ECED: Early Childhood Education: Transfer Track, AS (ECED-AS-TRS)

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.

This program is based on articulation agreements with four-year institutions for students who plan on transferring to earn a State of Connecticut Teacher Certification in early childhood education at Central, Eastern, Southern, or Western Connecticut State University. The curriculum includes a comprehensive general education core, pedagogical practice through field experiences, and an inclusive 21st century curriculum grounded in theory and evidence-based best practices. Students are strongly encouraged to consult with a guided pathways or transfer counselor in addition to their academic program advisor each semester to review the degree evaluation and plan of study for advising on course registration. Additionally, consulting with an academic advisor at the four-year university of their choice is strongly recommended. Field work is a principal instructional method and requirement in specific program courses.

Program Learning Outcomes:

Upon completion of all program requirements, graduates have/are prepared to:

• Transfer to one of the following Connecticut State Universities (CSUs) to complete their academic studies in teacher education for early childhood at Central, Eastern, Southern, or Western Connecticut State University.
• Transfer (for accepted students) to a School of Education from transfer advising (two-year campus transfer counselor, four-year campus transfer counselor, and degree program advisor).
• Completed a rigorous, competency-based education program of study.
• Earned an associate of science degree with an emphasis in teacher education (early childhood education) and careers in teaching.
• 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.

Under current provisions, graduates of this path of study with a grade point average of 2.7 or higher, who receive this associates degree can apply to the Schools of Education and/or Professional Studies at the following four-year universities: Central, Eastern, Southern, and Western Connecticut State Universities. Upon acceptance, credits may transfer toward a bachelor’s degree in teacher education. Note that admission to the university does not automatically guarantee admission to the School of Education or the Teacher Education program.

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.