Early Childhood Education

Academic Division of Professional Programs

Early Childhood Education

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Increasingly, American families find the need for safe, certified day care for children. Essential to the success of any day care operation is the availability of qualified professionals. The Quincy College program in Early Childhood Education is designed to assist students in meeting 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.

Students who plan to complete a field placement must contact the faculty coordinator by May for a fall semester placement and by December for a spring semester placement.

All students enrolled in the program will be required to have a Criminal Offense Record Information (CORI) check completed as required by early childhood centers. Admission to the program does not guarantee a field replacement. An overall GPA of 2.0 or higher is required to be placed in a field experience. In addition, students must complete the following college level courses with a grade of “C” (73%) or higher: EDU 101, EDU 105, EDU 110, PSY 103, and EDU 222 and receive written permission from the faculty who coordinate the Early Childhood Program to be eligible for a field placement.

 

Certificates

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

All students enrolled in the program will be required to have a Criminal Offender Record Information (CORI) check completed as required by early childhood centers. Admission to the program does not guarantee a field placement. An overall GPA of 2.0 or higher is required to be placed in a field experience. In addition, students must complete the following college level courses with a grade of “C” (73%) or higher: EDU 101, EDU 105, EDU 110, PSY 103, and EDU 222 and receive written permission from the faculty who coordinate the Early Childhood Program to be eligible for a field placement.

Students who plan to complete a field placement must contact the faculty coordinator by May for a fall semester placement and by December for a spring semester placement.

Program Outcomes
At the completion of the program the student should be able to:

  • Demonstrate knowledge of child development and learning to support the diverse ways in which children learn
  • Use observation, documentation and appropriate assessment tools to support positive outcomes for all children
  • Design, implement, and evaluate a developmentally appropriate curriculum that positively influences children’s learning
  • Demonstrate knowledge of supporting families and communities through reciprocal relationships which involve families in their children’s learning
  • Evaluate effective teaching practices working with children in collaboration with other professionals

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Download the Early Childhood Education Certificate overview sheet.

Degrees

Increasingly, American families find the need for safe, certified day care for children. Essential to the success of any day care operation is the availability of qualified professionals. The Quincy College program in Early Childhood Education is designed to assist students in meeting 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.

Students who plan to complete a field placement must contact the faculty coordinator by May for a fall semester placement and by December for a spring semester placement.

All students enrolled in the program will be required to have a Criminal Offense Record Information (CORI) check completed as required by early childhood centers. Admission to the program does not guarantee a field replacement. An overall GPA of 2.0 or higher is required to be placed in a field experience. In addition, students must complete the following college level courses with a grade of “C” (73%) or higher: EDU 101, EDU 105, EDU 110, PSY 103, and EDU 222 and receive written permission from the faculty who coordinate the Early Childhood Program to be eligible for a field placement.

Program Outcomes
At the completion of this program, the student should be able to:

  • Demonstrate knowledge of child development and learning to support the diverse ways in which children learn.
  • Use observation, documentation, and appropriate assessment tools to support positive outcomes for all children.
  • Design, implement, and evaluate developmentally appropriate curriculum that positively influences each child’s learning.
  • Demonstrate knowledge of supporting families and communities through reciprocal relationships which involve families in their children’s education.
  • Evaluate effective teaching practices in working with children in collaboration with other professionals.

Download the Early Childhood Education Associate in Science Degree overview sheet.

Quincy

Early Childhood Education 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. Observations in the field will be required. Placement at ENG 101 level strongly advised.
    • 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.
    • 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. A three-hour pre-practicum is 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. Placement at ENG 101 level strongly advised.
    • EDU 110
    • Observation & Participation
    • 3
    This course is designed to give students a guided experience in techniques for observing, documenting, and assessing behavior and development of young children. The student will observe, document, and assess children’s behavior and development in selected preschool settings such as child care, Head Start, and PreK/nursery school. Thirty (30) observation hours in the field, outside of class time, are required. Pre- or co-requisite: EDU 101.
    • EDU 210
    • ECE Seminar
    • 3
    This course will examine the problems arising from the daily teaching experiences. Discussions will focus on the current teaching situation, planning and implementing appropriate activities, as well as approaches to guiding and educating the developing child. Prerequisites: PSY 103, EDU 101, EDU 105, EDU 110, EDU 222 with a grade of “C” or higher and faculty approval. The student’s child care center placement must be approved by the program faculty prior to registration. Corequisite: EDU 320.
    • 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 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.
    • EDU 115
    • Children’s Literature
    • 3
    This course surveys the current field of children’s literature, emphasizing criteria and standards of high quality books for children. It is designed for students in early childhood education and for individuals responsible for the selection of appropriate books for use with children. The course content includes methods of presentation of literature to children. Placement at ENG 101 level strongly advised.
    • EDU 117
    • Positive Guidance for Young Child
    • 3
    This course will focus on the process of establishing and maintaining responsible and cooperative behavior in young children. Positive ways to guide children through challenging behaviors will be addressed. Various developmentally appropriate guidance strategies such as redirection, promoting pro-social behavior, positive assertiveness, consistency, and internal mechanisms that guide self-control will be examined. Observations (10 hours) in the field will be required.
    • EDU 216
    • Dynamics of Play
    • 3
    Students examine several of the functions and roles of play in the development of the child from two to six. Play will be defined as the active experience of the child within the prepared environment. Special consideration will be given throughout the course to the role of the preschool teacher in interpreting, planning for, and augmenting play. Prerequisites: PSY 103, PSY 201, EDU 105, EDU 110.
    • 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.
    • 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, ACC 101, EDU 105, EDU 110.
    • EDU 317
    • Financial Management for Day Care Administrators
    • 3
    This is an introductory course to the nursery school and the day care center as a business. Various types of centers and the skills necessary to manage the business are covered. The approach to material is a combination of theory and practical activities. Topics included are developing budgets, insurance liability, computers in business, ordering equipment, advertising and licensing requirements.
    • PSY 201
    • Child Psychology
    • 3
    This course provides the student with a broad theoretical and practical basis for the understanding of human development. Emphasis is on the interaction of biological, psychological, and social factors, which affect the human organism from conception through adolescence. Various theoretical models including, Freud, Piaget, Erikson, Kohlberg, Bowlby, and Elkin are discussed. Prerequisites: PSY 101, or permission of the instructor.

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Contact Info:

Quincy Campus

1250 Hancock Street
Quincy, MA 02169

Tel:  (617) 984-1700

Plymouth Campus

36 Cordage Park Circle
Plymouth, MA 02360

Tel:  (508) 747-0400

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