Connecticut State Colleges and Universities
Charter Oak State College Official Catalog

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, including Head Start, State-funded 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.   

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 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 embedded 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 or other approved classroom.  200 hours are earned at the AS level and 200 hours are earned at the BS level.

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

Major Requirements

ECE 101: Introduction to Early Childhood Education

3 cr

ECE 247: Child Development: Birth-Age 8

3 cr

ECE 176: Health, Safety and Nutrition: Birth-Age 8

3 cr

ECE 205: Diversity and Ethics in Early Care and Education

3 cr

ECE 210: Observation and Assessment in Early Childhood Programs

3 cr

ECE 231: Early Language and Literacy

3 cr

ECE 217: The Exceptional Learner

3 cr

SOC 350: Children, School and the Community

3 cr

PSY 301: Psychology of Play

3 cr

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 concentration 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, 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. 

ECE 215: Behavior Management in Early Childhood

3 cr

ECE 222: Curriculum for Young Children: Methods and Techniques

3 cr

ECE 261: Infant/Toddler Care: Methods and Techniques

3 cr

ECE 299: Early Childhood Education Practicum I

or

ECE 399: Early Childhood Education Practicum II 

6 cr

ECE 304: Advanced Language & Literacy: Infant and Toddlers

3 cr

ECE 330: Math, Science, and Tech for the Young Child

3 cr

ECE 335: Advanced Methods in ECE/Special Ed-Pre K-K

3 cr

ECE 494: Early Childhood Teacher Credential (Major) Capstone

6 cr

2.  Program Administration and Leadership

This concentration 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 concentration, 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 concentration 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 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 concentration.

ECE 222: Curriculum for Young Children: Methods and Techniques

3 cr

ECE 250: Administration & Supervision of Early Childhood Programs 

3 cr

ECE 261: Infant/Toddler Care: Methods and Techniques

3 cr

ECE 326: Finance in Programs for Young Children

3 cr

ECE 325: Personnel Management in Programs for Children

3 cr

ECE 351: Advanced Leadership in Early Childhood Education 

3 cr

ECE 492-  Culminating Practicum in Program Administration and Leadership * Students without approved NAEYC administrator experience will take the 3-credit practicum course.

3 cr

 ECE 493: Program Administration & Leadership Capstone

 3 cr

3. Infant and Toddler

This concentration 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 childcare homes, state or federally funded programs.  The purpose of this concentration is to ensure those working with the Birth-3 population are knowledgeable of best practices in the care and education of this unique population of children.

ECE 215: Behavior Management in Early Childhood

3 cr

ECE 261: Infant/Toddler Care: Methods and Techniques

3 cr

ECE 304: Advanced Language & Literacy: Infants and Toddlers

3 cr

ECE 299: Early Childhood Education Practicum

or

ECE 399: Child Studies Practicum

6 cr

ECE 495: Early Childhood Education Capstone

3 cr

 ECE or approved SOC/PSY Upper Level Electives

3 cr 

4. Preschool

This concentration 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 concentration may work private early childhood centers, family child care homes. State or federally funded programs.  The purpose of this concentration is to prepare teachers to work with children ages 3-5 so that they understand developmentally appropriate practices in preschool education.

ECE 215: Behavior Management in Early Childhood

3 cr

ECE 222: Curriculum for Young Children: Methods and Techniques

3 cr

ECE 335: Advanced Methods in ECE/Special Ed-Pre K-K

3 cr

ECE 299: Early Childhood Education Practicum

or

ECE 399: Child Studies Practicum

6 cr

ECE 495: Early Childhood Education Capstone

3 cr

ECE or approved SOC/PSY Upper Level Electives

3 cr

5. Montessori  

This concentration 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 concentration must take the core courses required for all early childhood education majors. In addition, students in the Montessori concentration must take additional courses related to the concentration.

Montessori training is not offered at Charter Oak State College. Students in this concentration 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.  

ECE 222: Curriculum for Young Children: Methods and Techniques

or

ECE 261: Infant and Toddler Methods and Techniques (lower level methods)

3cr

Approved Upper Level PSY/SOC elective

3 cr

Approved Upper Level ECE electives

9 cr

ECE 299: Early Childhood Education Practicum

or

ECE 399: Child Studies Practicum

 6 cr

ECE 495: Early Childhood Education Capstone

 3 cr

Note: The Early Childhood Practicum and Capstone Courses must be completed at Charter Oak State College.

Prerequisites:

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’s 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’s 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).

 


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