Celebrating Early Childhood Education Professionals!
APPLY FREE! September 1 – October 15, 2019
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Offer eligible for specific early childhood programs only. Applying for free is a $50 value.
Early Childhood Education Open House
Tuesday, September 24th
4:00PM - 6:00PM
At the College!
Learn more about our degrees and certificates including Alternate Route to Teaching Certification
Meet our Program Directors & Admissions Counselors; network with other prospective students! Have all of your questions answered.
Do you work or desire to work in the field of Early Childhood Education? Are you hoping to advance your career in the field and need a Bachelor’s degree? We can help! We offer a fully online format, accept most transfer credit, and award college credit for prior learning. Plus, our individualized advising provides students with the support they need to succeed.
Are you a Connecticut resident majoring in Early Childhood Education? You may qualify for financial support to assist you in earning your degree. Ask us how!Request Information About our Early Childhood Education Degree
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 they 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.
All prerequisite and major requirements must be completed with a grade of ‘C’ or higher.
Students must complete the following prerequisite requirements for all concentrations.
- PSY 101: Psychology
- SOC 101: Sociology
ECE 101: Introduction to Early Childhood Education
ECE 247: Child Development: Birth-Age 8
ECE 176: Health, Safety, and Nutrition: Birth-Age 8
Diversity and Ethics in Early Care and Education
ECE 210: Observation and Assessment in Early Childhood Programs
Early Language and Literacy
The Exceptional Learner
SOC 350: Children, School, and the Community
PSY 301: Psychology of Play
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.
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 Connecticut-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 Curriculum for Young Children: Methods and Techniques 3 cr ECE 261: Infant/Toddler Care: Methods and Techniques 3 cr ECTC Practicum 6 cr ECE 304: Advanced Language & Literacy: Infant and Toddlers 3 cr ECE 321: Mathematics for the Young Child 3 cr ECE 335: Advanced Methods in ECE/Special Ed-Pre K-K 3 cr ECE 490: Child Study Capstone/Practicum ECTC 6 cr TOTAL 30
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’s 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 National Association for the Education of Young Children (NAEYC) administrators, or directors that have at least four years of administrative experience, will take a 3-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’s time, current work obligations, as well as prior experiences in early childhood administrative or leadership roles. Students will also earn their Connecticut Director Credential at the standard level.
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 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 Culminating Practicum and Capstone in Program Administration and Leadership. *Students with approved NAEYC administrator credential will take the 3-credit practicum course. 3 or 6 TOTAL 21 or 24
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 in 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.
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 Child Studies Practicum 6 cr Child Studies Capstone 3 cr ECE or approved SOC/PSY Upper Level Electives 3 cr TOTAL 21
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 in 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 they understand developmentally appropriate practices in preschool education.
ECE 215: Behavior Management in Early Childhood 3 cr Curriculum for Young Children: Methods and Techniques 3 cr ECE 335: Advanced Methods in ECE/Special Ed-Pre K-K 3 cr Student Teaching Practicum 6 cr Child Studies Capstone 3 cr ECE or approved SOC/PSY Upper Level Electives 3 cr TOTAL 21
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.
The American Montessori Society (AMS) and the American Montessori International (AMI) credentials have been approved through the Connecticut Assessment Program. Credit awards are based on credential. 21-27 Curriculum for Young Children: Methods and Techniques 3 cr ECE 499: Child Studies Capstone 3 cr TOTAL 21
Note: The ECE 499: Child Studies Capstone course must be completed at Charter Oak State College.
Student Learning Outcomes
Students who graduate with a major in Early Childhood Education will be able to:
- develop curriculum and 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 and document children’s development for the purpose of informing instruction to meet the needs of each learner (NAEYC, Standard 3);
- use content knowledge to design effective approaches and strategies for working with families to positively influence child development and learning (NAEYC, Standard 4);
- design a safe, healthy, supportive, inclusionary, and culturally pluralistic learning environment for young children (NAEYC, Standard 1, 2, 4);
- 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);
- engage in reflective practice (NAEYC, Standard 6); 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).
Please note: Students may be subject to a criminal background check and drug screening prior to being placed in any internship.