Bachelor of Arts in Early Childhood Education
The Bachelor of Arts (B.A.) in Early Childhood Education prepares individuals for careers in early care and education. Based on the National Association for the Education of Young Children (NAEYC) Professional Preparation Standards for Initial Licensure, this program focuses on building the knowledge, skills and dispositions that early childhood educators need to provide high quality, inclusive early care and education for children ages birth to eight in a variety of settings. Students will explore areas including, but not limited to, the following: child development and learning; relationships, interactions and guidance; screening, observation, assessment and documentation; learning environments, meaningful content and curriculum. Culture, equity and diversity are integrated throughout the program. Students also gain intentional and relevant technology skills. The early childhood education program provides students with the depth of study required for entry into graduate studies in early childhood.
The program is designed to complement previous early childhood educational training and fieldwork typically received in community colleges. Curriculum Alignment Project Eight (CAP 8) courses taken through community colleges provide the foundation for the upper division content and experiences. The coursework encapsulates current thinking and research in early childhood education. Throughout the program, students apply their learning through fieldwork experiences with children birth to eight. Fieldwork experiences must be completed in at least one of the following settings: primary or elementary school, private or publicly funded early care and education center or family childcare home. The practicums offer the opportunity for students to demonstrate their teaching competencies under guided supervision. The capstone course requires students to integrate their knowledge and skills to show their competence in the NAEYC and state standards and implement a transformational change project in response to a classroom challenge.
Program Learning Outcomes
- Research-based Practice: Integrate brain research and evidence based practices that support development and learning across the curriculum.
- Child Development: Integrate child development theories into classroom practices.
- Reciprocal Relationships: Develop plans to promote child, family and community relationships that enhance children's development and learning.
- Responsive Environments: Create learning environments that maximize child development, learning, health, and safety.
- Comprehensive Assessments: Employ formal and informal assessment procedures to gather child and family information to provide meaningful programs and curricula.
- Ethical Practice: Implement the NAEYC Code of Ethics and demonstrate professional behaviors.
- Embracing Diversity: Create classroom environments and curriculum that acknowledge and celebrate children and families’ diversity.
Bachelor’s Degree in Early Childhood Education Program Information and Requirements
Background Check, Certificate of Clearance, Child Development Permit
A Background Check, Certificate of Clearance (including fingerprints) or a copy of a valid Child Development Permit or equivalent must be submitted within the first session of enrollment. No student will be permitted to register for a course requiring field experience until the Background Check, Certificate of Clearance or Child Development Permit has been verified. A Background Check, Certificate of Clearance or Child Development Permit must be active prior to the fieldwork experience.
Negative Tuberculosis Test
Candidates must submit to the School of Education, within the first session of enrollment, a current “negative” tuberculosis test that verifies the candidate does not have active tuberculosis or a tuberculosis risk assessment questionnaire administered by a licensed health care provider verifying that the candidate does not have risk factors for tuberculosis.
SB 792 requires that candidates volunteering or working in day care centers and family day care homes must be immunized against influenza, pertussis, and measles. Candidates must submit verification of immunization or provide documentation of an exemption prior to any observations or fieldwork experiences.
Minimum Grade Requirement
All courses taken in the major program must be passed with a grade equivalent of "C" or higher. A grade of “C-” or lower is considered unacceptable and the course must be repeated.
Transfer Credit Policy
The Curriculum Alignment Eight (CAP 8) or equivalent may be transferred in from a community college. A request to transfer coursework may be granted if a) the course(s) can be shown to be equivalent in content to the CAP 8 course(s) and b) is approved by the Associate Dean. An Associate’s degree in Child Development or Early Childhood Education earned at a regionally accredited institution, a valid California Child Development Permit at the Teacher level or higher, or a Washington State ECE Certificate may be used to fulfill the CAP 8 requirement.
Advancement to Field Experience
Applications for field experience must be submitted online by the candidate on the SOE Services MyBrandman site by the deadline established on the SOE Services MyBrandman site. Candidates also need to have completed all the CAP 8, core and content courses with the exception of ECED 399 Integrated Practice-Practicum II and ECED 401 The Early Childhood Educator as Decision Maker-Capstone.
|Curriculum Alignment Project Eight|
|ECED 100||Child Growth and Development||3|
|ECED 110||Child, Family, and Community||3|
|ECED 120||Principles and Practices of Teaching Young Children||3|
|ECED 130||Introduction to Curriculum for Young Children||3|
|ECED 200||Observation and Assessment in Early Childhood Education||3|
|ECED 210||Practicum in Early Childhood Education I||3|
|ECED 220||Health, Safety, and Nutrition||3|
|ECED 230||Teaching in a Diverse Society||3|
|ECED 300||The Professional Early Childhood Educator||3|
|ECED 301||Effective Support for Children with Exceptional Needs and Their Families||3|
|ECED 330||Dual Language Learners and Their Families||3|
|ECED 302||Social and Emotional Competence in Early Childhood Education||3|
|ECED 303||Integrating Learning Standards in Early Childhood Settings: Language & Literacy||3|
|ECED 304||Integrating Learning Standards in Early Childhood Settings: Science, Technology, Engineering, Math||3|
|ECED 398||The Intentional, Reflective Teacher||3|
|ECED 399||Integrated Practice-Practicum II||3|
|ECED 401||The Early Childhood Educator as Decision Maker-Capstone||3|