Early Childhood Education

The Early Childhood Education Program includes a liberal arts core in addition to specialized courses in teacher education. This two-year program is designed to equip the student with the theoretical knowledge, practical experience and skills needed to work with children under the age of eight. The education courses require field placement and observation hours to be completed outside of class meetings. In addition, a student teaching practicum is required for all pre-service teachers (see additional details below).

Graduates of the Capital Community College Early Childhood Education Program from 2008 on, are eligible to apply for the State of Connecticut ECTC. The Capital Community College ECE Program is an approved degree program for both the Infant/Toddler and Preschool credential.

The ECE program at Capital Community College is accredited by the National Association for the Education of Young Children (NAEYC).

Teaching is a dynamic profession that incorporates evidence-based theory, practical experiences and skills. A graduate is prepared to function as an entry-level professional in educational settings.

Students completing the requirements for the Associate Degree in Early Childhood will be able to:

1. Identify a variety of current and historical theoretical approaches.
2. Identify and assess the elements that determine quality in early childhood settings.
3. Articulate the beginnings of a personal philosophy of Early Childhood Education.
4. Identify and evaluate ethical issues that may be encountered in the field.
5. Plan, implement and evaluate age appropriate and individually appropriate activities. Also, plan curriculum that is based on best practices, theory, child development knowledge, observations and assessments of typical and atypical children from culturally diverse backgrounds.
6. Create and evaluate a learning environment that supports children’s physical, social, emotional, creative, language and cognitive development.
7. Identify and apply positive approaches to discipline and behavior management that encourage children to develop self-control and selfesteem.
8. Create strategies that will support and maintain positive, collaborative relationships with families.
9. Recognize and evaluate current issues, trends and policies that affect young children and their families.
10. Identify and communicate effectively with colleagues and other professionals concerned with supporting children’s development and well being.
11. Identify sources and participate in opportunities available for professional growth.
12. Demonstrate competence in integrating theory and best practices.
13. Meet the needs of diverse populations of children and their families.
14. Reflect, analyze and evaluate their teaching practices in order to strengthen their skills, knowledge and competencies.

FIRST SEMESTER (15 Credits)
CREDITS
† ECE* 101 Introduction to Early Childhood Education 3
ECE* 176 Health, Safety and Nutrition 3
† ENG* 101 Composition 3
PSY* 111 General Psychology I 3
___ ___ Fine Arts Elective 3
SECOND SEMESTER (15 Credits)
CREDITS
† ECE* 275
† ECE* 190
Child, Family and School Relations OR
Behavior Management
3
† ENG* 102 Composition and Literature 3
† MAT* Math Elective 3
† PSY* 204 Child & Adolescent Development 3
† ECE* 210 Observation, Participation and Seminar 3
THIRD SEMESTER (15 Credits)
CREDITS
† ECE* 222 Methods & Techniques¹ 3
† ECE* 231 Early Language & Literacy Development 3
† ECE* ___ Early Childhood Elective 3
† SOC* 101 Principles of Sociology 3
SCI* ___ Science Elective+ 3
FOURTH SEMESTER (15-16 Credits)
CREDITS
† ECE* 295 Student Teaching Practicum 6
† ECE* 215 The Exceptional Learner 3
HIS* ___ History Elective + 3
___ ___ Humanities Elective++ 3
TOTAL CREDITS
60
The symbol (†) indicates a prerequisite needs to be met
ENG 095 or higher is a prerequisite for ECE 101.
ECE 101 is a prerequisite for all ECE courses except ECE 106 and 176.
++ ECE 131/ENG 114 (preferred) Humanities Elective.
ECE 181 CDA Credential Preparation II may be substituted for ECE 222
ECE 109 Science & Math for Children may not be substituted for a Science Elective or
a Math Elective.
+ A science elective with a lab may be required as part of a bachelor’s degree
program.

EARLY CHILDHOOD EDUCATION CERTIFICATE

Courses Credits
†ECE* 101 Introduction to Early Childhood Education 3
†PSY* 111 General Psychology I 3
†PSY* 204 Child & Adolescent Development 3
†ECE* 222 Methods & Techniques in Early Childhood Education 3
†ECE* 210 Observation, Participation and Seminar 3
†ECE*215 The Exceptional Learner 3
†ECE* 231 Early Language & Literacy Development 3
†ECE* 275
†ECE* 190
Children, Families and Schools OR
Early Childhood Education Behavior Management
3
†ECE ___ Early Childhood Education Elective 3
Total Credits 30

The symbol (†) indicates a prerequisite needs to be met.

ENG 095 or higher is a co-requisite for ECE 101.

ECE 101 is a prerequisite for all ECE courses except ECE 176.

Prerequisites are required for PSY 111 and PSY 204.

This program prepares students for the most basic entry positions in the profession. The program also provides training for individuals already employed who desire to improve their knowledge and competency in working with children. Graduates of the certificate may also transfer into the Early Childhood Education Program Associate in Science degree.

Storytelling in the Children’s Literature (ENG 114/ECE 131) course.

SOLANGEL VASQUEZ READS THE RAINBOW FISH TO STUDENTS IN A HEARING IMPAIRMENT INCLUSION CLASSROOM IN HARTFORD, CT. THIS CLASSROOM IS A COLLABORATION BETWEEN HARTFORD PUBLIC SCHOOLS (HPS) AND COMMUNITY RENEWAL TEAM (CRT).
Pauline Kirby-Rodgers and the students at Saint Cyril and Methodius School run a pizzeria

Pauline Kirby-Rodgers and the students at Saint Cyril and Methodius School run a pizzeria

Joanna Rueda teaches dental hygiene to students at CRT-Locust Street

Joanna Rueda teaches dental hygiene to students at CRT-Locust Street

Mr. Fabian Arroyo, Capital CC graduate and recently retired teacher after 28 years in the city of Hartford, visited the college and met with ECE major Joel Erzo.  Mr. Arroyo is mentoring Mr. Erzo.

CCC Student Marieliz Ginel and preschool students at Trinity College Child Development Center learn about the life cycle of a butterfly.

CCC students Maria A. teaches preschoolers at CRT- Locust Street about importance of fruits and vegetables.

Student teacher Emily Gonzales at Moylan Elementary School in Hartford reading Little Red Riding Hood to Kindergarteners.Emily G @ Moylan-1 Emily G @ Moylan-2
Student teacher Shauntay Hill at Knight Hall Preschool in West Hartford on Dr. Suess’ birthday eating
green eggs and ham.

Student teacher Shauntay Hill at Knight Hall Preschool in West Hartford on Dr. Suess' birthday eating green eggs and ham. 1 Student teacher Shauntay Hill at Knight Hall Preschool in West Hartford on Dr. Suess' birthday eating green eggs and ham.-2 Student teacher Shauntay Hill at Knight Hall Preschool in West Hartford on Dr. Suess' birthday eating green eggs and ham.-3


NAEYC
ECE Program Outcome Data

As part of the program’s achieving and maintaining NAEYC accreditation, it must report annually on at least three of the following measures and display these data via an easily located link on its website. The program is strongly encouraged to meet with its Institutional Research (IR) office to assist in gathering the data on the outcome measures. Below are suggested data reporting templates, but the program is encouraged to report the data in a format that best meets its program needs. For institutions with more than one accredited program, data must be disaggregated and reported for each program.

Outcome Measure #1: The Number of Program Completers

In the chart below, please indicate the number of program completers for the three most recent academic years. (note: the percentages in each row should add up to 100%)

Academic Year Number of program completers % of program completers who were attending full-time (at the time of completion) % of program completers who were attending part-time [1] (at the time of completion)
2016-2017
16
0%
16%
2015-2016
18
6%
17%
2014-2015
21
14%
18%
2) Outcome Measure #2:  The Program Completion Rate

What is the published timeframe[2] for full-time candidates to complete the early childhood program(s) included in this Annual Report? 4 semesters

In the following chart, please indicate the percentage of full-time candidates completing the program within the program’s published timeframe (institutions submitting multiple programs in a single Annual Report should complete a separate chart for each program) for the three most recent academic years for which the program has data. The program must complete the information for the 150% indicator and choose to report on either the 100%, 200% (or twice) or 300% (three times) indicator. The academic years selected must fall within eight years of the date this annual report is submitted. If reporting on the 200% or 300% measure, the percentage of completers who finished within this time frame will include those counted in the 150% measure.

Example: A program with a published timeline of two years (four semesters at 15 credits a semester) to complete an A.A.S. in Early Childhood could select a Fall 2011 cohort on which to report. At the 150% indicator, it would report on the members of the Fall 2011 cohort (full-time at the time of enrollment) who completed the program by Spring 2014. At the 100% indicator it would report on the members of the Fall 2011 cohort who completed the program by Spring 2013. At the 200% indicator it would report on the members of the Fall 2011 cohort who completed the program by Spring 2015. At the 300% indicator it would report on the members of the Fall 2011 cohort who completed the program by Spring 2017.

Program Name: Associate Degree

Academic year in which a Fall cohort of full-time students enrolled at the institution (select three sequential years) Percentage of those students who completed the program within 150% of the published timeframe Percentage of those students who completed the program within 100%,200% (twice) or 300% (three times) of the published timeframe (Please circle or underline the indicator above on which the program will report.)
Fall 2011
2%
5%
Fall 2012
0%
2%
Fall 2013
0%
0%

A program may (but is not required to) provide a short narrative description (150 words) of the data reflected above to provide context. 

3) Outcome Measure #3:  Institutional Selected Data
All programs are required to select at least one of the following outcome measures on which to report.  (Institutions submitting multiple programs in a single Annual Report may select the same or a different measure for each program and should complete a separate chart for each program.)

(A)    The fall-to-fall retention rate in the program for each of the three most recently completed academic years

Academic Year
% of Part-Time Candidates Enrolled (% of Total Enrollment)
Retention Rate among Part-Time Candidates
% of Full-Time Candidates Enrolled (% of Total Enrollment)
Retention Rate among Full-Time Candidates
2016-2017
79%
7%
21%
57%
2015-2016
77%
21%
23%
80%
2014-2015
69%
33%
31%
38%
OR
(B) The number and percentage of program graduates employed in the early childhood profession or pursuing further education in the profession within one year of graduation for each of the three most recent academic years for which information is available.
Academic Year
Number of Graduates
Number of Graduates (and % of total) who are employed in the early childhood profession within one year of graduation*
Number of Graduates (and % of total) who are pursuing further education in the early childhood profession within one year of graduation*
*The figures in these two columns do not need to add up to 100%
OR
(C) Institutionally designed measure that speaks to candidate outcomes in the program (list the measure and the data for the measure). The data must be reported for the most recent three academic years. Such measures might include the average GPA of the graduating class, the number of candidates who completed their courses with a “C” or above, the pass rate on national performance assessments such as edTPA, etc.
Academic Year
# of Students Earning AS Degree
Average GPA
2016-2017
21
2.89
2015-2016
18
3.21
2014-2015
16
3.10

CONTACT


Dr. Marsha Bryant
Program Coordinator
Early Childhood Education
Room TS01D
mbryant@capitalcc.edu
(860) 906-5236

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