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Early Childhood Education Certificate

Certificate

Overview

Increasingly, American families find the need for safe, certified childcare for children. Essential to the success of any childcare operation is the availability of qualified professionals. The Quincy College program in Early Childhood Education is designed to assist students in meeting the requirements of the Department of Early Education and Care (EEC) and the needs of employers. Students receive a broad-based exposure to Early Childhood Education and prepare students to be teacher, lead teacher, and director certified through EEC.

Program Outcomes

Upon successful completion of this program, students will be able to:

  • Describe young children’s diverse characteristics and their educational and holistic needs, from birth through age eight.
  • Evaluate the goals, benefits, and uses of assessment and use systematic observation, documentation, and other effective assessment strategies to positively influence the development of all children.
  • Design, implement, and evaluate developmentally appropriate curriculum that positively influence each child’s development and learning, taking into account age, temperament, characteristics, and culture.
  • Use social, economic, and cultural issues facing schools and families to create respectful, reciprocal relationships with families and communities.
  • Integrate knowledge from a variety of sources including ethical guidelines and professional standards toward becoming reflective, life-long learners within the educational community.
  • Apply respectful approaches to provide young children with skills to self-direct/self-regulate and to resolve conflicts/challenges.

Early Childhood Education Certificate Semester Path

Academic Division of Professional Programs

Early Childhood Education Certificate Courses
    •  
    • Code
    • Course
    • Credits
    • EDU 101
    • Introduction of Early Childhood Education
    • 3
    This is an introductory course in the principles of early childhood education focusing on facilities, staff, goals, and methodology of various programs such as day care, Head Start, and nursery school. Traditional and contemporary issues in early childhood education will be considered, and emphasis will be placed on meeting the needs of the developing child. 20-30 hours of observations in the field will be required. Placement at ENG 101 level strongly advised.
    • EDU 105
    • Curriculum for Preschool Children
    • 3
    By focusing on methods and materials in early childhood education, this course explores ways to maximize the learning experience for young children. The meaning and value of play and the child’s individual and developing use of materials will be considered. Projects based on cues from children’s interests and how to adopt activities for children in differing cultural settings will be included. 15 observation hours in the field will be required. Placement at ENG 101 level strongly advised.
    • EDU 107
    • Health and Nutrition for Preschoolers
    • 3
    This course is an analysis of the personal health and nutritive needs of young children. The proper foods for young children are emphasized in relation to the physical, intellectual, and emotional well-being of the child. The role of early childhood programs in preventive health care is stressed, and consideration is given to the body function of the young child with respect to anatomy, physiology, correct nutrition, rest, recreation, exercise, and play. 10 observation hours in the field will be required. Placement at ENG 101 level strongly advised.
    • EDU 111
    • Early Language, Literacy, and Children’s Literature
    • 3
    This course examines the development of language and literacy skills in the crucial years of development, ages 0-8. This course will cover stages of development, typical and atypical development of language and literacy, and high- quality children’s literature to support this growth. Students will focus on working with diverse student and family populations, the current evolution in early literacy instruction, and identifying and using high quality children’s literature to support language and literacy development. Students will develop professional level materials to include in a teaching portfolio. Co-requisite: ENG 101.
    • EDU 217
    • Behavior and Guidance for Young Child
    • 3
    This course will focus on the process of understanding and fostering responsible and cooperative behavior in young children, including positive ways of guiding children through challenging behaviors. Students will explore appropriate guidance strategies such as redirection, promoting pro-social behavior, positive assertiveness, consistency, and internal mechanisms that guide self- control. Students will also take an Applied Behavior Analysis (ABA) approach to documenting and analyzing behavior. Prerequisites: EDU 101 AND EDU 105.
    • EDU 218
    • Infant and Toddler Development and Curriculum
    • 3
    This course focuses on understanding the growth and development of infants and toddlers, and planning curriculum for the child under three years of age. Emphasis will be placed on the whole child’s development: physical, cognitive, social and emotional growth. Understanding growth and development will be the basis for planning curriculum for infants and toddlers in group care, family day care, as well as parent/child activities. This course fulfills the EEC requirement for an Infant/Toddler curriculum course. 10 observation hours in the field required.
    • EDU 222
    • Children with Special Needs
    • 3
    Introduction to special education emphasizing observation, evaluation, and planning for young children. Special needs such as physical handicaps, cognitive impairment, and the newer recognized areas of disabilities will be considered, including the implications for the teacher and federal and state legislation affecting children with special needs. Replaces (EDU 221) Special Needs for Preschool. 20-30 hours of practicum/observations in the field are required.
    • EDU 250
    • Management and Supervision in Early Childhood Education Centers
    • 3
    This is an advanced course in principles of management and supervision of child care centers. This course will include both theory and application of theory. Topics covered will include: theories of management processes and approaches of management principles and tasks of management (such as planning and organizing, staffing, leading, monitoring and controlling for quality), managing spatial resources, health and safety needs of children, managing food service, children’s programs and communication with parents and the public. Prerequisites: PSY 103
    • EDU 320
    • Early Childhood Education Field Experience
    • 6
    This course covers the application of the art and science of teaching with a group of young children under the supervision of the child care center director. Students will each have an individualized program to help them assess and meet the needs of the children, work with staff, and develop curricula. The student’s child care center placement must be approved by the program faculty prior to registration. Please contact the faculty in the semester prior to taking the seminar. Prerequisites: PSY 103, EDU 101, EDU 105, EDU 110, EDU 222 with a grade of “C” or higher and faculty approval. Corequisite: EDU 210. Note: CORI check required. 150 hour field experience hours required for this course.
    • PSY 103
    • Child Development
    • 3
    This course is designed to provide the student with an integrated understanding of child development as it relates to early childhood education. A broad theoretical background is combined with principles of application. Emphasis is on the social context of early development, group processes, influence of the family, role of play, and the development of cognitive capabilities. Visitations to pre-school centers required.

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