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My LER
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  1. Programs
  3. Early Childhood, Intervention and Family Support

Early Childhood, Intervention and Family Support

University of North Carolina at Chapel Hill

Master's DegreeCIP: 13.1209

Become a contributor for free to openly demonstrate student outcomes, industry alignment & eligibility criteria.

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Program Pathways

Credentials this program stacks toward

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Program Details

Detailed information about this program

No detailed information available.

Requirements

What you need to earn this credential

No requirements listed.

Financial Aid

Eligible funding programs

No funding information available.

Scholarships

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Locations

Where this program is offered

  • Chapel Hill, North Carolina

    103 South Bldg Cb 9100, Chapel Hill, North Carolina, 27599

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Related Programs

Programs related to this one

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Skills & Competencies

Skills developed through this program

Auto-populated·from O*NET via SOC 25-2012.00

Skills

InstructingMonitoringActive ListeningSpeakingLearning StrategiesReading ComprehensionSocial PerceptivenessCoordinationActive LearningWriting

Knowledge

Education and TrainingEnglish LanguagePsychologyCustomer and Personal ServiceMathematicsPublic Safety and SecuritySociology and AnthropologyAdministration and Management

Abilities

Oral ExpressionWritten ComprehensionOral ComprehensionProblem SensitivitySpeech ClaritySpeech RecognitionDeductive ReasoningWritten ExpressionFluency of IdeasOriginalityInformation OrderingInductive ReasoningNear Vision

Tasks

  • Establish and enforce rules for behavior and policies and procedures to maintain order among student
  • Prepare children for later grades by encouraging them to explore learning opportunities and to perse
  • Instruct students individually and in groups, adapting teaching methods to meet students' varying ne
  • Teach basic skills, such as color, shape, number and letter recognition, personal hygiene, and socia
  • Establish and enforce rules for behavior and procedures for maintaining order.
  • Adapt teaching methods and instructional materials to meet students' varying needs and interests.
  • Prepare course materials, such as syllabi, homework assignments, and handouts.
  • Conduct research in a particular field of knowledge and publish findings in professional journals, b
  • Compile, administer, and grade examinations, or assign this work to others.
  • Deliver presentations at professional conferences.

Technology

Computer based training softwareDesktop communications softwareElectronic mail softwareSpreadsheet softwareOffice suite softwareVideo creation and editing softwareProject management softwareData base user interface and query softwareCalendar and scheduling softwareWord processing softwareAnalytical or scientific software

Tools

Audiotape playersCompact digital camerasCompact disk CD playersComputer laser printersDesktop computersEducational board gamesIntercom systemsLaminating machinesLaptop computersOverhead display projectorsPegboardsPersonal computersSand tablesScience activity kitsTelevision monitorsEducational puzzlesEducational toysEmergency first aid kitsPhotocopying equipmentPlay structuresToy block setsWater tablesCarousel slide projectorsComputer data input scannersComputer projectorsConference telephonesDigital calculatorsDigital video camerasDigital video disk DVD playersHandheld microphones

Work Values

RelationshipsAchievementWorking ConditionsIndependenceRecognitionSupport
Career Pathways

Occupations this program prepares you for

  • Kindergarten Teachers, Except Special Education25-2012.00
  • Preschool Teachers, Except Special Education25-2011.00
  • Education Teachers, Postsecondary25-1081.00
What You'll Learn

Key competencies developed through this program

Auto-populated·from NSX Competency Framework

Mastery: advanced (Level 4)(based on Master's Degree)

  • Early childhood curriculum leadership — design and champion school-wide or district-level kindergarten curriculum frameworks aligned with developmental research and state standards.
  • Instructional coaching — mentor novice and developing kindergarten teachers by modeling best practices, conducting observations, and providing structured feedback.
  • Schoolwide behavior and culture — lead the development of positive behavioral intervention systems that establish a consistent, nurturing environment across all early childhood classrooms.
  • Professional learning community facilitation — guide grade-level and cross-grade teams in collaborative inquiry cycles focused on improving kindergarten student achievement.
  • Strategic family and community engagement — build systemic partnerships with families, community organizations, and early childhood programs to support seamless transitions into kindergarten.
  • Policy and advocacy — inform district and state early childhood education policies by translating classroom-level evidence into professional recommendations and public testimony.
  • Technology integration strategy — lead the evaluation and adoption of educational technology platforms that enhance kindergarten instruction at the program or school level.
  • Equity-centered teaching systems — design structures and professional development initiatives that close opportunity gaps for English learners, students with disabilities, and underserved populations.
  • Program evaluation and continuous improvement — oversee collection and interpretation of school-wide kindergarten outcome data to drive instructional and operational improvements.
  • Emerging professional pipeline — supervise student teachers and practicum candidates, shaping the next generation of early childhood educators through rigorous field-based mentorship.

Some details on this page are auto-populated from public workforce data sources: O*NET (opens in new tab), BLS (opens in new tab), College Scorecard (opens in new tab), DOL Training Provider Results (opens in new tab), NSX (opens in new tab). Provided in partnership with LER.me Career Intelligence.

Student Outcomes

Performance metrics for this program

Completion Rate
Not reported
Placement Rate
Not reported