Early Childhood Education Major

The Bachelor of Science in Early Childhood Education is a non-certification major that prepares students to work as lead teachers in licensed child day care centers.  These centers might include Head Start, CT School-Readiness Programs, licensed Family Child Care Homes, and some school-based programs. Students in this program are not eligible to teach in certified positions within public schools. However, the program prepares students to enter certification programs.

Students in this program develop an advanced understanding of early childhood theory and practice.  Students further their professional competencies as teachers by increasing their understanding of child development, strategies for working with families, observing young children, teaching methods and developing as reflective professionals in the field.   

Program Requirements:

Bachelor of Science in Early Childhood Education:

• Students should note that due to the nature of online education, courses may require videotaping to fulfill requirements where student evaluations must be completed by a course instructor.
• All major core and concentration requirements must be completed with a grade of 'C' or higher.  
• Prerequisites:

• • PSY 101: Psychology
  • SOC 101: Sociology
• Field Experience and Practicum Requirements:
  • Student must complete field experience and practicum hours that are determined by the concentration. 
  • Practicum hours must be approved in advance by the Clinical Field Placement Coordinator.
  • Students must successful complete 6 Key Assessments that are included as course assignments.  A final grade of 'C' must be earned for the student to pass each of the  key assessments. 
  • Background checks are required for all internship placements.
• ECTC: Students in the Early Childhood Education Bachelor's Degree program also qualify to earn the Office of Early Childhood Teaching Credential at the Level B (CT resident's only).

Concentrations:

Early Childhood Education reflects ages Birth-Age 8.  While this program covers child development until the age of 8, the primary focus for teaching methods is for work with children ages Birth-Age 5.

Students enrolled in this degree program must choose one of the following concentration tracks based on professional interest.

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

All major and concentration track requirements must be completed with a grade of 'C' or higher.  Students earning a grade of C- may earn credit for the course.  However, the credits cannot be used towards the major requirement. 

Major Requirements

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

Prerequisites:

Students must complete the following prerequisite requirements for all concentration tracks:

• PSY 101: Psychology
• SOC 101: Sociology

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

1. Early Childhood Teacher Credential

This concentration track 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, Level B for bachelor’s 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. The following additional Early Childhood Education courses are required for students enrolled in this track.

2. Program Administration and Leadership

This concentration track 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 work of the early childhood program administrator.  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. One 3-credit culminating practicum and one 3-credit Capstone course is required for this track where students work under the guidance of a mentor leader. Students who already qualify as NAEYC administrator’s, or directors that have at least four years of administrative experience, will be able to document their experience to have the practicum requirement waived.  Course instructors will work with students to create a practicum experience that is respective of the student’s time, current work obligations, as well as prior experiences in early childhood administrative or leadership roles. Students will also qualify to apply for the CT Director Credential at the Standard Level upon completion of this track. The following additional Early Childhood Education courses are required for students enrolled in this track.

*Students without approved NAEYC administrator experience will take the 3-credit practicum course.

3. Infant and Toddler

This concentration 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  track may work private early childhood centers, family childcare homes, state or federally funded programs.  The purpose of this concentration track is to ensure those working with infants and toddlers are  knowledgeable of best practices in the care and education of this unique population of children. The following additional Early Childhood Education courses are required for students enrolled in this track.

4. Preschool

This concentration track is designed for students who desire to work as preschool teachers or currently serve as teachers or assistant teachers in preschool classrooms. A 6-credit student teaching practicum is required.  Students enrolled in this track may work private early childhood centers, family child care homes. State or federally funded programs.  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. The following additional Early Childhood Education courses are required for students enrolled in this track.

5. Montessori

This concentration track is designed for students who work or desire to work in Montessori Programs. Students may specialize in either Infant and Toddler or Early Childhood Education training. All students in the Montessori track must take the core courses required for all early childhood education majors. In addition, students in the Montessori concentration track must take additional courses related to the track.

Montessori training is not offered at Charter Oak State College. Students in this concentration track transfer the AMS or AMI Credential for which college credit is provided. Credits for Montessori training differ based on the Montessori credential earned and are awarded based on credential approvals from the CT Credit Assessment Program reviews of each Montessori credential. The following additional Early Childhood Education courses are required for students enrolled in this track.

Note: Capstone Courses must be completed at Charter Oak State College.  Practicum courses must also be completed at Charter Oak State College unless the course transfers in from another institution or as part of a credentialing program. 

**This course generally transfers in with verification of the AMS credential. 

Prerequisites:

Students must complete the following prerequisite requirements for all concentrations track:

• 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;
2. establish partnerships with families and communities in order to foster the growth and development of each child;
3. utilize a variety of assessment tools to observe and document children’s development for the purpose of informing instruction to meet the needs of each learner;
4. use content knowledge to design effective approaches and strategies for working with families to positively influence child development and learning;
5. design a safe, healthy, supportive, inclusionary, and culturally pluralistic learning environment for young children; 
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’s learning; and 
7. engage in advocacy work as well as reflective practice.