The Infant/Toddler certificate offers a combination of classroom instruction and supervised, hands-on experience that prepares students to teach and provide high-quality childcare. This program is accredited by the National Association for the Education of Young Children (NAEYC).
This program helps caregivers design environments that ensure safety, offer infants appropriate developmental challenges and promote optimum health for children. Equally important is the strengthening of the child's developing family and cultural identity by making meaningful connections between child care and the child's family and culture. Students are required to have an acceptable criminal background check and drug screening for ECD 251. A criminal record or failure to pass the drug screening could make you ineligible for enrollment or participation in ECD 251, creating an inability to graduate from the program. Students must score a "C" or higher in all course work with an ECD prefix. This program meets TEACH infant credential requirements.
|REQUIRED COURSE INFORMATION|
|ECD 101||Introduction to Early Childhood||3.0|
|ECD 102||Growth and Development I||3.0|
|ECD 131||Language Arts||3.0|
|ECD 200||Curriculum Issues in Infant & Toddler Development||3.0|
|ECD 205||Socialization and Group Care of Infants & Toddlers||3.0|
|ECD 207||Inclusive Care for Infants & Toddlers||3.0|
|ECD 251||Supervised Field Experiences in Infant & Toddler Environments||3.0|
|ENG 101||English Composition I
or ENG 165 Professional Communications
|Total Credit Hours||24.0|
The mission of the Early Care and Education Program of Piedmont Technical College is to provide the community with professional early educators who are knowledgeable, competent, committed and capable of providing quality professional care for all children. The program’s graduates are able to evaluate and assess children and make quality developmentally appropriate decisions for children’s learning. Through the extensive study of NAEYC standards and the NAEYC Code of Ethical Conduct our students are provided the knowledge needed to support advocacy for children and the profession of early educators.
Student Learning Outcomes: aligned to NAEYC Program Standards:
Promoting Child Development and Learning
1a: Knowing and understanding young children’s characteristics and needs, from birth through age 8.
1b: Knowing and understanding the multiple influences on early development and learning
1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments for young children
Building Family and Community Relationships
2a: Knowing about and understanding diverse family and community characteristics
2b: Supporting and engaging families and communities through respectful, reciprocal relationships
2c: Involving families and communities in young children’s development and learning
Observing, Documenting, and Assessing to Support Young Children and Families
3a: Understanding the goals, benefits, and uses of assessment – including its use in development of appropriate goals, curriculum, and teaching strategies for young children
3b: Knowing about and using observation, documentation, and other appropriate assessment tools and approaches, including the use of technology in documentation, assessment and data collection.
3c: Understanding and practicing responsible assessment to promote positive outcomes for each child, including the use of assistive technology for children with disabilities.
3d: Knowing about assessment partnerships with families and with professional colleagues to build effective learning environments
Using Developmentally Effective Approaches
4a: Understanding positive relationships and supportive interactions as the foundation of their work with young children
4b: Knowing and understanding effective strategies and tools for early education, including appropriate uses of technology
4c: Using a broad repertoire of developmentally appropriate teaching /learning approaches
4d: Reflecting on own practice to promote positive outcomes for each child
Using Content Knowledge to Build Meaningful Curriculum
5a: Understanding content knowledge and resources in academic disciplines: language and literacy; the arts – music, creative movement, dance, drama, visual arts; mathematics; science, physical activity, physical education, health and safety; and social studies.
5b: Knowing and using the central concepts, inquiry tools, and structures of content areas or academic disciplines
5c: Using own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate developmentally meaningful and challenging curriculum for each child.
Becoming a Professional
6a: Identifying and involving oneself with the early childhood field
6b: Knowing about and upholding ethical standards and other early childhood professional guidelines
6c: Engaging in continuous, collaborative learning to inform practice; using technology effectively with young children, with peers, and as a professional resource.
6d: Integrating knowledgeable, reflective, and critical perspectives on early education
6e: Engaging in informed advocacy for young children and the early childhood profession
Early Childhood Field Experiences
7a. Opportunities to observe/practice in two early childhood age groups (birth-age 3, 3-5, 5-8)
7b. Opportunities to observe/practice in two main types of early education settings (early school grades, child care centers and homes, Head Start programs)
- Advisement Information
Students are encouraged to enter the ECD program as early as possible. Most courses require that students complete developmental and transitional coursework as well as ENG 101 or ENG 165 as prerequisites. ECD 101, ECD 109, ECD 132, and SAC 101 can be completed while students are taking ENG 101 or ENG 165.
A minimum cumulative GPA of 2.0 is required for all ECD coursework. Student must complete all program required coursework with a “C” or higher.
Notes about individual classes
The English required for this program is ENG 101 or ENG 165. Students will follow this progression, with their starting point being determined by their placement test scores: ENG 032/012 and/or RDG 032/012 (or RWR 032/012)> ENG 100 and/or RDG 100 (or RWR 100) > ENG 101 or ENG 165.
Some ECD coursework is offered online and at PTC county campuses. Methods courses are not offered online as these courses are predominantly offered at the Lex Walters Campus-Greenwood. It is not possible for a student to complete either degree or certificate completely online or at a county campus. Students will be required to travel to the Lex Walters Campus-Greenwood for ECD 243, ECD 251, ECD 244 and possibly other courses during the program.
Students should have a current acceptable background check and drug screen. A criminal record and/or positive drug screen could make you ineligible for enrollment or participation in a supervised field experience, creating an inability to graduate from the program. These screenings will be completed in ECD 251.
For field placement experience (ECD 251), students will be required to travel to the Lex Walters Campus-Greenwood monthly. Every effort will be made to place field experience students at childcare centers or schools near their home.
Candidates are responsible for transportation to and from any class, practicum, lab or clinical site.
All general education coursework should be taken prior to enrolling in ECD coursework.
Student may only take ECD 251 two times and must receive a grade of “C” or higher on the second attempt for the course to count towards graduation.
Courses with a prefix of ECD or SAC must be less than 8 years old in order to count toward a certificate, diploma or degree program.
Candidates are required to complete a minimum of one summer session of coursework.
Students should have a current acceptable background check and drug screen (see below for more information).
A Tuberculosis test may be required for clinical sites.
CPR and first aid certifications are required as part of ECD 135. There is an additional fee associated with these certifications.
- Graduation Plans
2018-2019 Semester-by-Semester Graduation Plans
2019-2020, 2020-2021 Semester-by-Semester Graduation Plans
You can find the name of your assigned academic advisor by reviewing Degree Works or your Class Schedule. To learn more about advising visit the Advising webpage.
Please contact Rhonda Hull for more information about this program.
Please email firstname.lastname@example.org if this advising guide needs corrections or updates.
Advisement Information updated/reviewed 4/2020