Provides students with the skills and competencies necessary to work effectively with young children, birth through age eight, in the field of professional childcare and education. The program will prepare qualified students for positions as teachers and assistant teachers in a variety of early childhood settings. Instruction is designed to be practical for prospective teachers as well as individuals already in the field. In addition, the program will prepare students for academic work at the baccalaureate level.
Program Coordinator: Joyce Voisine
|CSS-101||First Year Experience||3|
|ECE*101||Introduction to Early Childhood Education (a)||3|
|ECE*176||Health, Safety and Nutrition (a)||3|
|PSY*111||General Psychology I (a)||3|
|ECE*103||Creative Experiences/Children (a)||3|
|ENG*114||Children’s Literature (a)||3|
|MAT*141||Number Systems (a)||3|
|PSY*203||Child Development (a)||3|
|Science Elective with Laboratory (a) (from AST*, BIO*, CHE*, EVS*, OCE*, PHY*)||4|
|COM*172||Interpersonal Communication (a)||3|
|ECE*210||Observation, Participation and Seminar (a)||3|
|ECE*215||The Exceptional Learner (a)||3|
|ECE*231||Early Language and Literacy Development (a)||3|
|PSY*220||Educational Psychology (a)||3|
|ECE*275||Child, Family and School Relations (a)||3|
|ECE*295||Student Teaching (a)(e)||6|
|Directed Elective (b) (from ECE*106, ECE*109, ECE*141, ECE*241)||3|
|Directed Elective (b) (from HIS*201, HIS*202, PSY*243, SOC*101)||3|
|(Students transferring to a 4-year institution should take HIS*201|
|Fine Arts Elective (from ART*, COM*154, COM*167, DGA*, GRA*, NMC*, MUS*, THR*)||3|
(a) Prerequisite and/or co-requisite required.
(b) To be selected in consultation with faculty advisor based on student’s program of study.
(e) Thirty hours of approved course work that includes Introduction to Early Childhood Education (ECE*101), Creative Experiences/Children (ECE*103); Health, Safety & Nutrition,(ECE*176); Observation, Participation and Seminar (ECE*210); The Exceptional Learner (ECE*215); Early Language and Literacy Development (ECE*231); Child Development (PSY*203) and Educational Psychology (PSY*220). Additionally, a physical examination by a doctor is required prior to starting Student Teaching (ECE*295). Signature of Program Coordinator is required.
Early Childhood Education (A.S. Degree) Program Abilities:
Upon successful completion of all courses in the program, students will be able to:
1. use knowledge of how children develop and learn in order to provide opportunities that support the physical, emotional, social, language, cognitive, and aesthetic development of all young children from birth through age 8
2. use knowledge of how young children differ in their development and approaches to learning to support the development and learning of individual children
3. create and modify environments and experiences to meet the individual needs of all children, including children with disabilities, developmental delays, and special abilities
4. apply knowledge of cultural and linguistic diversity to create environments and experiences that affirm and respect culturally and linguistically diverse children, support home-language preservation, and promote anti-bias approaches and the valuing of diversity
5. plan and implement developmentally-appropriate curriculum and instructional practices based on knowledge of individual children (typical and special needs), the community, and curriculum goals and content
6. use individual and group guidance and problem-solving techniques to develop positive and supportive relationships with children, encourage positive social interactions
7. establish and maintain physically and psychologically safe and healthy learning environments for children.
8. establish and maintain positive collaborative relationships with families
9. demonstrate sensitivity to differences in family structure, and social and cultural backgrounds
10. communicate effectively with other professionals concerned with children and with agencies in the larger community to support children’s development, learning, and well-being
11. use informal assessment strategies to plan and individualize curriculum and teaching practices to meet the needs of individual children and to ensure the continuous physical, social, emotional, aesthetic, and cognitive development of children
12. observe, record, and assess young children’s development and learning for the purpose of planning appropriate programs, environments, and interactions, and adapting for individual differences, including children with special needs
13. reflect on their practices, articulate a philosophy and rationale for decisions, and continually self-assess and evaluate the effects of their choices and actions on young children, parents, and other professionals as a basis for program planning and modification and continuing professional development
14. demonstrate an understanding of conditions of children, families, and professionals; current issues and trends; legal issues; and legislation and other public policies that affect children, families, and programs for young children and the early childhood profession
15. demonstrate an understanding of the early childhood profession; its historical, philosophical, and social foundations; and how these foundations influence current thought and practice
16. demonstrate awareness of, and commitment to, the profession’s Code of Ethical Conduct.
17. actively seek out opportunities to grow professionally by locating and using appropriate professional literature, organizations, resources, and experiences to inform and improve practice
18. serve as an advocate on behalf of young children and their families, of improved quality of programs and services for young children, and enhanced professional status and working conditions for early childhood educators.