This 2024-25 Curriculum Guide is intended as a reference for Fall 2024 registration. The complete 2024-25 Academic Catalog will be finalized on July 1, 2024.
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The Early Childhood Education program is designed to provide students with the skills, knowledge, and competencies necessary for effective teachers of all young children from birth through age eight in the 21st century. The curriculum provides a comprehensive general education core, pedagogical practice through field experiences, and a solid theoretical foundation in primary education as well as prepares graduates for transfer (course by course) to a baccalaureate program and prepares students for immediate employment in inclusive, diverse, and culturally responsive early care and education settings. For individuals currently employed in the field, this degree program strengthens and enhances professional competencies, skills, knowledge, and employability.
Field work is a principal instructional method and a requirement in specific program courses. Additional fees for field work such as background checks, fingerprinting, and other related costs are associated with this program of study. Early Childhood Education majors are expected to complete a minimum of 100 hours of observation and/or field work prior to student teaching and at minimum of 200 hours of student teaching.
Learning Outcomes:
Upon successful completion of all program requirements, graduates will:
- Know and promote child development by understanding young children’s characteristics; the multiple influences on development; and recognize and create appropriate and inclusive learning environments where all young children thrive.
- Facilitate meaningful opportunities to foster physical, social, emotional, language, cognitive, and aesthetic development for all children including those with special needs from birth through age eight.
- Build, support, and engage family and community relationships through understanding and valuing diversity and all families and knowledge of the community; and create respectful, reciprocal relationships that involve families in their children’s education and development.
- Develop knowledge of and use observation, documentation, and assessment including assistive technology positively and responsibly to describe, discuss, and promote positive outcomes for a child’s learning and development.
- Design and deliver a challenging, high-quality, twenty-first century curriculum.
- Demonstrate sound knowledge of the academic disciplines, content areas, and concepts and a broad inventory of appropriate teaching approaches and methods.
- Use developmentally appropriate pedagogical strategies and tools including the responsible and effective use of technology.
- Demonstrate professionalism by identification of oneself as an educator; practicing the ethical and legal responsibilities outlined in professional standards; and committing themselves to reflection and evaluation, continuous professional development, self-advocacy, and advocacy for children, families, and the profession.
Areas of study in this degree program include the 21st century learning skills, language education (including bilingual), reading, writing, literature for a young audience, multiliteracies, anti-bias and multicultural education, communication written and oral, creativity and innovation, global awareness, cultural competency, self-directed learning, digital literacies, critical media literacy, STEM, multimodality, special education, teamwork/collaboration, professional growth, curricula, problem-solving, advocacy, the 21st century learning skills, and leadership. In the interaction and interplay of these areas, our students and faculty seek to broaden the scope to meet the needs of all learners in a diverse society.
Students are expected to complete a minimum of 100 hours of observation and/or field placement prior to student teaching and at minimum of 200 hours of student teaching.
The degree program and ECED courses are aligned with the following standards: CT State Core Knowledge and Competencies (CKC), Division of Early Childhood of the Council for Exceptional Children (DEC), Early Intervention/Early Childhood Special Education (EI/ECSE), National Association for the Education of Young Children (NAEYC), and Office of Special Education Programs (OSEP).
Previously, NAEYC accredited each CT Community College Early Childhood Education program individually. Now, as CT State, we are transitioning to one state-wide accreditation.
Graduates are eligible for transfer and admission to four-year colleges and universities. Please consult with a guided pathways advisor for the specific requirements for the transfer institution(s) of your choice.
Students planning to transfer to Central, Eastern, Southern, or Western Connecticut State University should follow the course selection guide found here:
ECED: Early Childhood Education: Transfer Track, AS (ECED-AS-TRS)