Program Code: AAS.EARLYCHILDFAM
This program provides a foundation in the ten core knowledge categories: Family and Community Systems; Diversity; Health, Safety and Nutrition; Human Growth and Development; Learning Environments and Curriculum; Observation and Assessment; Personal, Professional and Leadership Development; Program Management; Special Needs; and Understanding and Guiding Behavior (The Oregon Registry, 2008).
Students must obtain a First-Aid certificate with infant-toddler CPR by the end of the first year.
For information contact Dawn Hendricks, 503-594-6158 or email@example.com
Related Instruction Outcomes
- 1 course - MTH-050 Technical Mathematics I or MTH-065 Algebra II or MTH-098 College Math Foundations
- Use appropriate mathematics to solve problems.
- 1 course - WR-101 Communication Skills: Occupational Writing or WR-121 English Composition
- Read actively, think critically, and write purposefully and capably for professional audiences.
- 1 course - ED-258 Multicultural Education
- Engage in ethical communication processes that accomplish goals.
Physical Education/Health/Safety/First Aid
- 2-3 credits - See Related Instruction for course list
- Use effective life skills to improve and maintain mental and physical well-being.
These program learning outcomes (PLOs) were adopted from National Association for the Education of Young Children (NAEYC) early childhood teacher preparation standards and competencies. These standards represent what students should know and be able to do as a result of graduating from our program.
Child Development and Learning in Context
- are grounded in an understanding of the developmental period of early childhood from birth through age 8 across developmental domains;
- understand each child as an individual with unique developmental variations;
- understand that children learn and develop within relationships and within multiple contexts, including families, cultures, languages, communities, and society;
- use this multidimensional knowledge to make evidence-based decisions about how to carry out their responsibilities.
Family–Teacher Partnerships and Community Connections
Early childhood educators understand that successful early childhood education depends upon educators’ partnerships with the families of the young children they serve.
- know about, understand, and value the diversity in family characteristics;
- use this understanding to create respectful, responsive, reciprocal relationships with families and to engage with them as partners in their young children’s development and learning;
- use community resources to support young children’s learning and development and to support children’s families, and they build connections between early learning settings, schools, and community organizations and agencies.
Child Observation, Documentation, and Assessment
- understand that the primary purpose of assessments is to inform instruction and planning in early learning settings;
- know how to use observation, documentation, and other appropriate assessment approaches and tools;
- use screening and assessment tools in ways that are ethically grounded and developmentally, culturally, ability, and linguistically appropriate to document developmental progress and promote positive outcomes for each child
- in partnership with families and professional colleagues, early childhood educators use assessments to document individual children’s progress and, based on the findings, to plan learning experiences.
Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
Early childhood educators understand that teaching and learning with young children is a complex enterprise, and its details vary depending on children’s ages and characteristics and on the settings in which teaching and learning occur.
- understand and demonstrate positive, caring, supportive relationships and interactions as the foundation for their work with young children;
- understand and use teaching skills that are responsive to the learning trajectories of young children and to the needs of each child;
- use a broad repertoire of developmentally appropriate and culturally and linguistically relevant, anti-bias, and evidence-based teaching approaches that reflect the principles of universal design for learning.
Knowledge, Application, and Integration of Academic Content in the Early Childhood Curriculum
Early childhood educators have knowledge of the content of the academic disciplines (e.g., language and literacy, the arts, mathematics, social studies, science, technology and engineering, physical education) and of the pedagogical methods for teaching each discipline.
- understand the central concepts, the methods and tools of inquiry, and the structures in each academic discipline;
- understand pedagogy, including how young children learn and process information in each discipline, the learning trajectories for each discipline, and how teachers use this knowledge to inform their practice;
- apply this knowledge using early learning standards and other resources to make decisions about spontaneous and planned learning experiences and about curriculum development, implementation, and evaluation to ensure that learning will be stimulating, challenging, and meaningful to each child.
Professionalism as an Early Childhood Educator
- identify and participate as members of the early childhood profession. They serve as informed advocates for young children, for the families of the children in their care, and for the early childhood profession;
- know and use ethical guidelines and other early childhood professional guidelines;
- have professional communication skills that effectively support their relationships and work with young children, families, and colleagues;
- are continuous, collaborative learners who
- develop and sustain the habit of reflective and intentional practice in their daily work with young children and as members of the early childhood profession.
|ECE-150||Introduction to Early Childhood Education & Family Studies||3|
|ED-216||Foundations of Teaching & Education||4|
|Select one of the following:||4|
|Technical Mathematics I|
|College Math Foundations|
|Communication Skills: Occupational Writing
or English Composition
|ECE-121||Observation and Guidance I in ECE Settings||4|
|ECE-154||Language & Literacy Development||4|
|ECE-235||Safety, Health and Nutrition||3|
|HDF-225||Prenatal, Infant & Toddler Development||3|
|ECE-179||The Professional in Early Childhood Education and Family Studies||4|
|ECE-240||Environments and Curriculum Planning||4|
|ECE-280||Early Childhood Education/CWE||3|
|HDF-247||Preschool Through Adolescent Child Development||3|
|ECE-221||Observation & Guidance II in ECE Settings||4|
|ECE-241||Environments and Curriculum Planning: Infants and Toddlers||3|
|HDF-260||Understanding Child Abuse and Neglect||4|
|PE/Health/Safety/First Aid requirement||2-3|
|ED-169||Overview of Students With Special Needs||3|
|ED-254||Instructional Strategies for Dual Language Learners||3|
|ECE-239||Helping Children and Families Cope With Stress||3|
|ED-114||Instructional Strategies for Math||3|
|ED-246||School, Family & Community Relations||4|
|HDF-140||Contemporary American Families||3|
|BA-101||Introduction to Business||4|
|COMM-100||Basic Speech Communication||3|
|COMM-140||Introduction to Intercultural Communication||4|
|ECE-139||Program Management in ECE||1|
|ECE-142||Media, Technology and the Influences on Child Development||1|
|ED-150||Creative Activities for Children||3|
|ED-229||Learning & Development||3|
|FYE-101||First Year Experience Level I||2|
|HST-138||History of Love, Marriage and the Family In Western Civilization||4|
|PSY-205||Introduction to Psychology: Part 2||4|
|PSY-215||Introduction to Developmental Psychology||4|
|SOC-204||Introduction to Sociology||4|
|SPN-101||First-Year Spanish I||4|
|SPN-102||First-Year Spanish II||4|
|WS-101||Introduction to Women's Studies||4|
Career opportunities include:
- lead teacher in private and public early learning programs serving infants, toddlers, and preschoolers and as teacher assistants in kindergarten – 3rd grade classrooms
- family support personnel (e.g. family advocates, parent practitioners, family life paraprofessionals, etc.) in various education settings or child and family support agencies