Early Childhood Education to WSU, AAS-T

Required Distribution Courses 35 Cr

• Basic Skills  10 Cr

• ENGL& 101: English Composition I 5 Cr
• MATH& 107: Math in Society 5 Cr

• Humanities  5 Cr

• CMST& 220: Public Speaking 5 Cr

• Social Science 15 Cr

• ANTH& 100: Survey of Anthropology 5 Cr
• PSYC& 100: General Psychology 5 Cr
• PSYC& 200: Lifespan Psychology 5 Cr

Required Professional Tech/ECE Courses 55 Cr

• ECED 118: Math, Science, and Technology for Young Children 5 Cr
• ECED 260: Early Childhood Teacher Practicum 5 Cr
• ECED& 105: Introduction to Early Childhood Education 5 Cr
• ECED& 107: Health, Safety, and Nutrition 5 Cr
• ECED& 120: Nurturing Relationships 2 Cr
• ECED& 132: Infant and Toddler Care 3 Cr
• ECED& 160: Curriculum Development 5 Cr
• ECED& 170: Learning Environments 3 Cr
• ECED& 180: Language and Literacy Development 3 Cr
• ECED& 190: Observation and Assessment 3 Cr
• EDUC& 115: Child Development 5 Cr
• EDUC& 130: Guiding Behavior 3 Cr
• EDUC& 150: Child, Family, & Community 3 Cr
• READ 105: Critical Reading 5 Cr

Total Credits 92

Early Childhood Education to WSU, AAS-T Program Learning Outcomes

Student will be able to:

• apply knowledge of educational theory, academic content, learning standards, and other relevant resources to make developmentally appropriate, child-centered decisions about curriculum development, implementation, and evaluation. 
• identify strategies to advocate for young children, families, and the early childhood education profession; uphold ethical standards; and maintain a reflective and intentional practice in the field of early childhood education.
• use screening and assessment tools in partnership with families and early childhood colleagues to document progress in developmentally, culturally, ability, linguistically, and ethically appropriate ways to promote positive outcomes for children.
• demonstrate positive, caring, and supportive relationships and interactions with young children while utilizing a broad repertoire of evidence-based teaching strategies that are developmentally appropriate, culturally, and linguistically relevant, and supportive of anti-bias instruction that reflects a universal design for learning.
• apply knowledge of childhood development and learning to demonstrate and describe the multidimensional strategies and responsibilities of early childhood educators with emphasis to differentiation and individualized support, and culturally responsive practices. 
• use content knowledge and skills to create and engage collaborative partnerships with families and community members and organizations to support children’s learning, development, and well-being with focus to diversity, equity, and culturally relevant practices.
• use a process to make conscious rhetorical choices to compose texts in varying situations, modalities, and genres. (See DTA Written Communication PLO)