Early Childhood Education, AS

INDIANA COLLEGE CORE

OTHER INSTITUTIONAL REQUIREMENTS

• IVYT 111 - Student Success CREDIT HOURS MIN: 1
• ECED 260 - Early Childhood Professional CREDIT HOURS MIN: 3 ^

PROGRAM SPECIFIC CORE

• ECED 100 - Introduction to Early Childhood Education CREDIT HOURS MIN: 3
• ECED 103 - Curriculum in the Early Childhood Classroom CREDIT HOURS MIN: 3
• ECED 120 - Child Growth and Development CREDIT HOURS MIN: 3
• ECED 130 - Developmentally Appropriate Guidance in a Cultural Context CREDIT HOURS MIN: 3
• ECED 204 - Families in Transition CREDIT HOURS MIN: 3
• ECED 230 - The Exceptional Child CREDIT HOURS MIN: 3
• ECED 234 - Literacy in the EC Classroom CREDIT HOURS MIN: 3
• ECED 243 - Cognitive Curriculum CREDIT HOURS MIN: 3

TOTAL CREDITS: 61

Symbol Key

^ Capstone Course 

*     Required for Transfer General Education Core (TGEC) Certificate

The Transfer General Education Core - TGEC - Certificate requirements for this degree require a minimum of 30 credits. The TGEC Certificate requires a minimum of one course from six areas of study. The number of TGEC elective courses shown above may vary based on required TGEC course credits earned, area of study, and the student’s Individual Academic Plan. The remaining degree requirements provide a mechanism for students to obtain the required minimum 60 credits to graduate with the appropriate Associate level transfer degree.

DEGREE OUTCOMES

• Identify and compare various theories that explain child development and learning.
• Analyze the multiple influences on the development and learning of young children.
• Begin to apply developmental knowledge to create challenging and inclusive learning environments for young children.
• Demonstrate an awareness of and respect for diverse family and community characteristics.
• Exhibit ability to engage families and communities through respecful, reciprocal relationships.
• Articulate the importance of partnership with families and communities to support young children’s development in learning.
• Identify the goals, benefits, and uses of assessment.
• Utilize observation and documentation and explore other appropriate assessment tools and approaches.
• Articulate the ethics of responsible assessment to promote positive outcomes for each child.
• Explain the benefits of partnering with families and professional colleagues in regard to assessment.
• Define developmentally and culturally appropriate practices.
• Articulate the value of positive relationships and supportive interactions as the foundation of their work with children.
• Examine and reflect upon effective strategies and tools for early education.
• Implement a repertoire of developmentally appropriate teaching/learning approaches.
• Analyze personal practive to promote positive outcomes for each child.
• Demonstrate knowledge and utilize resources in content areas or academic disciplines.
• Apply the central concepts, inquiry tools, and structures of content areas or academic disciplines.
• Integrate content knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate meaningful curricula for each child.
• Identify the role of professional organizations in the field of early childhood education.
• Demonstrate the relationship of ethical standards to professional practice.
• Engage in collaborative learning to inform practice.
• Use technology resonsibly with young children, families, and other professionals.
• Advocate for children, families, and the profession.
• Observe and practice in at least two of the three early childhood age groups (birth-age, 3, 3-5, 5-8).
• Observe and practice in at least one of the three main types of early education settings (early school grades, child care centers and homes, Head Start programs).