Early Childhood Education, Early Education and Care (Non-licensure) Concentration, B.S.E.

Education

1. Standard 1. Promoting Child Development and Learning Candidates prepared in early childhood degree programs are grounded in a child development knowledge base. They use their understanding of young children’s characteristics and needs, and of multiple interacting influences on children’s development and learning, to create environments that are healthy, respectful, supportive, and challenging for each child.

   Not resolved to a course
2. Standard 2. Building Family and Community Relationships Candidates prepared in early childhood degree programs understand that successful early childhood education depends upon partnerships with children’s families and communities. They know about, understand, and value the importance and complex characteristics of children’s families and communities. They use this understanding to create respectful, reciprocal relationships that support and empower families, and to involve all families in their children’s development and learning.

   Not resolved to a course
3. Standard 3. Observing, Documenting, and Assessing to Support Young Children and Families Candidates prepared in early childhood degree programs understand that child observation, documentation, and other forms of assessment are central to the practice of all early childhood professionals. They know about and understand the goals, benefits, and uses of assessment. They know about and use systematic observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence the development of every child.

   Not resolved to a course
4. Standard 4. Using Developmentally Effective Approaches Candidates prepared in early childhood degree programs understand that teaching and learning with young children is a complex enterprise, and its details vary depending on children’s ages, characteristics, and the settings within which teaching and learning occur. They understand and use positive relationships and supportive interactions as the foundation for their work with young children and families. Candidates know, understand, and use a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect with children and families and positively influence each child’s development and learning.

   Not resolved to a course
5. Standard 5. Using Content Knowledge to Build Meaningful Curriculum Candidates prepared in early childhood degree programs use their knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning for each and every young child. Candidates understand the importance of developmental domains and academic (or content) disciplines in early childhood curriculum. They know the essential concepts, inquiry tools, and structure of content areas, including academic subjects, and can identify resources to deepen their understanding. Candidates use their own knowledge and other resources to design, implement, and evaluate meaningful, challenging curriculum that promotes comprehensive developmental and learning outcomes for every young child.

   Not resolved to a course
6. Standard 6: Becoming a Professional Candidates prepared in early childhood degree programs identify and conduct themselves as members of the early childhood profession. They know and use ethical guidelines and other professional standards related to early childhood practice. They are continuous, collaborative learners who demonstrate knowledgeable, reflective and critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources. They are informed advocates for sound educational practices and policies.

   Not resolved to a course

Expected Outcomes

1. Describe, understand and apply child development principles and research to design environments, curriculum, and programming for young children.

   Not resolved to a course
2. Design high-quality developmentally appropriate and engaging curriculum for diverse young children with and without disabilities.

   Not resolved to a course
3. Create warm, nurturing, stimulating, respectful, and supportive environments for young children.

   Not resolved to a course
4. Demonstrate knowledge of observation, documentation, and assessment, including its purpose and use in supporting individual child growth and learning.

   Not resolved to a course
5. Engage families in the development and support of learning goals for young children.

   Not resolved to a course
6. Participate as a professional in the field of early childhood education, including upholding NAEYC ethical and professional standards.

   Not resolved to a course
7. Engage in continuous, collaborative and reflective learning to inform practice.

   Not resolved to a course
8. Understand the role of teamwork, community engagement and the development of collaboration to foster positive outcomes for young children.

   Not resolved to a course

Major Requirements - 60 credits

Required Courses

1. PSY 1200

   Lifespan Development

   As published: “Lifespan Development 3 Credit(s)”
   3
2. EDUC 1006

   Foundations of Inclusive Education

   As published: “Foundations of Inclusive Education 3 Credit(s)”
   3
3. EDUC 3023

   Developmentally Appropriate Practices and Programs for Young Children

   As published: “Developmentally Appropriate Practices and Programs for Young Children 3 Credit(s)”
   3
4. SPED 3020

   Students with Emotional/Behavioral and Autism Spectrum Disorders

   As published: “Students with Emotional/Behavioral and Autism Spectrum Disorders 3 Credit(s)”
   3
5. EDUC 3055

   Investigations in Science & Social Studies in Early Childhood Education

   As published: “Investigations in Science & Social Studies in Early Childhood Education 3 Credit(s)”
   3
6. PSY 2010

   Child Development

   As published: “Child Development 3 Credit(s)”
   3
7. EDUC 3013

   Childcare Programming and Administration

   As published: “Childcare Programming and Administration 3 Credit(s)”
   3
8. EDUC 3040

   Early Math for Early Childhood Educators

   As published: “Early Math for Early Childhood Educators 3 Credit(s)”
   3
9. EDUC 3080

   Emergent Literacy and the Developing Child

   As published: “Emergent Literacy and the Developing Child 3 Credit(s)”
   3
10. SPED 3720

    Classroom Management and Behavior Support

    As published: “Classroom Management and Behavior Support 3 Credit(s)”
    3
11. EDUC 3090

    Observation, Documentation, and Assessment in the Early Years

    As published: “Observation, Documentation, and Assessment in the Early Years 3 Credit(s)”
    3
12. EDUC 3095

    Early Childhood Literacy

    As published: “Early Childhood Literacy 3 Credit(s)”
    3
13. EDUC 3096

    Integrating Fine Arts into the Early Childhood Curriculum

    As published: “Integrating Fine Arts into the Early Childhood Curriculum 3 Credit(s)”
    3
14. EDUC 3097

    Designing Environments for Young Children

    As published: “Designing Environments for Young Children 3 Credit(s)”
    3
15. EDUC 4020

    Collaboration for the Child: Engaging Families and Community Connections

    As published: “Collaboration for the Child: Engaging Families and Community Connections 3 Credit(s)”
    3
16. EDUC 4001

    Community Practicum

    As published: “Community Practicum 9 Credit(s)”
    9
17. EDUC 4002

    Community Practicum Seminar

    As published: “Community Practicum Seminar 3 Credit(s)”
    3

Liberal Arts and Science Curriculum - 60 credits