- Course Delivery
- Fully Online
- Total Credits
- In-State Tuition Per Credit
- Out of State Tuition Per Credit
Earn your degree from the University of Nebraska at Kearney
Get the same diploma as on campus students
The online Early Childhood and Family Advocacy, Bachelor of Science (BS) degree program is designed to address the emerging need for professionals trained to work with children and family in non-teaching positions within public agency programs, private childcare centers and early education centers.
This unique program in early childhood and family advocacy is preparing students by:
- Providing comprehensive education and case management services to children and families.
- Teaching how society influences affects early childhood and advocate for families, children and other adults.
- Teaching how to create social policies and programs with early childhood at the forefront.
While Early Childhood Education programs are plentiful and degrees are adequate to prepare preschool teachers, there are few programs that prepare Early Childhood Family Advocates, those within educational settings working with families and children in non-teaching positions.
- Lifespan development and the family
- Parent education
- Family resource management
- Families in crisis
- Management and Assessment in preschool/elementary classrooms
Career Outlook: The U.S. Bureau of Labor Statistics (BLS) notes that employment of social and human service assistants was projected to rise 11% in the 2014-2024 decade, which is faster than the national average. Professionals in this field earned median salaries of $30,830 as of 2015, according to the BLS.
Careers paths as an early childhood advocate may include:
- Family educator
- Family advocate
- Child-care center director
- Family Service Coordinator
- Human services worker
- Family service specialist
Toni Hill's expertise is in child welfare and family issues and includes 20+ years of professional work in the areas of social services and foster care management and licensure, child protective services, kinship care and child welfare worker training.
To be accepted to this program, you must have:
High school diploma
To apply to this program:
- Complete and submit the online application for admissions
- Pay the $45 non-refundable application fee
Rolling admissions. Application review will begin upon receipt of all required application materials.
Program of Study:
- General education courses - approximately 48 credit hours
- Core courses - 59 credit hours
- Electives - 15 credit hours
Course Number: CSP 417
This class is for those entering or already in one of the helping professions. It focuses on understanding and applying a broad range of listening and communication skills in one-to-one interactions as well as in small group settings. Students actively practice building skills in class.
|Lifespan Development and the Family||3|
Course Number: FAMS 150
This course is designed to facilitate an initial, critical understanding of human development. Various aspects, themes, and influences of development are examined across the lifespan, with particular emphasis placed on the familial, cultural, cognitive, theoretical and physical aspects of the ever developing human.
|The Developing Child 0 to 8||3|
Course Number: FAMS 251
The course is designed to facilitate an in depth study of developmental processes from conception to age eight. Readings, lectures, and class discussions will provide students with a fundamental understanding of particular developmental stages using a multi-theoretical framework.
Course Number: FAMS 302
The purpose of this course is to give students and understanding of parenting and the parent-child relationship from a theoretically-guided and research based perspective. Students also will gain a better understanding of the basic principles relating to the process of creating parent education materials and facilitating parent education programs. This course is designed to give students a base upon which to work with parents and to further develop parent education skills by applying and practicing concepts related to parenting and parent education.
|Family Life Education||3|
Course Number: FAMS 340
The purpose of this course is to give students an understanding of the general philosophy and broad principles of family life education methodology. By the end of the course, students will have the ability to develop, facilitate, locate, and evaluate family life education programs. It is recommended that students take FSID 302: Parent Education before taking this course.
|Families and Social Policy||3|
Course Number: FAMS 362
The Study of social policy and its impact on families.
|Family Resource Management||3|
Course Number: FAMS 406
Theory and experiences in management dealing with the problems of individual and family living.
Course Number: FAMS 475
Internship is defined as a set of variable experiences, inter- or intra-institutions to include clinical or work-related experiences. The purpose of this course is to provide experiences in the various areas of Family Studies and Interior Design. It provides students with opportunities for broader experience and enables them to develop competencies which meet requirements of professional accrediting agencies.
|Child & Family Home Visitation||3|
Course Number: FAMS 476
Prereq: either FSID 253 OR FSID 251 and FSID 351GS This course focuses on issues relevant to professionals engaged in home visits with families parenting infants and young children. The course is designed to enhance the skill set required to effectively work with diverse children and their families. Family empowerment and advocacy skills will be enhanced.
|Cross Cultural Family Patterns||3|
Course Number: FAMS 481
Comparative research of familial behavior and structural patterns of various cultures. Analysis and evaluation of the impact of differing cultures on societal and family interactions.
|Families in Crisis||3|
Course Number: FAMS 486
Prereq: FSID 351GS and junior standing OR permission This course enables Family Studies and other service and social support-oriented students to understand the trauma and recovery process associated with normative and catastrophic family crisis.
|Nutrition, Health & Safety for Young Children||1|
Course Number: PE 247
This course is designed to provide students with a comprehensive understanding of the nutrition, health, and safety needs of young children from birth to eight years of age. This course will prepare students to address the well-being of diverse young children and their families in a variety of early childhood settings, including family childcare, childcare centers, preschools, and early elementary school settings.
|Growth & Development/Introduction to Exceptionalities||4|
Course Number: TE 204
Prereq: sophomore standing or above. This course is one of the two required for Level II education majors. Students will become aware of human growth/development and exceptionalities. As students explore these areas, they will also be made aware of the necessity to adapt to the changes brought to the classroom via diversity. Students will be involved in K-12 field experiences that will provide them opportunities to observe student development, exceptionalities, and diversity.
|Instructional Technology and the Preservice Teacher||3|
Course Number: TE 206
Prereq: none This course will introduce preservice teachers to a variety of technologies and strategies for their use in the instructional process to accommodate diverse students. Preservice teachers will comprehend and model ethical and democratic principles of instructional technology integration in their classrooms. One course requirement is a P-12 school-based project.
|Management and Assessment in Preschool and Elementary Classrooms||2|
Course Number: TE 318
Prereq or Coreq: TE 204 This course is designed to prepare students for the challenges of effectively managing the classroom and assessing student progress. The course emphasizes: planning, preparing, establishing routines, monitoring and managing student behavior, aligning standards-based assessments, determining assessment alternatives, and interpreting assessment results.
|Foundations of Early Childhood Education||2|
Course Number: TE 341
Prereq: TE 100GS or FSID 250 or FSID 253 The focus of this introductory course is on historical and philosophical developments in the care and education of children with typical and atypical development, birth through age eight. Legal basis of services for young children and current social issues and legislation are studied. Components of appropriate screening and assessment of all young children will be identified. Students are introduced to the range of children served and services provided in a variety of settings. This course is the prerequisite for other early childhood courses.
|Methods of Inclusive Education Birth through Age 3||3|
Course Number: TE 343
Prereq: admission to Teacher Education Coreq: TE 345 This course is designed to provide students with the experiential knowledge and practical skills necessary to select, evaluate, develop, adapt, and implement developmentally appropriate inclusive instructional strategies for infants and toddlers birth through age three across developmental domain areas. Students will focus on arranging inclusive environments, monitoring children's progress, working with IFSP's, and embedding inclusive teaching strategies within the context of developmentally appropriate curriculum materials to maximize healthy development and learning for infants and toddlers with and without disabilities.
|Field Experience: Birth through Age 3||0.5|
Course Number: TE 343L
This course is designed to provide practical application of integrated, inclusive instructional strategies and assessment procedures for all young children birth through age three. Student will be placed in early childhood teaching environments with children birth through age three including children with disabilities. The experiences shall consist of 30 clock hours with 20% of the hours (6 hours) in settings with children with a range of disabilities. Corequisite: TE 343.
|Methods of Inclusive Education Ages 3 through 5||3|
Course Number: TE 344
Prereq: admission to Teacher EducationCoreq: TE 345 This course is designed to provide students with experiential knowledge and practical skills necessary to select, evaluate, develop, and adapt, and implement developmentally appropriate inclusive instructional strategies for young children from age three through five across curriculum areas. Students will focus on arranging inclusive environments, monitoring children's progress, working with IEP's, and embedding inclusive teaching strategies within the context of developmentally appropriate curriculum materials to maximize healthy development and learning for young children with and without disabilities.
|Field Experience: Ages 3 to 5||.5|
Course Number: TE 344L
Coreq: TE 343* This course is designed to provide practical application of integrated, inclusive instructional strategies and assessment procedures for all young children ages three through five. Student will be placed in early childhood teaching environments with children birth through age three including children with disabilities. The experiences shall consist of 30 clock hours with 20% of the hours (6 hours) in settings with children with a range of disabilities.
|Early Childhood Program Administration||1|
Course Number: TE 346
This course is designed to provide students with a comprehensive understanding of the administrative aspects of early childhood programs. This course will prepare students to plan a facility, identify program goals, work with community resources, collaborate with schools and other early childhood programs, implement an early childhood program, and evaluate program quality.
|Literacy Methods 0-3||2|
Course Number: TE 347
Prereq: TE 100GS or FSID 250 or FSID 251 The focus of this course is on preparing teachers to create effective beginning literacy programs for young children. Primary focus will be on children ages 0-3 years. Students will (1) understand child development in relation to oral and written language, (2) know how to create literacy-rich environments, (3) learn important strategies to effectively promote early language and literacy skills, (4) be able to assess young children's language and literacy skills, (5) be able to support parents as the primary educator of their children and (6) address the language needs of a diverse range of learners, including those with disabilities and English Language Learners.
|Partnerships with Families||1|
Course Number: TESE 323
Partnerships with Families Prereq or Coreq: TE 204 This course concentrates on the teacher's role in building successful relationships between families, educators, schools, and communities. Concrete strategies for increasing respectful, successful family-school partnerships that enhance children's school success will be emphasized.
|Collaboration, Consultation & Co-Teaching||3|
Course Number: TESE 330
This course is designed to prepare educators for collaborative consultation and co-teaching in serving the educational needs of students, families, educators and community agencies. Skills for communication and collaboration are practiced. Students will learn to work with families and other professionals from all cultural and economic backgrounds, the impact of having a child with special needs. Students will also develop the skills necessary to develop successful co-teaching environments. Prerequisite: TE 204 or FSID 251 or FSID 253
Cost for Nebraska Residents
Per Credit Hour
- Tuition: $261.00
- Fees: $57.25
- Total: $318.25
3 Credit Hours
- Tuition: $783.00
- Fees: $171.75
- Total: $954.75
Cost for Out of State Residents
Per Credit Hour
- Tuition: $396.00
- Fees: $57.25
- Total: $453.25
3 Credit Hours
- Tuition: $1188.00
- Fees: $171.75
- Total: $1359.75
Questions about tuition? We can help.
What's it like to take a program online?
Quality learning experience
The University of Nebraska has offered distance education courses for more than 100 years so you can expect a quality, rigorous experience. Online courses are often highly interactive with faculty and students communicating through e-mail, discussion forums and chat groups. You’ll have direct access to world-class faculty – researchers who are experts in their fields or practitioners with real-world experience. Also, you’ll be part of a community of learners and can benefit from the perspectives of students from across the globe.
Online learning gives you the flexibility and freedom to attend your classes wherever is convenient to you. You can save time and money by being able to continue to work and by avoiding relocation or travel costs. You will be required to complete assignments in a certain timeframe, but in most instances, you can log in and complete coursework during the time of day that works best for you. You aren’t tied to a specific class time.
Service you expect from a leading University
Online learners at the University of Nebraska have access to the same student services available to on-campus students. An academic adviser will guide you along your journey, library services are available to help you excel in your program and career services are available when you are ready to take your next step. These are just a few of the services in place to help you succeed.