Childhood Education

MA in Childhood Education, Grades 1-6

We offer two graduate degree options: 

MA in Childhood Education, Grades 1-6, Initial Certification

This 43-credit master of arts program leads to eligibility for New York State initial teaching certification for grades 1-6. Learn more about this degree.

MA in Childhood Education and Childhood Special Education, Grades 1-6, Initial Certification

This dual-certification master of arts program consists of 46 credits and leads to eligibility for New York State initial teaching certification in both general and special education for grades 1-6. Learn more about this degree.

NYU Steinhardt also offers an MA in Childhood Special Education that leads to professional teaching certification. 

About our MA programs

We prepare prospective teachers who are committed to work in urban schools for educational equity. Each course is tied to either fieldwork or student teaching, generating rich and authentic reflections upon theory and practice. These themes are central to our curriculum:

  • Understanding learning, the learner, communities of learners, and the contexts in which learning occurs
  • Understanding the nature, structure, and tools of inquiry of the disciplines taught
  • Using knowledge of pedagogy to create and adapt supportive learning environments based on formal and informal assessments

Our students vary widely in age and background. Many were liberal arts or business majors as undergraduates. Some are making a career change. All have chosen teaching because they are interested in children and are seeking a career that is personally rewarding.

Our foremost concern is creating quality care and education for all children. The belief in social justice is inherent our graduate programs, and children are at the center of our curriculum and study. We see children as competent persons actively engaged in meaning making in the multiple contexts in which they find themselves. We recognize the singular importance of parents and families in nurturing young children and the need of educators to develop reciprocal relationships with each family. The family’s rich knowledge of their children should help inform caregiving and educational practices, and our advocacy efforts should take that knowledge into consideration.