process: To Know

  1. Understand the young child from a holistic perspective with an emphasis upon the cognitive, affective, and psychomotor domains – as well as the child's environment. (Understanding)
  2. Acquire a knowledge base about various curriculum models and best practices. (Understanding)
  3. Appreciate the importance of community in working with all children and their diversity, including ethnic, language, cultural, socio-economic, disabilities, and gender. (Diversity)

 Application: To Do

  1. Construct and implement an integrated, developmentally appropriate curriculum for all areas of a child's development, including cognitive, emotional, social, and physical. (Practicing and Engagement)
  2. Demonstrate competency in developing and implementing a wide variety of diagnostic and assessment techniques and strategies. (Practicing)
  3. Integrate technological advances as a routine part of the curriculum.  (Engagement)

Attitude: To Be

  1. Know self as an individual and recognize one's point of growth along the continuum of teaching as an emerging, developing, and transforming practitioner. (Reflecting)
  2. Advocate for young children and their families. (Collaboration)
  3. Collaborate with other professionals, families and the broader community in planning and implementing instructional programs. (Collaboration)