Credit Hour ratios represent full term, weekly hours, where the first digit represents the weekly lecture hour, the second digit represents the weekly lab/studio hour, and the third digit represents credits.
For example, a typical 3 credit lecture course will be displayed as: 3-0-3.
More information is available on the Catalog - Credit Hour page.
ECE 100 Principles of Early Childhood Education
This course examines the historical and philosophical background of early childhood education as well as the regulations that govern early childhood education in both the public and private sector. Students will learn the foundational and interacting components for providing high quality early childhood education, birth-4th grade. The impacts of social, economic and cultural diversity on early learning will be explored as well as professional ethics and working effectively with families. Students will also be able to explore career goals and develop a career plan.
Upon successful completion of this course, students should be able to:
Describe the historical and philosophical basis of early childhood education.
Identify the settings, key stakeholders and governance of early childhood education in both the public and private sector.
Identify the key theories that influence curriculum, teaching practice and assessment with a focus on the role of play in the early learning classroom.
Describe the relationship between teaching, learning and assessment in Early Childhood programs.
Develop skills necessary to conduct ongoing objective observations for the purpose of child assessment, program planning and curriculum.
Identify the role of diversity, equity and inclusion in delivery of early childhood programs.
Develop a positive climate for learning that involves the establishment and maintenance of partnerships with families.
Use the NAEYC code of ethics to make decisions about professional practice.
Summarize the educational requirements for the diversity of careers in early childhood education, birth through 4th grade.
Develop an educational philosophy grounded in the dispositions and values that characterize effective early childhood educators.
Describe and define the interacting considerations of Developmentally Appropriate Practice.
Describe the historical and philosophical basis of early childhood education.
Identify the settings, key stakeholders and governance of early childhood education in both the public and private sector.
Identify the key theories that influence curriculum, teaching practice and assessment with a focus on the role of play in the early learning classroom.
Describe the relationship between teaching, learning and assessment in Early Childhood programs.
Develop skills necessary to conduct ongoing objective observations for the purpose of child assessment, program planning and curriculum.
Identify the role of diversity, equity and inclusion in delivery of early childhood programs.
Develop a positive climate for learning that involves the establishment and maintenance of partnerships with families.
Use the NAEYC code of ethics to make decisions about professional practice.
Summarize the educational requirements for the diversity of careers in early childhood education, birth through 4th grade.
Develop an educational philosophy grounded in the dispositions and values that characterize effective early childhood educators.
Describe and define the interacting considerations of Developmentally Appropriate Practice.
Prerequisite: Successful Placement Test Scores or (ENG 050* and REA 050*) or ENG 099* or REA 075 or REA 100* (*may be taken concurrently).
3 Credits3-0-3
ECE 110 Infant/Toddler Care and Education
This course will prepare the student to use a relationship-based model to develop and implement an active learning environment for infants and toddlers. Students will implement individualized curriculum that supports the infant/toddler's social, emotional, cognitive and physical development needs. (5 field observation hours are required).
Upon successful completion of this course, students should be able to:
Implement a relationship based model of caregiving that follows the child's lead and incorporates play as the primary teaching strategy.
Implement multiple approaches to curriculum that provides active and culturally appropriate planned and spontaneous activities following children's interests.
Apply the principles of developmentally effective practices, grounded in constructivism and socio cultural theory, infused with child initiated play.
Utilize Pennsylvania's early childhood learning standards in developing learning experiences.
Design play based experiences that lead to exploration, discovery and age-appropriate development.
Design classrooms that demonstrate appropriate use of indoor and outdoor space that provides for play and acceptable risk.
Design classrooms that are inclusive for diverse learners including differences in age, development, culture and linguistics.
Use safe materials aligned with early learning standards to provide a wide range of hands-on experiences for active play.
Utilize child observation to make program and curriculum decisions.
Implement a relationship based model of caregiving that follows the child's lead and incorporates play as the primary teaching strategy.
Implement multiple approaches to curriculum that provides active and culturally appropriate planned and spontaneous activities following children's interests.
Apply the principles of developmentally effective practices, grounded in constructivism and socio cultural theory, infused with child initiated play.
Utilize Pennsylvania's early childhood learning standards in developing learning experiences.
Design play based experiences that lead to exploration, discovery and age-appropriate development.
Design classrooms that demonstrate appropriate use of indoor and outdoor space that provides for play and acceptable risk.
Design classrooms that are inclusive for diverse learners including differences in age, development, culture and linguistics.
Use safe materials aligned with early learning standards to provide a wide range of hands-on experiences for active play.
Utilize child observation to make program and curriculum decisions.
Prerequisite: ECE 130.
3 Credits3-0-3
ECE 111 Methods and Materials for Teaching
This course will prepare the student to develop and implement an active learning environment for children in Pre-k to 4th grade that incorporates classroom design, learning activities that support physical, cognitive, social and emotional development and inquiry-based teaching strategies. Classroom design, implementing learning and teaching practices centered on child-initiated play and teacher/child interactions will be integral topics in this course.
Upon successful completion of this course, students should be able to:
Apply the principles of developmentally effective practices through the lens of constructivism and sociocultural theory by incorporating child-initiated play as the primary teaching strategy.
Implement multiple approaches to learning and teaching with an emphasis on the play continuum.
Design classrooms that demonstrate appropriate indoor and outdoor space using Universal Design for Learning Principles.
Design classrooms that are inclusive for diverse learners including differences in age, development, culture and linguistics.
Develop and implement effective classroom management strategies that promote positive teacher/child interactions.
Utilize Pennsylvania's Early Learning Standards and teaching strategies aligned with the key learning areas in developing play experience plans.
Select, provide and evaluate materials and create new materials consistent with learning standards that support active play.
Explain the connection between materials and learning standards through the lens of inquiry, emergent and integrated play experiences.
Differentiate teaching strategies to promote positive outcomes for each child using principles of Universal Design for Learning and the use of assistive technology for children with disabilities.
Integrate curriculum, assessment and teaching strategies aligned with academic content areas to create a play-based learning experience for preschool-age children that applies developmentally effective teaching strategies, room design and differentiation.
Apply the principles of developmentally effective practices through the lens of constructivism and sociocultural theory by incorporating child-initiated play as the primary teaching strategy.
Implement multiple approaches to learning and teaching with an emphasis on the play continuum.
Design classrooms that demonstrate appropriate indoor and outdoor space using Universal Design for Learning Principles.
Design classrooms that are inclusive for diverse learners including differences in age, development, culture and linguistics.
Develop and implement effective classroom management strategies that promote positive teacher/child interactions.
Utilize Pennsylvania's Early Learning Standards and teaching strategies aligned with the key learning areas in developing play experience plans.
Select, provide and evaluate materials and create new materials consistent with learning standards that support active play.
Explain the connection between materials and learning standards through the lens of inquiry, emergent and integrated play experiences.
Differentiate teaching strategies to promote positive outcomes for each child using principles of Universal Design for Learning and the use of assistive technology for children with disabilities.
Integrate curriculum, assessment and teaching strategies aligned with academic content areas to create a play-based learning experience for preschool-age children that applies developmentally effective teaching strategies, room design and differentiation.
Prerequisite: ECE 140.
3 Credits3-0-3
ECE 112 Professionalism in Early Childhood Education
This course will orient the student to what it means to be a professional in the field of early childhood education and to the NAEYC Professional Standards and Competencies. Students will learn about critical aspects of professionalism including practical application both as a college student in ECE and in the ECE classroom. There is a focus on building a professional portfolio and it's role in ongoing professional development. Students will learn how to navigate the professional development systems in Pennsylvania. Local, regional and state specific requirements for a career in early childhood education will be explored.
Upon successful completion of this course, students should be able to:
Identify the purpose and use of a professional portfolio for engaging in reflective practices to assess and improve one's own professional knowledge, skills and dispositions.
Describe the ethical guidelines and professional standards within the field of early childhood education, as outlined by the National Association for the Education of Young Children (NAEYC).
Create and format an electronic portfolio using free or low cost software.
Identify and compile online early childhood education resources for future use.
Create profiles in statewide professional development systems to augment a professional portfolio.
Describe the value and benefits of being a member of national, regional and local professional organizations.
Describe the role of professionalism in early childhood education, including its significance in fostering positive outcomes for children, families and communities.
Identify the purpose and use of a professional portfolio for engaging in reflective practices to assess and improve one's own professional knowledge, skills and dispositions.
Describe the ethical guidelines and professional standards within the field of early childhood education, as outlined by the National Association for the Education of Young Children (NAEYC).
Create and format an electronic portfolio using free or low cost software.
Identify and compile online early childhood education resources for future use.
Create profiles in statewide professional development systems to augment a professional portfolio.
Describe the value and benefits of being a member of national, regional and local professional organizations.
Describe the role of professionalism in early childhood education, including its significance in fostering positive outcomes for children, families and communities.
Prerequisite: Successful Placement Test Scores or (ENG 050 and REA 050)* or ENG 099* or REA 075* or REA 100* (*may be taken concurrently).
1 Credit1-0-1
ECE 120 Early Childhood Education Laboratory I
This course provides the student an opportunity to function as a member of a caregiving/teaching team with infants (birth to 12 months) or toddlers (12-36 months) in an approved early learning program. They will have the opportunity to observe theories and principles of child development in real life classrooms and to learn the importance of relationship-based caregiving. This is a 90 hour field placement in a childcare, family care, or Early Head Start learning program. Students will be able to observe commonalities and individual trajectories of infants and toddlers and create learning experiences that promote development. The student's activity is carefully supervised by a qualified in-service classroom teacher and the Colleges supervisor of the field experience. The course also includes a weekly seminar to discuss issues rising from this laboratory experience. Students must present their FBI, PA Child Abuse, PA Criminal and NSOR clearances to the field placement site. NOTES: Background clearances including FBI, PA Child Abuse, National Sex Offender Registry, Abuse and PA Criminal clearances and a Pennsylvania approved child abuse recognition and reporting training is required prior to enrollment in this course. Documentation of a negative TB test is also required. The 90 hour field experience portion of this course must be completed in person.
Upon successful completion of this course, students should be able to:
Use strategies for building relationships with infants and toddlers.
Integrate play-based teaching and learning with infants and toddlers.
Implement play-based learning experiences that promote child development and are informed by observation and assessment.
Utilize observation and assessment to guide and support teaching and learning that is relationship-based and meets individual child needs.
Exhibit a professional attitude toward assigned responsibilities.
Communicate effectively with children, and teachers.
Reflect on observations and experiences in the infant/toddler classroom to build connections between theory and practice.
Use routines to implement learning goals for children.
Plan supportive transitions that engage children.
Use strategies for building relationships with infants and toddlers.
Integrate play-based teaching and learning with infants and toddlers.
Implement play-based learning experiences that promote child development and are informed by observation and assessment.
Utilize observation and assessment to guide and support teaching and learning that is relationship-based and meets individual child needs.
Exhibit a professional attitude toward assigned responsibilities.
Communicate effectively with children, and teachers.
Reflect on observations and experiences in the infant/toddler classroom to build connections between theory and practice.
Use routines to implement learning goals for children.
Plan supportive transitions that engage children.
Prerequisites: ECE 100 with grade of C or better and ECE 110 with grade of C or better.
4 Credits1-6-4
ECE 121 Early Childhood Education Laboratory II
This is the capstone course for the Early Childhood Education program of study. In this course, the student will synthesize their learning by functioning as a member of an instructional team in an approved early learning programs (i.e., nursery school, childcare, preschool, or Head Start). A qualified in-service classroom teacher and the College’s supervisor of the field experience carefully supervise the student’s activity. A weekly seminar guides the student through the course assessments and addresses successes and challenges in the field placement classroom. This course also includes a 90 hour field placement in a preschool classroom with children ages 3-5 yrs. This field experience can be done in a licensed childcare center, Head Start, PDE licensed nursery schools and in family child care homes. Nanny positions and before/after school programs cannot be used to fulfill this field experience. Attendance at field placement must be 2 mornings a week. Students will be notified by the instructor with further instructions identifying a field placement. All field placements must be approved by the instructor. NOTES: Background clearances including FBI, PA Child Abuse, National Sex Offender Registry, PA Criminal clearances and a Pennsylvania approved child abuse recognition and reporting training is required prior to enrollment in this course. Documentation of a negative TB test is also required. The 90 hour field experience portion of this course must be completed in person.
Upon successful completion of this course, students should be able to:
Use knowledge of the progression of child development, individual trajectories, learning theory and children's contexts in play experiences that are culturally and linguistically appropriate.
Document children's learning to engage families and provide opportunities for collaboration.
Analyze assessment processes for efficacy, bias and inequities in the early learning classroom.
Analyze the assessment process and individual child assessments to determine efficacy for curricular planning, identifying individual child learning needs and identifying context.
Use teaching strategies recommended by professional organizations and aligns with learning theory for each content area.
Demonstrate responsive interactions that support young children's individual development and builds relationships for learning.
Use Universal Design principles to create environments that are educationally focused, respectful, supportive and challenging for all children.
Combine academic content knowledge, pedagogical content knowledge and early learning standards to create integrated play experiences.
Use professional communication, reflective practice and collaboration when interacting with children, families and colleagues.
Demonstrate professional competencies in the early learning classroom.
Describes their ethical responsibility to children, families and colleagues including their responsibility as a mandated reporter and an advocate for children and families.
Use knowledge of the progression of child development, individual trajectories, learning theory and children's contexts in play experiences that are culturally and linguistically appropriate.
Document children's learning to engage families and provide opportunities for collaboration.
Analyze assessment processes for efficacy, bias and inequities in the early learning classroom.
Analyze the assessment process and individual child assessments to determine efficacy for curricular planning, identifying individual child learning needs and identifying context.
Use teaching strategies recommended by professional organizations and aligns with learning theory for each content area.
Demonstrate responsive interactions that support young children's individual development and builds relationships for learning.
Use Universal Design principles to create environments that are educationally focused, respectful, supportive and challenging for all children.
Combine academic content knowledge, pedagogical content knowledge and early learning standards to create integrated play experiences.
Use professional communication, reflective practice and collaboration when interacting with children, families and colleagues.
Demonstrate professional competencies in the early learning classroom.
Describes their ethical responsibility to children, families and colleagues including their responsibility as a mandated reporter and an advocate for children and families.
Prerequisite: ECE 111 with grade of C or better. See course description for additional required clearances.
4 Credits1-6-4
ECE 130 Early Childhood Development
This course examines the cognitive, physical, social and emotional development of the young child from conception through the early childhood period. Students will integrate and apply the major concepts and theories of child development to the early childhood classroom. Students will also have the opportunity to observe the principles of child development by conducting field observations for each age group studied. ( 10 hours of outside field observations either in the home or school will be required. NOTE: Students will need to have federal and state background clearances for observing children in a school setting) This course is a prerequisite for the ECE courses that follow. To meet this prerequisite, the student must earn a C or better. A final grade of D or lower will require retaking this course.
Upon successful completion of this course, students should be able to:
Identify the multiple interacting influences on children's development.
Identify commonalities in child development across developmental domains.
Know and understand the characteristics and needs of young children.
Know the progression of development in language, cognitive, physical, social and emotional domains of development.
Apply knowledge of child development to the early childhood classroom.
Describe the developmental patterns of change, physical, cognitive and socioemotional in infancy and early childhood.
Observe children and record behavior in a variety of settings in order to understand variation and exceptionality in individuals.
Use observation, documentation and other appropriate assessment tools and approaches, including the use of technology in documentation, assessment and data collection.
Investigate impact of use of technology during early childhood.
Apply knowledge of child development by observing, recording and interpreting children's behavior for the purpose of program planning using appropriate tools for data collection.
Describe how child-initiated play promotes a child's development for infants, toddlers, preschoolers and young school-age children.
Identify the multiple interacting influences on children's development.
Identify commonalities in child development across developmental domains.
Know and understand the characteristics and needs of young children.
Know the progression of development in language, cognitive, physical, social and emotional domains of development.
Apply knowledge of child development to the early childhood classroom.
Describe the developmental patterns of change, physical, cognitive and socioemotional in infancy and early childhood.
Observe children and record behavior in a variety of settings in order to understand variation and exceptionality in individuals.
Use observation, documentation and other appropriate assessment tools and approaches, including the use of technology in documentation, assessment and data collection.
Investigate impact of use of technology during early childhood.
Apply knowledge of child development by observing, recording and interpreting children's behavior for the purpose of program planning using appropriate tools for data collection.
Describe how child-initiated play promotes a child's development for infants, toddlers, preschoolers and young school-age children.
Prerequisite: Successful Placement Test Scores or (ENG 050* and REA 050*) or ENG 099* or REA 075 or REA 100* (*may be taken concurrently).
3 Credits3-0-3
ECE 140 Integrated Curriculum and Assessment
This course will prepare the student to develop an integrated curriculum for preschool, kindergarten and primary age children based on the structure of the academic content areas and the early learning standards. This course will also explore the relationship between curriculum and assessment in providing high quality learning experiences and differentiating instruction.
Upon successful completion of this course, students should be able to:
Develop a play-based curriculum that creates a secure base from which children can explore and tackle challenging problems.
Develop and implement a meaningful, challenging play-based curriculum that supports young children's ability and motivation to solve problems and think well.
Develop a curriculum that includes both planned and spontaneous experiences that are meaningful and challenging for all children that lead to positive learning outcomes and develop positive dispositions towards learning within each content area.
Evaluate the principal theories that influence current curricula in early childhood education.
Use inquiry, emergent and integrated processes to develop a play-based curriculum that builds on children's interests.
Develop a curriculum that is culturally and linguistically responsive and addresses the needs of diverse learners.
Integrate observation and authentic assessment in curriculum planning.
Integrate a curriculum across content areas.
Identify the goals, benefits and uses of assessment.
Utilize developmentally appropriate assessment strategies to promote positive outcomes for each child.
Develop a play-based curriculum that creates a secure base from which children can explore and tackle challenging problems.
Develop and implement a meaningful, challenging play-based curriculum that supports young children's ability and motivation to solve problems and think well.
Develop a curriculum that includes both planned and spontaneous experiences that are meaningful and challenging for all children that lead to positive learning outcomes and develop positive dispositions towards learning within each content area.
Evaluate the principal theories that influence current curricula in early childhood education.
Use inquiry, emergent and integrated processes to develop a play-based curriculum that builds on children's interests.
Develop a curriculum that is culturally and linguistically responsive and addresses the needs of diverse learners.
Integrate observation and authentic assessment in curriculum planning.
Integrate a curriculum across content areas.
Identify the goals, benefits and uses of assessment.
Utilize developmentally appropriate assessment strategies to promote positive outcomes for each child.
Prerequisite: ECE 130 with grade of C or better.
3 Credits3-0-3
ECE 190 ECE Internship (1 credit)
College-Sponsored Experiential Learning (CSEL) is designed to integrate on-the-job learning experiences with classroom studies. These experiences are structured either to explore career options or to prepare for a specific occupation. Students participating in the Cooperative Education and Internship Program gain college credit and are graded for their learning/work experience by the appropriate faculty. Students participating in this 60 hour internship will earn 1 college credit for this experience. Upon successful completion of this hands-on work experience, the student should be able to satisfy instructionally selected competencies from those below according to the number of credits to be awarded. NOTE: All students must have the following prior to starting the internship: All students will be required to have Pennsylvania Child Abuse Clearance, Pennsylvania Criminal Clearance, FBI clearance, documentation of current immunizations, TB screening, two character references, and Child Abuse Recognition and Reporting certificate. There are additional fees to obtaining clearances and students may have to get their clearances renewed. Pre-requisites - To be eligible for an internship, students must: Have completed a minimum of 18 or more credits within the last 5 years. Have begun course work in their major (at least 9 credits). Have an overall grade point average (GPA) of 2.5. Obtain a written recommendation by a DCCC faculty within the discipline of the internship. Submit a current resume to the Office of Student Employment Services.
Upon successful completion of this course, students should be able to:
Explain three program-related concepts that have been applied during the work experience.
Describe the ways that technology is utilized in the work experience.
Analyze the culture of the host organization.
Analyze an operational process within the work experience.
Demonstrate how assigned tasks depend on successful communication.
Describe how time and activity are managed to meet work-imposed deadlines.
Describe an instance where problem-solving skills were needed to analyze a situation in the work experience.
Demonstrate specifically how job-related competence has improved.
Formulate a self-assessment for career growth and personal satisfaction.
Satisfy the competencies of the chosen CSEL placement (to be developed in consultation with the CSEL instructor).
Work closely with a faculty mentor in the student's program/major to complete a project which articulates how the experience helps the student achieve program outcomes
Explain three program-related concepts that have been applied during the work experience.
Describe the ways that technology is utilized in the work experience.
Analyze the culture of the host organization.
Analyze an operational process within the work experience.
Demonstrate how assigned tasks depend on successful communication.
Describe how time and activity are managed to meet work-imposed deadlines.
Describe an instance where problem-solving skills were needed to analyze a situation in the work experience.
Demonstrate specifically how job-related competence has improved.
Formulate a self-assessment for career growth and personal satisfaction.
Satisfy the competencies of the chosen CSEL placement (to be developed in consultation with the CSEL instructor).
Work closely with a faculty mentor in the student's program/major to complete a project which articulates how the experience helps the student achieve program outcomes
1 Credit60 Semester Hours
ECE 194 ECE Internship (2 credits)
College-Sponsored Experiential Learning (CSEL) is designed to integrate on-the-job learning experiences with classroom studies. These experiences are structured either to explore career options or to prepare for a specific occupation. Students participating in the Cooperative Education and Internship Program gain college credit and are graded for their learning/work experience by the appropriate faculty. Students participating in this 120 hour internship will earn 2 college credits for this experience. Upon successful completion of this hands-on work experience, the student should be able to satisfy instructionally selected competencies from those below according to the number of credits to be awarded. NOTE: All students must have the following prior to starting the internship: All students will be required to have Pennsylvania Child Abuse Clearance, Pennsylvania Criminal Clearance, FBI clearance, documentation of current immunizations, TB screening, two character references, and Child Abuse Recognition and Reporting certificate. There are additional fees to obtaining clearances and students may have to get their clearances renewed. Pre-requisites - To be eligible for an internship, students must: Have completed a minimum of 18 or more credits within the last 5 years. Have begun course work in their major (at least 9 credits). Have an overall grade point average (GPA) of 2.5. Obtain a written recommendation by a DCCC faculty within the discipline of the internship. Submit a current resume to the Office of Student Employment Services.
Upon successful completion of this course, students should be able to:
Explain three program-related concepts that have been applied during the work experience.
Describe the ways that technology is utilized in the work experience.
Analyze the culture of the host organization.
Analyze an operational process within the work experience.
Demonstrate how assigned tasks depend on successful communication.
Describe how time and activity are managed to meet work-imposed deadlines.
Describe an instance where problem-solving skills were needed to analyze a situation in the work experience.
Demonstrate specifically how job-related competence has improved.
Formulate a self-assessment for career growth and personal satisfaction.
Satisfy the competencies of the chosen CSEL placement (to be developed in consultation with the CSEL instructor).
Work closely with a faculty mentor in the student's program/major to complete a project which articulates how the experience helps the student achieve program outcomes
Explain three program-related concepts that have been applied during the work experience.
Describe the ways that technology is utilized in the work experience.
Analyze the culture of the host organization.
Analyze an operational process within the work experience.
Demonstrate how assigned tasks depend on successful communication.
Describe how time and activity are managed to meet work-imposed deadlines.
Describe an instance where problem-solving skills were needed to analyze a situation in the work experience.
Demonstrate specifically how job-related competence has improved.
Formulate a self-assessment for career growth and personal satisfaction.
Satisfy the competencies of the chosen CSEL placement (to be developed in consultation with the CSEL instructor).
Work closely with a faculty mentor in the student's program/major to complete a project which articulates how the experience helps the student achieve program outcomes
2 Credits120 Semester Hours
ECE 199 ECE Internship (3 credits)
College-Sponsored Experiential Learning (CSEL) is designed to integrate on-the-job learning experiences with classroom studies. These experiences are structured either to explore career options or to prepare for a specific occupation. Students participating in the Cooperative Education and Internship Program gain college credit and are graded for their learning/work experience by the appropriate faculty. Students participating in this 180 hour internship will earn 3 college credits for this experience. Upon successful completion of this hands-on work experience, the student should be able to satisfy instructionally selected competencies from those below according to the number of credits to be awarded. NOTE: All students must have the following prior to starting the internship: All students will be required to have Pennsylvania Child Abuse Clearance, Pennsylvania Criminal Clearance, FBI clearance, documentation of current immunizations, TB screening, two character references, and Child Abuse Recognition and Reporting certificate. There are additional fees to obtaining clearances and students may have to get their clearances renewed. Pre-requisites - To be eligible for an internship, students must: Have completed a minimum of 18 or more credits within the last 5 years. Have begun course work in their major (at least 9 credits). Have an overall grade point average (GPA) of 2.5. Obtain a written recommendation by a DCCC faculty within the discipline of the internship. Submit a current resume to the Office of Student Employment Services.
Upon successful completion of this course, students should be able to:
Explain three program-related concepts that have been applied during the work experience.
Describe the ways that technology is utilized in the work experience.
Analyze the culture of the host organization.
Analyze an operational process within the work experience.
Demonstrate how assigned tasks depend on successful communication.
Describe how time and activity are managed to meet work-imposed deadlines.
Describe an instance where problem-solving skills were needed to analyze a situation in the work experience.
Demonstrate specifically how job-related competence has improved.
Formulate a self-assessment for career growth and personal satisfaction.
Satisfy the competencies of the chosen CSEL placement (to be developed in consultation with the CSEL instructor).
Work closely with a faculty mentor in the student's program/major to complete a project which articulates how the experience helps the student achieve program outcomes
Explain three program-related concepts that have been applied during the work experience.
Describe the ways that technology is utilized in the work experience.
Analyze the culture of the host organization.
Analyze an operational process within the work experience.
Demonstrate how assigned tasks depend on successful communication.
Describe how time and activity are managed to meet work-imposed deadlines.
Describe an instance where problem-solving skills were needed to analyze a situation in the work experience.
Demonstrate specifically how job-related competence has improved.
Formulate a self-assessment for career growth and personal satisfaction.
Satisfy the competencies of the chosen CSEL placement (to be developed in consultation with the CSEL instructor).
Work closely with a faculty mentor in the student's program/major to complete a project which articulates how the experience helps the student achieve program outcomes
3 Credits180 Semester Hours
ECE 201 Children Families and Community
This course will prepare the student to implement an educational environment that builds a community of learners whose members are children, families, community members and teachers. Building relationships is integrated into practical strategies for partnering with families and communities to facilitate children’s learning. NOTES: This course is designed to be taken in the last semester of the ECED program; therefore, it must be taken after completion of a minimum of 45 credits towards the ECED degree.
Upon successful completion of this course, students should be able to:
Implement a positive climate for learning that involves partnering with diverse families and communities.
Identify the role of culture on children’s development and learning.
Articulate the potential impact of differences in cultural practices between home and school.
Maintain respectful, ongoing, meaningful communication with family members that sustain partnerships with families.
Provide meaningful opportunities for families to be involved in their child’s education.
Develop strategies for keeping families informed of children’s progress.
Identify community resources and utilize those resources in program planning.
Advocate for children and families in the larger social and political arena.
Use of technology for communication with families that is ethical and effective.
Reflect on how theory, culture, values, ethics, communication and experience influence home, school and community partnerships.
Create a culture of building partnerships with families that fosters positive relationships.
Implement a positive climate for learning that involves partnering with diverse families and communities.
Identify the role of culture on children’s development and learning.
Articulate the potential impact of differences in cultural practices between home and school.
Maintain respectful, ongoing, meaningful communication with family members that sustain partnerships with families.
Provide meaningful opportunities for families to be involved in their child’s education.
Develop strategies for keeping families informed of children’s progress.
Identify community resources and utilize those resources in program planning.
Advocate for children and families in the larger social and political arena.
Use of technology for communication with families that is ethical and effective.
Reflect on how theory, culture, values, ethics, communication and experience influence home, school and community partnerships.
Create a culture of building partnerships with families that fosters positive relationships.
Prerequisite: ECE 130 and (EDU 220 or ECE 202) with grades of C or better. Minimum 45 credits toward ECED degree.
3 Credits3-0-3
ECE 202 Including All Children
The Including All Children course will prepare the early childhood educator with the foundational knowledge of the early intervention systems in Pennsylvania for the purpose of providing high quality early childhood education to young children with disabilities. Specifically, students will learn about the Individuals with Disabilities Education Act (IDEA), with a focus on early intervention services for children birth to age 8 years. Transitioning children and families to the K-12 special education system will also be explored. This course will include an introduction to the IDEA-recognized disability categories with specific emphasis on common disabilities diagnosed in early childhood. In addition, this course will discuss the characteristics and causes of disabilities, identification, and assessment, working collaboratively with families and early intervention professionals, and the classroom teacher’s role in the early intervention process will be explored. Students will also learn teaching strategies and accommodations for children identified as having a disability using Universal Design for Learning. NOTE: A grade of C or better is required in both ECE 100 and ECE 130 is to fulfill prerequisite.
Upon successful completion of this course, students should be able to:
Describe/Explain the key components of the Individual with Disabilities Education Act (IDEA) and the differences between services for children birth to 3 yrs (Part C) and 3 yrs 21 yrs (Part B), including the disability categories eligible for special education services.
Describe the characteristics of developmental, congenital and genetic disabilities in all domains and the environmental influences that impact growth and development beginning prenatally.
Identify developmentally appropriate screening tools used in assessment to determine eligibility for early intervention services that are ethically grounded, and linguistically and culturally appropriate.
Compare and contrast the terms inclusive and included regarding how children with disabilities are supported in the classroom setting.
Compare various age-appropriate accommodations for children with disabilities using principles of Universal Design for Learning.
Determine community resources that support families and children's learning and development, including the referral process for early intervention.
Develop strategies for partnering with the families of children with disabilities to ensure each child and family is supported.
Describe/Explain the key components of the Individual with Disabilities Education Act (IDEA) and the differences between services for children birth to 3 yrs (Part C) and 3 yrs 21 yrs (Part B), including the disability categories eligible for special education services.
Describe the characteristics of developmental, congenital and genetic disabilities in all domains and the environmental influences that impact growth and development beginning prenatally.
Identify developmentally appropriate screening tools used in assessment to determine eligibility for early intervention services that are ethically grounded, and linguistically and culturally appropriate.
Compare and contrast the terms inclusive and included regarding how children with disabilities are supported in the classroom setting.
Compare various age-appropriate accommodations for children with disabilities using principles of Universal Design for Learning.
Determine community resources that support families and children's learning and development, including the referral process for early intervention.
Develop strategies for partnering with the families of children with disabilities to ensure each child and family is supported.
Prerequisites: ECE 100 and ECE 130 with grades of C or better.
3 Credits3-0-3
ECE 290 Administration and Supervision of Early Care and Education Environments
This course will examine the varied aspects of administration and supervision in the early care and education environment. It is designed for early childhood educators who are or would like to take on an administrative role in an early childhood program. All administrative aspects of the early care and education program will be explored with particular emphasis on the development of interpersonal relationships and skills needed for effective program management. NOTE: Prerequisites: AAS or AS in ECE or related field OR completed 45 hours towards an AAS degree
Upon successful completion of this course, students should be able to:
Identify the varied roles of the early care and education director.
Utilize licensing and certification requirements in decision making.
Evaluate strategies for staff recruitment, supervision and retention.
Analyze enrollment practices and policies.
Implement effective strategies for working with families.
Identify personal leadership styles and role in program administration.
Design the physical environment to meet needs of children and staff.
Evaluate communication between parents, staff and administration.
Identify the varied roles of the early care and education director.
Utilize licensing and certification requirements in decision making.
Evaluate strategies for staff recruitment, supervision and retention.
Analyze enrollment practices and policies.
Implement effective strategies for working with families.
Identify personal leadership styles and role in program administration.
Design the physical environment to meet needs of children and staff.
Evaluate communication between parents, staff and administration.
Prerequisites: AAS or AS in ECE or related field OR completed 45 hours towards an AAS degree.
3 Credits3-0-3
ECE 291 Current Issues and Trends in Early Care and Education
This course will examine the current issues and trends in early childhood education. Through the use of discussions, debates and disagreement, current issues will be identified and a generation of solutions will be formulated. The design of this course is such that the early childhood educator will become a reflective decision maker. NOTE Prerequisites: AAS or AS in ECE or related field OR completed 45 hours towards an AAS degree.
Upon successful completion of this course, students should be able to:
Identify factors that lead to effective leadership.
Be able to evaluate role of government in early care and education.
Learn to advocate for young children.
Analyze the role of business in early care and education.
Develop strategies for promoting professional development.
Develop and maintaining standards of quality improvement.
Evaluate the quality of early care and education environments.
Analyze the role of families.
Identify supports for special needs children and families.
Identify factors that lead to effective leadership.
Be able to evaluate role of government in early care and education.
Learn to advocate for young children.
Analyze the role of business in early care and education.
Develop strategies for promoting professional development.
Develop and maintaining standards of quality improvement.
Evaluate the quality of early care and education environments.
Analyze the role of families.
Identify supports for special needs children and families.
Prerequisites: AAS or AS in ECE or related field OR completed 45 hours towards an AAS degree.
3 Credits3-0-3
ECE 293 Financial Strategies for the Business of Early Care and Education
This course will examine financial and business management strategies associated with managing a childcare center. Topics covered will include marketing, budgeting, business plans, for profit versus nonprofit financial strategies; grant writing, enrollment, cost of care and staffing issues. This course is designed as an interactive, hands on approach to learning for the center director or the early childhood professional who would like to be a center director. NOTE Prerequisites: AAS or AS in ECE or related field OR completed 45 hours towards an AAS degree.
Upon successful completion of this course, students should be able to:
Basic principles of accounting and budgeting.
The advantages and disadvantages of for profit versus non-profit early care and education centers.
Business plans and marketing strategies.
Human resource management.
True cost of care.
City and state agencies that provide financial support to families and early care and education.
Basic principles of grant writing.
Basic principles of accounting and budgeting.
The advantages and disadvantages of for profit versus non-profit early care and education centers.
Business plans and marketing strategies.
Human resource management.
True cost of care.
City and state agencies that provide financial support to families and early care and education.
Basic principles of grant writing.
Prerequisites: AAS or AS in ECE or related field OR completed 45 hours towards an AAS degree.
3 Credits3-0-3