天美传媒

Early Childhood Education Major

The Bachelor of Science in Early Childhood Education provides students with an advanced understanding of early childhood theory and practices. The program provides students with the pedagogical knowledge that they will need to work in early childhood settings. The program is structured to provide a professional education with a comprehensive curriculum for students to work in non-certified administrative or teaching positions. It is guided by constructivist-based developmentally appropriate teaching philosophy and practices for children ages birth-age 8. Students enrolled in this degree program must choose one of the following concentrations based on professional interest.

• Early Childhood Teacher Credential
• Program Administration and Leadership
• Infant/Toddler
• Preschool
• Montessori

Student's may be subject to a criminal background check and drug screening prior to being placed in any internship.

All students are required to complete 170 pre-practicum field experience hours that are added into each course. In addition, there are 400 practicum hours required for the Bachelor of Science degree in Early Childhood Education that must be completed in an NAEYC accredited center.

All major and track requirements must be completed with a grade of 'C' or higher.

Major Requirements

Note: Core requirements must be taken by all students in this degree program. Additional track requirements are listed below.

Students enrolled in the Early Childhood Major must choose one of the five concentrations below (15 credits):

1. Early Childhood Teacher Credential

This track is for teachers or prospective teachers that desire to work in any Connecticut State-funded Early Childhood Program. Two 6-credit field experience/practicum courses are required for this option. Students completing this option will qualify for the ECTC, Track B for Bachelor Degree recipients. The ECTC is a CT-based early childhood credential and is awarded by the Office of Early Childhood at the completion of the degree. 

        2. Program Administration and Leadership

This track is for students who currently work as program directors or assistant directors; or, for teachers or other professionals that would like to advance to program director positions. By taking courses in this track, students will understand the many facets of leadership that encompass the early childhood director鈥檚 job. Students will gain an understanding of early childhood curriculum and how to work with families, as well as the human resource and fiscal responsibilities of program directors. Students will take a 6-credit Culminating Practicum and Capstone Course for this concentration where they will work under the guidance of a mentor leader. Students who already qualify as NAEYC administrator鈥檚, or directors that have at least four years of administrative experience, will take a three-credit course and document their experiences in the form of an individualized professional portfolio. Course instructors will work with students to create a practicum experience that is respective of the student鈥檚 time, current work obligations, as well as prior experiences in early childhood administrative or leadership roles. Students will also earn their CT Director Credential at the standard level.

        3. Infant and Toddler

This track is designed for students who desire to work with infants/toddlers or currently serve as teachers or assistant teachers in infant/toddler classrooms. A 6-credit student teaching practicum is required. Students enrolled in this concentration may work private early childhood centers, family child care homes or military child development centers. The purpose of this track is to ensure those working with the 0-3 population are knowledgeable of best practices in the care and education of this unique population of children.

         4. Preschool

This track is designed for students who desire to work as preschool teachers or currently serve as teachers or assistant teachers in private or non-funded preschool classrooms. Students enrolled in this concentration may work private early childhood centers, family child care homes or military child development centers. A 6-credit student teaching practicum is required.

The purpose of this track is to prepare teachers to work with children ages 3-5 so that they understand developmentally appropriate practices in preschool education.

      5. Montessori  

This track is designed for students who work or desire to work in Montessori Programs. Students may specialize in Montessori infant and toddler or early childhood education. The practicum experience is embedded within the Montessori training and is therefore not required as an additional practicum for this concentration.

Note: The Child Studies Capstone course must be completed at 天美传媒.

Prerequisite:

Students must complete the following prerequisite requirements for all concentrations

• PSY 101: Psychology
• SOC 101: Sociology

Student Learning Outcomes

Students who graduate with a major in Early Childhood Education will be able to:

1. develop curriculum and lesson plans that reflect understanding of developmentally-appropriate practices and promote child development and learning (NAEYC, Standard 1);
2. establish partnerships with families in order to foster the growth and development of each child (NAEYC, Standard 2);
3. utilize a variety of assessment tools to observe and document children鈥檚 development for the purpose of informing instruction to meet the needs of each learner (NAEYC, Standard 3);
4. use content knowledge to design effective approaches and strategies for working with families to positively influence child development and learning (NAEYC, Standard 4);
5. design a safe, healthy, supportive, inclusionary, and culturally pluralistic learning environment for young children (NAEYC, Standard 1 and 2, 4);
6. use content knowledge to build a meaningful curriculum that is student-centered and takes into account the active and multimodal nature of young children鈥檚 learning (NAEYC, Standard 5);
7. engage in reflective practice (NAEYC, Standard 6);
8. design a culminating research project by identifying a topic, collecting and analyzing data and providing recommendations to the field for the purpose making positive changes to practice and becoming more reflective as practitioners (NAEYC, Standard 1, 2, 3, 4, 5, 6).