Early Education and Care (Nonlicensure) Concentration, Early Childhood Education, B.S.E.

Education

The Bachelor of Science in Early Childhood Education with an Early Education and Care Concentration for Early Educators will enable students to develop skills and competencies to foster the growth and development of young children, infancy to 8 years. This program carefully integrates theory, research, and practice with applied experiences in real-world settings. With connections to specialized special education coursework, students develop increased capacity to support diverse learners and their families.

The program is aligned with the National Association for the Education of Young Children (NAEYC) standards and the Massachusetts Department of Early Education and Care (EEC) Core Competencies. Graduates will find career opportunities in a range of early education and community-based settings such as child care centers, family child care providers, and out-of-school time programming. After completion of this degree, students can apply for certification through the State Department of Early Education and Care (EEC) as lead Teacher, Infant-Toddler Teacher, and Director Level 1.

Student Learning Outcomes

• Standard 1.  Promoting Child Development and Learning  
  Candidates prepared in early childhood degree programs are grounded in a child development knowledge base. They use their understanding of young children’s characteristics and needs, and of multiple interacting influences on children’s development and learning, to create environments that are healthy, respectful, supportive, and challenging for each child.
• Standard 2.  Building Family and Community Relationships
  Candidates prepared in early childhood degree programs understand that successful early childhood education depends upon partnerships with children’s families and communities. They know about, understand, and value the importance and complex characteristics of children’s families and communities. They use this understanding to create respectful, reciprocal relationships that support and empower families, and to involve all families in their children’s development and learning.
• Standard 3. Observing, Documenting, and Assessing to Support Young Children and Families
  Candidates prepared in early childhood degree programs understand that child observation, documentation, and other forms of assessment are central to the practice of all early childhood professionals. They know about and understand the goals, benefits, and uses of assessment. They know about and use systematic observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence the development of every child.
• Standard 4.  Using Developmentally Effective Approaches
  Candidates prepared in early childhood degree programs understand that teaching and learning with young children is a complex enterprise, and its details vary depending on children’s ages, characteristics, and the settings within which teaching and learning occur. They understand and use positive relationships and supportive interactions as the foundation for their work with young children and families. Candidates know, understand, and use a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect with children and families and positively influence each child’s development and learning.
• Standard 5.  Using Content Knowledge to Build Meaningful Curriculum
  Candidates prepared in early childhood degree programs use their knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning for each and every young child. Candidates understand the importance of developmental domains and academic (or content) disciplines in early childhood curriculum. They know the essential concepts, inquiry tools, and structure of content areas, including academic subjects, and can identify resources to deepen their understanding. Candidates use their own knowledge and other resources to design, implement, and evaluate meaningful, challenging curriculum that promotes comprehensive developmental and learning outcomes for every young child. 
• Standard 6: Becoming a Professional
  Candidates prepared in early childhood degree programs identify and conduct themselves as members of the early childhood profession. They know and use ethical guidelines and other professional standards related to early childhood practice. They are continuous, collaborative learners who demonstrate knowledgeable, reflective and critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources. They are informed advocates for sound educational practices and policies.

Expected Outcomes

Graduates from the Early Education and Care Concentration program will be able to do the following:

• Describe, understand and apply child development principles and research to design environments, curriculum, and programming for young children.
• Design high-quality developmentally appropriate and engaging curriculum for diverse young children with and without disabilities.
• Create warm, nurturing, stimulating, respectful, and supportive environments for young children.
• Demonstrate knowledge of observation, documentation, and assessment, including its purpose and use in supporting individual child growth and learning.
• Engage families in the development and support of learning goals for young children.
• Participate as a professional in the field of early childhood education, including upholding NAEYC ethical and professional standards.
• Engage in continuous, collaborative and reflective learning to inform practice.
• Understand the role of teamwork, community engagement and the development of collaboration to foster positive outcomes for young children.

Major Requirements - 60 credits

Liberal Arts and Science Curriculum - 60 credits

Candidates in the EEC Concentration program will also fulfill Liberal Arts and Sciences  (LA&S) requirements as set forth by the university. These requirements include courses in: the Arts; Science, Math and Technology; Citizenship and the World; Global Diversity; and an Advanced Liberal Arts area of study. The speaking/listening requirement is met through the practicum. The computer literacy and Jr./Sr. writing requirement is met through the Capstone Seminar. A psychological science minor is encouraged, as the content and course work closely relates to the B-8 Concentration and would fulfill the Advanced LA&S Option B. Candidates are encouraged to take elective courses in sociology to deepen their knowledge base for working with diverse families, including dimensions of culture and poverty. The 60-credit total includes free electives needed to reach the total of 120 credits required for a bachelor degree.

Total Credits: 120