Nov 21, 2024

Catalog 2024-2025

Early Childhood Education/Early Childhood Special Education

Location(s): Catonsville, Dundalk, Essex

Important Information

Short Description

The degree programs in Teacher Education prepare students to enter the teaching profession. The Teacher Education Program offers the Associate of Arts in Teaching (A.A.T.) degree that provides a guaranteed path for students seeking a seamless transfer to Maryland four-year public, independent, and most private institutions in the teacher education major.

Type of Credential

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

Program Code

199

Contacts and Additional Information

Department Chair:

Linda Gronberg-Quinn
443-840-1658 or lgronberg@ccbcmd.edu

Campus Coordinators:

CCBC Catonsville, Paul Taylor
443-840-4236 or ptaylor3@ccbcmd.edu

CCBC Essex, Jessica Brown-Strott
443-840-1430 or jbrownstrott@ccbcmd.edu

CCBC Dundalk, Linda Gronberg-Quinn
443-840-1658 or lgronberg@ccbcmd.edu

Additional Information:

Opportunities for Prior Learning Assessment - For Teacher Education, see Departmental Exam, CLEP, and DSST. Several General Education classes also have Prior Learning Assessment opportunities.
Articulation and Transfer Agreements

Pathway

Education Pathway

Disclosures

CCBC cannot confirm whether the course or program meets requirements for professional licensure in states other than Maryland. If you plan to apply for licensure in a state other than Maryland, contact that state’s licensing board to determine whether the CCBC course or program meets requirements for licensure in that state. If you need assistance finding contact information for your state, click here .

Curriculum Maps

Curriculum Maps are a tool to provide students with a clear understanding of which courses to take and the order in which to complete them. Curriculum Maps help define a student’s individual path towards graduation, ensuring their time and efforts are not spent on credits that fall outside their program of study.

Each map identifies critical courses that must be completed in order to progress through the program and graduate. Curriculum Maps come complete with helpful hints for students - like recommended course electives and a reminder to apply to graduate.

Select the link(s) below to view the Curriculum Map(s) for this program:

Early Childhood Education/Early Childhood Special Education Curriculum Map

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 .

Courses Needed for This Program*

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 - The Sociology of Race, Ethnicity, and Culture 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).
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 Literacy 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 transferable college credits from other institutions) are required to take ACDV 101 - Academic Development 101 . This 1-credit course is designed to be taken in the first semester at CCBC. Students must provide an official transcript(s) from an accredited institution to document successful completion of college coursework for the ACDV 101 requirement to be waived.

**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.

Minimum GPA: 2.75
Required Exit Portfolio
Required passing score on an Academic Skills Assessments per the Maryland State Department of Education

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 the minimum GPA of 2.75 and an exit portfolio. For those students who earn a GPA of 2.75-2.99, successful passage of the PRAXIS Core, SAT, ACT, or GRE is required. For students with a minimum GPA of 3.0, the Basic Skills Assessment is not required.

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.