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

See NAEYC Accreditation Higher Education Leveling Document for ECE II for specific information.

https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/standards_and_competencies_ps.pdf

• 1a: Understand the developmental period of early childhood from birth through age 8 across physical, cognitive, social and emotional, and linguistic domains, including bilingual/multilingual development.
• 1b: Understand and value each child as an individual with unique developmental variations, experiences, strengths, interests, abilities, challenges, approaches to learning, and with the capacity to make choices.
• 1c: Understand the ways that child development and the learning process occur in multiple contexts, including family, culture, language, community, and early learning setting, as well as in a larger societal context that includes structural inequities.
• 1d: Use this multidimensional knowledge-that is, knowledge about the developmental period of early childhood, about individual children, and about development and learning in cultural contexts-to make evidencebased decisions that support each child.
• 2a: Know about, understand, and value the diversity of families.
• 2b: Collaborate as partners with families in young children’s development and learning through respectful, reciprocal relationships and engagement.
• 2c: Use community resources to support young children’s learning and development and to support families, and build partnerships between early learning settings, schools, and community organizations and agencies.
• 3a: Understand that assessments (formal and informal, formative and summative) are conducted to make informed choices about instruction and for planning in early learning settings.
• 3b: Know a wide range of types of assessments, their purposes, and their associated methods and tools.
• 3c: Use screening and assessment tools in ways that are ethically grounded and developmentally, ability, culturally, and linguistically appropriate in order to document developmental progress and promote positive outcomes for each child.
• 3d: Build assessment partnerships with families and professional colleagues.
• 4a: Understand and demonstrate positive, caring, supportive relationships and interactions as the foundation of early childhood educators’ work with young children.
• 4b: Understand and use teaching skills that are responsive to the learning trajectories of young children and to the needs of each child, recognizing that differentiating instruction, incorporating play as a core teaching practice, and supporting the development of executive function skills are critical for young children.
• 4c: Use a broad repertoire of developmentally appropriate, culturally and linguistically relevant, anti-bias, evidence-based teaching skills and strategies that reflect the principles of universal design for learning.
• 5a: Understand content knowledge- the central concepts, methods and tools of inquiry, and structure-and resources for the academic disciplines in an early childhood curriculum.
• 5b: Understand pedagogical content knowledge-how young children learn in each discipline-and how to use the teacher knowledge and practices described in Standards 1 through 4 to support young children’s learning in each content area.
• 5c: Modify teaching practices by applying, expanding, integrating, and updating their content knowledge in the disciplines, their knowledge of curriculum content resources, and their pedagogical content knowledge.
• 6a: Identify and involve themselves with the early childhood field and serve as informed advocates for young children, families, and the profession.
• 6b: Know about and uphold ethical and other early childhood professional guidelines.
• 6c: Use professional communication skills, including technology-mediated strategies, to effectively support young children’s learning and development and to work with families and colleagues.
• 6d: Engage in continuous, collaborative learning to inform practice.
• 6e: 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