Early Childhood Education/Early Childhood Special Education

Program Checklist (opens a new window) |

Associate of Arts in Teaching (A.A.T.)

Semester Sequence

This is a suggested full-time schedule for a student who has completed any developmental course work and has no transfer credits. Refer to the College catalog for specific requirements in selecting General Education courses .

Fall Semester Year 1*

CMNS 101 - Fundamentals of Communication 3 Credit(s).
EDTR 101 - Foundations of Education 3 Credit(s).
EDTR 120 - Child Growth and Development 3 Credit(s).
ENGL 101 - College Composition I 3 Credit(s).
PSYC 101 - Introduction to Psychology 3 Credit(s).

Spring Semester Year 1

EDTR 107 - Introduction to Special Education 3 Credit(s).
EDTR 121 - Curriculum and Materials in Early Childhood Education 3 Credit(s).
ENGL 102 - College Composition II 3 Credit(s).
ERSC 101 - Earth Science 4 Credit(s).
MATH 131 - Concepts of Mathematics I: Numeration Systems and Operations 4 Credit(s).

Fall Semester Year 2

BIOL 108 - Investigating the Living World 4 Credit(s).
EDTR 242 - Processes and Acquisition of Reading 3 Credit(s).
FAPA 101 - Introduction to Fine and Performing Arts 3 Credit(s).
HIST 111 - History of the United States I 3 Credit(s).
MATH 132 - Concepts of Mathematics II: Geometry and Measurement 4 Credit(s).

Spring Semester Year 2

EDTR 115 - Children’s Literature 3 Credit(s).
EDTR 273 - Field-Based Experience 3 Credit(s).
MATH 153 - Introduction to Statistical Methods 4 Credit(s).
PHYS 105 - How Things Work 3 Credit(s).
and
PHYS 111 - Physical Science Lab 1 Credit(s).
SOCL 141 - Racial and Cultural Minorities 3 Credit(s).

General Education Requirements and Electives - 45 Credits

General Education Requirements:

BIOL 108 - Investigating the Living World 4 Credit(s).
CMNS 101 - Fundamentals of Communication 3 Credit(s).
ENGL 101 - College Composition I 3 Credit(s).
ENGL 102 - College Composition II 3 Credit(s).
ERSC 101 - Earth Science 4 Credit(s).
FAPA 101 - Introduction to Fine and Performing Arts 3 Credit(s).
HIST 111 - History of the United States I 3 Credit(s).
MATH 131 - Concepts of Mathematics I: Numeration Systems and Operations 4 Credit(s).
MATH 132 - Concepts of Mathematics II: Geometry and Measurement 4 Credit(s).
MATH 153 - Introduction to Statistical Methods 4 Credit(s).
PHYS 105 - How Things Work 3 Credit(s).
PHYS 111 - Physical Science Lab 1 Credit(s).
PSYC 101 - Introduction to Psychology 3 Credit(s).
SOCL 141 - Racial and Cultural Minorities 3 Credit(s).

Program Requirements and Electives - 21 Credits

Program Requirements:

EDTR 101 - Foundations of Education 3 Credit(s).
EDTR 107 - Introduction to Special Education 3 Credit(s). *
or
PSYC 107 - Introduction to Special Education 3 Credit(s). *
EDTR 115 - Children’s Literature 3 Credit(s).
or
ENGL 115 - Children’s Literature 3 Credit(s).
EDTR 120 - Child Growth and Development 3 Credit(s). **
EDTR 121 - Curriculum and Materials in Early Childhood Education 3 Credit(s). **
EDTR 242 - Processes and Acquisition of Reading 3 Credit(s).
EDTR 273 - Field-Based Experience 3 Credit(s). : Early Childhood

Total Credits Required for Degree: *66

Notes

*Credit students who are new to college (no successfully completed college coursework at other institutions) are required to take ACDV 101 in the first semester at CCBC. This is a 1-credit class, and it does not count towards the number of credits required for a degree or certificate. Students are required to provide an official transcript(s) to document successful completion of college coursework at another institution(s) for this requirement to be waived.

Minimum GPA: 2.75
Required passing score on SAT, ACT, or GRE. See your Campus Coordinator.
Required Exit Portfolio

* The Introduction to Special Education (EDTR 107 ) course required at CCBC is a necessary requirement of the College’s A.A.T. in Early Childhood Education degree but is not sufficient to meet all special education or inclusion course requirements for four-year education programs. Students may be required to take additional special education or inclusion courses as a part of the requirements for a baccalaureate degree and teacher education certification at four-year institutions.

**Completion of EDTR 120 and EDTR 121 fulfills the requirements of the 90-hour certification in Early Childhood in the state of Maryland.

No course substitutions or course waivers are given in the A.A.T. degree.

Program Description

The A.A.T. degree is the transfer option for students in the early childhood teacher education major. This degree guarantees a seamless transfer to Maryland four-year public and most private institutions in the teacher education majors. Students should note the differences between the A.A. and the A.A.T. degrees, especially the requirements of successful passage of the SAT, ACT, or GRE, the exit portfolio, and the minimum 2.75 GPA.

Early Childhood Education in Maryland includes Pre-K - grade 3.

Program Outcomes

Upon successful completion of this degree option, students will be able to:

demonstrate understanding of how children learn and develop by analyzing instructional practices and student behaviors during an observation in an authentic setting;
provide learning opportunities that support a child’s intellectual, social, and personal development by creating instructional activities that are developmentally appropriate;
understand diversity and its connection to learning by analyzing hypothetical scenarios;
use an understanding of individual and group motivation and behavior that encourages positive social interaction, active engagement in learning, and self-motivation by analyzing instructional practices and student behaviors during an observation in an authentic setting;
understand how to foster active inquiry, collaboration, and supportive interaction in the classroom using verbal, non-verbal, and technological communication techniques by creating a lesson plan using the Common Core Curriculum Frameworks;
be reflective and continually evaluate the effects of his or her choices and actions on self and others by completion of their Individual Development Plan; and,
understand the importance of fostering relationships with colleagues, families, and the larger community by utilizing technology to identify school-and community-based resources that support parents and families.