May 25, 2024  
2024-2025 SCC Catalog 
    
2024-2025 SCC Catalog

Early Care and Education, AAS


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Program Start Date: Fall or Spring term
Minimum Program Length: 74 academic weeks; 5 terms; 64 credits
Program ID:  AAS.ECE
Curriculum Code: 35207

Program Description

The Early Care and Education program offers a combination of classroom instruction and supervised hands-on experiences that prepare students for direct entry into the field of Early Care and Education.

Practical Experience

Students gain early childhood development skills through rotations in child development centers, Head Start programs, private, and public and/or special education facilities.

Professional Opportunities

Students with the associate degree may become teachers in child development centers, preschools, Head Start programs and after-school programs. Students may also qualify as instructional assistants in the school system, private and public kindergartens, or special education facilities.

Unique Aspects

Student entering the program must have a criminal background investigation (CBI)  and health form completed during ECD 102 . Any positive CBI check within the last seven (7) years will result in the student being dismissed from the Early Care and Education Program.

A minimum of a C or higher is required in all ECD courses.

Requirements for Associate in Arts (AA)

Students are responsible for checking with the specific college or university to which they plan to transfer (and preferably with their target program within that institution) to determine the transferability of any course.

EEDA Career Cluster:

Education and Training

Program Learning Outcomes

 

  1. Synthesize child development research, developmental theory, early learning theory, and best practices in early childhood education to support the unique holistic developmental trajectory of each child through the design of culturally relevant, respectful, healthy, challenging, and inclusive early learning environments and curriculum. (NAEYC Standard 1)
  2. Construct respectful and collaborative relationships with families and community organizations that honor family and community diversity and promote engagement as partners in young children’s development and learning. (NAEYC Standard 2)
  3. Utilize ethically grounded and developmentally appropriate observation, documentation, and assessment strategies to inform teaching practice, document children’s developmental progression, and establish assessment partnerships with families and colleagues to promote positive outcomes for every child. (NAEYC Standard 3)
  4. Demonstrate developmentally appropriate, culturally relevant, anti-bias, reflective, and evidence-based teaching practices that reflect universal design for learning principles by establishing play as a core teaching practice, differentiating instruction to meet the needs of all children, and engaging in positive, supportive, and responsive interactions. (NAEYC Standard 4)
  5. Incorporate knowledge of early learning standards, developmentally appropriate content knowledge across the academic disciplines in early childhood curriculum, and pedagogical methods that inform teaching practice and curriculum development to design, implement, and evaluate learning experiences that are engaging and meaningful for each child. (NAEYC Standard 5)
  6. Establish oneself as a professional in the early childhood education field through informed advocacy, upholding ethical and professional standards of conduct, utilizing professional communication skills to effectively work with children, families, and colleagues.

Communications: 3 Credits


Mathematics General Education Courses: 3 Credits


Total Credits: 64


Semester Display


Third Semester


Total Credits: 64


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