Early Childhood Education provides students with a sound foundation in theoretical and practical aspects of early child care and education settings. The curriculum establishes strengths in oral and written communication, problem solving, and evaluation skills. Graduates will have an understanding of the physical, social, and psychological factors that influence a child's development in a particular cultural environment. Fieldwork experiences provide students an opportunity to work directly with young children, drawing upon the principles and professional practices covered in the course work.
Early Childhood Education (EC)
(Effective Fall 2019)
- School of Sciences, Humanities & Visual Communications
- Associate of Applied Science Degree (A.A.S.)
- More Information about Early Childhood Education
Childcare/School-age director, lead or teacher, group supervisor, assistant group supervisor; Early Head Start home based teachers and Head Start home visitors; private academic assistant teacher; teacher’s aide/paraprofessional; house parent, child caseworker’s aide; early intervention service coordinator; family day care home operator and group day care home operator.
Recommended High School Subjects
Three years of English and at least one year of child development.
All students entering the major will be tested for English, reading, and mathematics deficiencies. Any reading deficiencies should be corrected prior to beginning the major. Students will be expected to remediate any other deficiencies during their first year in the major.
This major is subject to the transfer standards established by the College (see http://www.pct.edu/catalog/TransferringCredits ). Exceptions must be approved by the school dean.
Program GoalsA graduate of this major should be able to:
- apply principles of psychology, sociology, mathematics, communication, and natural science to personal and career situations.
- identify indicators and norms/milestones of typical and atypical child development: cognitive, language, psycho-social, and motor.
- understand the interrelationship of the developmental domains (physical, emotional, social, and cognitive), and apply this knowledge.
- apply knowledge of child development and methodological approaches to create healthy, respectful, supportive and challenging learning environments for all young children, in their cultural contexts.
- understand and demonstrate the skills and strategies necessary for developing positive interpersonal relationships that support and empower children and their families.
- understand the goals, benefits, techniques, and responsible uses of assessment.
- plan, implement, and adapt developmentally appropriate activities for all young children, with sensitivity to individuals' needs, by using a variety of techniques and materials that encompass aesthetics, creativity, and a sound knowledge of child development.
- identify and access appropriate children's services and community resources to better serve and advocate for young children and their families.
- use developmentally appropriate guidance techniques to support constructive behaviors, promote development, and encourage positive relationships.
- establish and maintain responsible practices for promoting childhood health, safety, and nutrition.
- comply with a variety of legal and organizational regulations, policies, ethical guidelines, and program standards associated with the provision of early childhood education services, including proper report and document preparation.
- continually develop and act upon a personal philosophy of pedagogy that guides interactions with children, staff, colleagues, families and community, using the ethical guidelines and standards of the early childhood profession.
|FYE101||First Year Experience||1|
|EDU101||Introduction to Early Childhood Education||3|
|ENL111||English Composition I||3|
|EDU125||Methods and Materials for Early Childhood Education I||3|
|EDU201||Health, Safety, and Nutrition for Early Childhood||3|
|EDU262||Language Arts in Early Childhood Education||3|
|ENL121||English Composition II||3|
|ENL201||Technical and Professional Communication||3|
|EDU211||Observation and Assessment with Young Children||3|
|EDU225||Methods and Materials for Early Childhood Education II||3|
|EDU268||Methods and Materials for Infants and Toddlers||3|
|SOC111||Introduction to Sociology||3|
|SOC232||Sociology of Relationships and Marriage||3|
|FIT||Fitness and Lifetime Sports Elective||1|
|EDU257||Early Childhood Internship||4|
|EDU230||Young Children with Special Needs||3|
|EDU224||Family, Communities and Early Education||3|
|SPC101||Fundamentals of Speech||3|
Notice of Conviction
Children's Services Protection Act 33 and/or Act 34 clearance is required in order to take EDU 256, Early Childhood Practicum. Students desiring entrance into the Early Childhood major should be aware that early childcare providers could bar a student from their site if a criminal record exists or if a positive drug test is noted. Inability to gain internship experience in the practicum results in an inability to meet program objectives and outcomes. The presence of a criminal record can also result in early childcare providers refusing to issue credentials necessary for employment.
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