Program Advisor: Patricia Kay, M.Ed.
The A.S. in Early Childhood Education is a “career degree” meeting the needs of teachers in the field seeking an associate degree as a terminal degree. This option, with more required courses directly relevant to the care and teaching of young children and relating to working with families, provides training for those early childhood educators who choose to remain in the field at an associate degree level. Early Childhood Education (ECE) courses align with MADOEEC and NAEYC standards.
Essential Functions
Teaching combines education in child development and best and developmentally appropriate practices as well as the art of working with students. Teachers are integrally involved in the lives of their students and families. Teachers teach in all domains; cognitive, social, emotional, physical and aesthetic. Teachers foster equity in education so that families and students feel valued and respected.
Students in this program must be able to:
- Conduct observations to assess child development. Therefore, the student must demonstrate the ability to see children’s actions and hear children’s words;
- Communicate effectively, safely and efficiently by:
- Explaining procedures,
- Receiving information from others,
- Receiving information from written documents, and
- Exhibiting appropriate interpersonal skills;
- Develop and carry out lesson plans in a classroom;
- Stand/move about a classroom and assist young children with tasks involving dressing, eating and manipulating materials;
- Facilitate the development of a child’s self-esteem, trust and respect through positive, constructive interactions in both group and individual settings;
- Use hands to grasp, operate and manipulate scissors, glue, etc., sit on floor or in small chairs, and stand for prolonged periods;
- Assist with child guidance;
- Help prepare and maintain classroom environment;
- Pay attention to the safety of children at all times;
- Anticipate and respond to the needs of children and staff;
- Interact in a manner appropriate to a child’s developmental level;
- Ensure that out-of-classroom pressures (personal, home, school) do not interfere with overall effective student- teaching performance; and
- Possess emotional openness to constructive feedback from supervising teacher; and
- Perform other essential functions, which may be site-specific.
Expected Outcomes
Graduates of this program should be able to:
- Demonstrate understanding of significant theories of child development and their practical implementation in child care settings;
- Develop practical skills in guiding and interacting with youth from studying various program models;
- Understand diverse family structures and use culturally competent practices to support and communicate with children and families;
- Ensure children’s safety, promote health practices and recognize and respond to abuse and neglect;
- Recognize characteristics of high-quality environments and developmentally appropriate curriculum; and
- Understand the goals, benefits and uses of observation and assessment in early childhood.
Early Childhood Education Cohort
BCC’s Early Childhood Education (ECE) degree fosters the qualities of critical thinking and compassion which are essential in teaching and care giving. This commitment to a strong foundation in a teacher’s career pathway led to the creation of a BCC Early Childhood Education cohort. New cohorts typically begin in the fall.
In a college setting, a cohort is a group of classmates that enters the same program, and completes their courses in tandem.
This program enables teachers already working in the field to complete their Associate in Science degree in a systematic manner, with hybrid courses meeting on Thursday evenings and online. The cohort will progress through the degree program on a prescribed schedule and classes run year-round with a one-week break between each course.
Attaining this degree enables early childhood educators to meet requirements of the Massachusetts Department of Early Education and Care under the Quality Rating and Improvement System.
Graduation Requirements
To earn a degree in this program, a student must complete all program and general education credits, plus the following Additional Requirements.
Program Courses
| ECE-101 | Early Childhood Growth & Development | 3 |
| ECE-104 | Foundations of Early Childhood Education | 3 |
| ECE-107 | Understanding & Guiding Children's Behavior | 3 |
| ECE-122 | Special Needs in Early Childhood Education | 3 |
| ECE-123 | Early Childhood Education Practicum I | 3 |
| ECE-124 | Early Childhood Education Seminar I | 1 |
| ECE-220 | Infant & Toddler Care | 3 |
| ECE-223 | Early Childhood Education Practicum II | 3 |
| ECE-224 | Early Childhood Education Seminar II | 1 |
| ECE-241 | Designing Curriculum: Creativity - a Child's Perspective. | 3 |
| - | Behavioral Sciences Electives | 6 |
| - | Free Electives | 9 |
| Total Credit Hours: | 41 |
Behavioral Sciences Electives: See footnote 1
General Education Courses
| COM- | Communication | 3 |
| ENG- | English Composition/Writing | 6 |
| MAT- | Mathematics | 3 |
| PSY-107 | Introductory Psychology | 3 |
| SOC-105 | Introductory Sociology | 3 |
| Total Credit Hours: | 18 |
MAT Mathematics: See footnote 2
Additional Requirements
| Core Competencies Portfolio |
4 items |
| FORUM |
4 units |
| Health/Fitness |
30 hours |
Minimum Cumulative Average
| Overall |
2.0003 |
| All required ECE courses |
2.000 |
Suggested Pathway to Graduation
The following is a suggestion for completing this program in two years. The actual time needed to complete the program will vary according to each student’s individual needs.
First Semester
(Pre college courses as needed)
| ECE-101 | Early Childhood Growth & Development | 3 |
| ECE-104 | Foundations of Early Childhood Education | 3 |
| PSY-107 | Introductory Psychology | 3 |
| - | English Composition/Writing | 3 |
| - | Behavioral Science Elective | 3 |
| Total Credit Hours: | 15 |
Behavioral Science Elective: See footnote 1
Second Semester
| ECE-122 | Special Needs in Early Childhood Education | 3 |
| ENG-102 | Composition II | 3 |
| SOC-105 | Introductory Sociology | 3 |
| - | Free Elective | 3 |
| MAT- | Mathematics | 3 |
| Total Credit Hours: | 15 |
MAT Mathematics: See footnote 2
Third Semester
| ECE-123 | Early Childhood Education Practicum I | 3 |
| ECE-124 | Early Childhood Education Seminar I | 1 |
| ECE-220 | Infant & Toddler Care | 3 |
| ECE-241 | Designing Curriculum: Creativity - a Child's Perspective. | 3 |
| COM- | Oral Communication | 3 |
| - | Behavioral Science Elective | 3 |
| Total Credit Hours: | 16 |
Behavioral Science Elective: See footnote 1
Fourth Semester
| ECE-107 | Understanding & Guiding Children's Behavior | 3 |
| ECE-223 | Early Childhood Education Practicum II | 3 |
| ECE-224 | Early Childhood Education Seminar II | 1 |
| - | Free Electives | 6 |
| Total Credit Hours: | 13 |
Footnotes
- Chosen from courses designated ECE, HSV, PSY or SOC. Recommended courses: HSV-135, SOC-136 and SOC-208.
- BUS-105, Business Mathematics; or any course with the “MA” coded Math course that meets General Education designation.
- For many transfer institutions, a 2.5 or higher is required.
Notes
Berkshire Community College seeks to provide equal access to its programs, services and activities for people with disabilities. Therefore, to the extent practicable, the College will endeavor to make a reasonable academic adjustment for an applicant with a disability who is otherwise qualified.
There are specific sensory, motor and psychosocial skills needed to successfully complete the Early Childhood Education program. Any student who feels he/she will require accommodations with these skills should contact the coordinator of Disability Services.
CORI Check, SORI Check, and Fingerprinting (additional state fee): Any prior criminal offense could hinder placement in practicum agencies and the ability to take national licensure examinations. See Criminal & Sex Offender Record Information Checks for details.