Early Childhood Education
The Associate in Science major in Early Childhood Education is for students who desire to work in early childhood education programs. Students in this program acquire the knowledge and skills required to work with infants, toddlers and preschoolers in community-based early childhood settings. Student may also work as paraprofessionals in the public school system or as licensed family child care providers. Each early childhood course requires field experience hours so that the student can gain practice in working directly with children. Students complete a total of 100 pre-practicum field experience hours and also complete a 200 hour practicum experience in an NAEYC accredited center or other approved classroom.
Connecticut residents earning the AS in ECE are also eligible to earn the Office of Early Childhood (OEC) Early Childhood Teacher Credential- Level A- by directly applying to OEC once the degree is earned.
This degree requires a minimum of 60 credits. All major courses must be completed with a grade of C or above.
ECE 101: Intro to Early Childhood Education
ECE 176: Health, Safety & Nutrition: Birth to Eight
ECE 205: Diversity & Ethics in Early Childhood
ECE 210- Observation & Assessment in Early Childhood Programs
ECE 217: The Exceptional Learner
ECE 222 Curriculum for Young Children: Methods & Techniques
ECE 261: Infant/Toddler Care: Methods and Techniques
ECE 231: Early Language & Literacy Development
ECE 247: Child Development: Birth to Eight
ECE 299: Early Childhood Education Practicum
General Education Requirements
All General Education and residency requirements must be met in order to earn a Charter Oak degree. Students enrolled in the AS in Early Childhood Education degree are exempt from the global understanding requirement and must complete either the US History/Government or Non-US History/Culture requirement.
- PSY 101: Introduction to Psychology
Student Learning Outcomes
Students who complete an Associates of Science in Early Childhood Education will:
- Develop curriculum & lesson plans that reflect understanding of developmentally-appropriate practices and promote child development and learning (NAEYC, Standard 1);
- Establish partnerships with families in order to foster the growth and development of each child (NAEYC, Standard 2);
- Utilize a variety of assessment tools to observe & document children’s development for the purpose of informing instruction to meet the needs of each learner (NAEYC, Standard 3);
- Design a safe, healthy and purposeful learning environment with lead or co-teachers to support inclusionary & culturally pluralistic learning environment for young children (NAEYC, Standard 1 & 2, 4);
- Support teachers or co-teachers in building a meaningful curriculum that is student-centered and takes into account the active and multimodal nature of young children’s learning (NAEYC, Standard 5); and
- Engage in reflective practice (NAEYC, Standard 6).