Inspiring Young Minds and Nurturing Hearts.
We prepare students to be professional educators who do much more than simply teach the curriculum. Our students graduate equipped to care for the whole child: mind, heart and soul.
When you study at early childhood education at LBC, of course you'll learn the things you'd expect to learn: we train our students to teach children from prekindergarten to fourth grade in a variety of educational settings. But you'll learn so much more than just classroom tips and tricks - beginning with your first class in your first year, you'll be out in the field, observing teachers in their classrooms and getting hands-on experience. Not only that, but our faculty members actually go and visit our student teachers in their classrooms every week, offering helpful feedback and encouragement to our up-and-coming educators.
Through a combination of Bible classes, field placements in diverse educational settings (including Christian schools, public schools, daycare, preschools and Montessori academies), coursework and field experiences that focus on understanding the needs of the child and implementing developmentally appropriate practices, this is an educational experience like none other. Our students graduate ready and prepared to become generalist elementary teachers.
With small class sizes and a low professor-to-student ratio, our faculty members are able to invest in our students' lives as they train up the next generation of teachers.
Bachelor of Science in Education with majors in Education and Biblical Studies
Here are some examples of field work completed by our student teachers in the past:
Becca Foxwell, a first grade teacher and graduate of LBC, was named the 2016 Pennsylvania Teacher of the Year.
"Preparing tomorrow's teachers to be the leaders God has called them to be - I can't think of anything else I'd rather do!" — Mrs. Martin
"Parker Palmer says, "Good teaching cannot be reduced to technique; good teaching comes from the identity and integrity of the teacher.” This challenges me to continue to develop my inner life and relationship with the Lord, so that my teaching can flow from that place." — Mrs. Hershey
"Stories provide a wonderful basis of relating your life's journey - both exhilarating and challenging, but it always ends at the foot of the Cross." — Dr. Dick
"I have found that teaching is more about building relationships than imparting knowledge. Both are important, but knowing my students makes me a better teacher." — Dr. Dodson
Stacey Martin has more than 20 years of experience in the Early Childhood Education field. She is a graduate of Grove City College with a bachelor’s degree in Elementary Education and of Millersville University with a master’s degree in Early Childhood Education. Her professional experiences include childcare, management of a child development center, corporate management of a group of childcare centers, and teaching experiences in a variety of settings (church preschool, privately-owned child development center, and Christian school). Stacey is a member of NAEYC (National Association for the Education of Young Children). She has presented at local early childhood conferences and has led in-service sessions in local schools. Stacey is currently pursuing a Doctor of Education degree from Capella University. In her spare time, she enjoys spending time with her husband and children, convertible rides, summer days by the pool, and crocheting.
From an early age, Mrs. Hershey knew that she wanted to be a teacher. That initial inspiration lead her to LBC to receive her education and credentials. LBC prepared her not only academically, but also spiritually as she studied God’s word and grew in her love for Him. After teaching in K-12 schools for 11 years, including two years teaching overseas in Albania, she came back to LBC to train the next generation of teachers. She takes joy in seeing students learn and grow in a profession that she loves so much. She works in the Education Department in a variety of ways including: teaching in the classroom, advising students, supervising student teachers, and leading a top-notch group of Education professors.
Her mother always describes her as being a bit of an adventurer. Since she went skydiving at 10,000 feet, climbed on top the Sydney Harbor bridge, and bicycled 80 miles in one day, that statement seems to be true. She enjoys many things outside of the classroom including cooking, decorating, traveling, and bicycling. All these activities are made sweeter when she does them with her wonderful husband, Carl.
Lancaster Bible College is a wonderful place to learn and grow. She counts it a privilege to serve the Lord at this place!
Dr. Dick has enjoyed a wide variety of teaching and learning experiences. She received her BA in Religion/Philosophy; MA in Educational Leadership and her PhD. in Curriculum and Teaching. Her teaching experiences encompass children through adults in various settings: Christian school; public school; adult education; and international education. Her enjoyment comes from preparing new teachers not only how to teach but to disciple and create an effective learning environment. The utilization of new technology, creative ways of engagement and finding the "fun" factor in the content areas are a few areas of interest. Since the family has an autistic son, she makes sure that her students know how to communicate and teach exceptional individuals.
Dr. Dodson has taught and been an administrator in both public and private schools in North Carolina. His certifications include administration, special education and secondary political science and social studies. Dr. Dodson and his family moved to Lancaster in order for him to join the faculty at LBC 10 years ago. He and his wife Tammi have been married for 30 years and have 3 grown children, two of which graduated from LBC, and one granddaughter.
This course is intended to prepare the teacher for a classroom of children from the very young child through fourth grade. Characteristics of children will be examined in light of curriculum, standards, instruction, classroom management, and developmentally appropriate practices. Various philosophies of early childhood education will be studied and observed. Students will begin to develop a philosophy of education for the young child.
This course is an overview of the elements of music, art, health, physical education, and play. Students will participate in hands-on experiences while learning to incorporate these elements into the PreK-4 classroom. Students will examine the needs of students to design appropriate activities that enhance learning and develop an appreciation for the arts and a healthy lifestyle.
This course offers an introduction to the teaching profession by examining the characteristics of an effective teacher and the professional training required for an individual to be certified. It also reviews the school environment where instruction takes place, the educational philosophies that direct the design of teaching and learning, and the legislation that has impacted education at all levels including teacher preparation. These foundational concepts are analyzed in light of a biblical worldview for education.
This course will survey key writers and works in the history and development of literature for children and young adults. Students will examine the aesthetic features of different genres and identify thematic characteristics relevant to each age group.
This course introduces students to the principles of instructional design. Students will understand the role outcomes and standards play in instructional design and will design ways to assess learning. Effective lesson planning will be discussed and practiced as students explore various instructional methods and materials. Instructional design will be observed and studied in classroom experiences.
This course will provide a general introduction to the diverse student population present in preK-12 classrooms. These students include those who are at risk, those who are culturally diverse, and those with any academic, emotional, mental, physical, or communicative differences. Discussions will include the assessment process, identification for eligibility, IEP development, and general pedagogical implications for each group.
This course is designed to equip the early childhood (PK-4) teacher with the knowledge and skills in order to more effectively instruct young learners in mathematical concepts, computation, and application. The students will be exposed to methods and materials used in preschool and primary grade mathematical instruction.
This course is designed to give the pre-service teacher an overview of formal and informal assessments. It includes rubric development for authentic assessment and the development of the teacher made tests. Specifically, it includes a discussion of both formative and summative assessment, an overview of standardized achievement tests, IQ tests, and the No Child Left Behind mandated state given tests.
This course will examine the collaborative relationships that every teacher must maintain with parents, colleagues and the community. The students will review how these relationships are built, the elements that contribute to the maintenance of them, and the cultural influences for each. Relationships with professionals at every level will be analyzed to determine the influences and effects on classroom instruction.
This course is designed to introduce the student to the basic principles and practices in the teaching of reading in grades PK-4. The meaning and purpose of reading will be the focus as methods and strategies are developed. Foundations for critical, creative, and evaluative reading related to a Christian view will also be explored and incorporated in the student’s development of reading lessons. All students must demonstrate a competency in basic phonic knowledge.
This course includes a review of the skills and knowledge required to teach science to children in grades PK-4 and 4-8. The role of inquiry as the major focus and means of science instruction is examined and numerous sources of science education and brain research as foundations for inquiry are provided. Students review the National Science Education standards and the PA Academic standards as guides for the instructional design. Science education from a biblical worldview is integrated throughout the course.
The course is designed for pre-service teachers to explore a range of models and strategies that facilitate developing a personal approach to classroom management. Through the examination of theoretical concepts and practical applications to classroom management, students are prepared to manage a classroom environment, know the legal aspects of management, understand the potential and the consequences of maintaining appropriate student behavior, provide adaptations for diverse students, and produce their own personal management plan.
Today’s preservice teachers are preparing to teach in a world which is pluralistic and diverse. In order to best prepare preservice teachers for the educational environment of the 21st century, they must have an awareness of the diverse cultures present in the world and the role of education within these cultures. The activities within this course provide these experiences through reading, reflection, and cross-cultural experiences.