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The Early Care and Education program offers a combination of classroom instruction and supervised, hands-on experience that prepares students for direct entry into the field of Early Care and Education. This program is accredited by the National Association for the Education of Young Children.
To succeed in the Early Care and Education program, students must score a grade of "C" or higher in all coursework with an ECD prefix, enjoy children, have patience, possess excellent communication skills with adults and children, enjoy creative activities, have decision making skills, be able to spend long lengths of time being actively involved with children, and have a strong work ethic.
The Infant and Toddler Care concentration is designed to prepare students for a position in childcare programs working with children ages birth to age three. This concentration provides students with the skills to prepare appropriate nurturing environments and to assist families in building positive and supportive family relationships. There are two field experiences in which students receive hands-on training in an Infant/Toddler childcare setting. A clean drug screening and criminal background check are required. The placements are designed to give students opportunities for practical application of theories learned in the classroom.
|GENERAL EDUCATION COURSES|
|ENG 101||English Composition I
or ENG 165 Professional Communications
|MAT 120||Probability and Statistics
or MAT 155 Contemporary Mathematics
|PSY 201||General Psychology||3.0|
|SPC 205||Public Speaking||3.0|
|REQUIRED CORE SUBJECT AREAS|
|ECD 101||Introduction to Early Childhood||3.0|
|ECD 102||Growth and Development I||3.0|
|ECD 135||Health, Safety and Nutrition||3.0|
|ECD 251||Supervised Field Experiences in Infant & Toddler Environments||3.0|
|OTHER COURSES REQUIRED FOR GRADUATION|
|CPT 101||Introduction to Computers||3.0|
|ECD 108||Family and Community Relations||3.0|
|ECD 131||Language Arts||3.0|
|ECD 132||Creative Experiences||3.0|
|ECD 200||Curriculum Issues in Infant & Toddler Development||3.0|
|ECD 201||Principles of Ethics and Leadership in Early Care and Education||3.0|
|ECD 205||Socialization and Group Care of Infants and Toddlers||3.0|
|ECD 207||Inclusive Care for Infants & Toddlers||3.0|
|ECD 237||Methods and Materials||3.0|
|ECD 244||Supervised Field Experience II||3.0|
|ECD 246||Designing Quality Infant & Toddler Environments||3.0|
|Total Credit Hours||66.0|
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.
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)
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. Students must complete all program required coursework with a “C” or higher. Students wishing to transfer to a four-year institution may need a higher GPA to be accepted into the education program there.
The math required for this program is MAT 120 or MAT 155 (see point below for clarification). For MAT 120, students will follow this progression, with their starting point being determined by their placement test scores: MAT 032/012 > MAT 152 or MAT 101 > MAT 120. For those taking MAT 155, the progression is as follows, with their starting point being determined by their placement test scores: MAT 032/012 > MAT 155. Students who plan to transfer to a four-year institution are advised to check the articulation agreement and take MAT 120, if applicable.
Some ECD coursework is offered online and at PTC county campuses. Methods courses are not offered online and 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 may be required to travel to the Lex Walters Campus-Greenwood for some of the courses in the program.
For field placement experiences (ECD 243, ECD 244, 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.
The humanities elective that is most likely to transfer to a four-year college or university is ART 101 or MUS 105.
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 243, 244, and ECD 251.
CPR and First Aid certifications are required as part of ECD 135. There is an additional fee associated with these certifications.
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. Students who plan to transfer to a four-year institution are advised to check the articulation agreement and take ENG 101, if applicable.
Candidates are responsible for transportation to and from any class, practicum, lab or clinical site.
Students may only take ECD 243, 244 and 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 eight 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.
A clear tuberculosis test may be required for field placement experience sites.
Students should have a current acceptable background check and drug screen (see notes about individual classes below for more information).
Students seeking to transfer to a four-year institution to complete South Carolina state teaching certificate requirements must meet with an ECD program advisor for specific requirements. Most four-year institutions require students to pass all three sections of PRAXIS 1 (Core) for entrance into their education programs.
You can find the name of your assigned academic advisor by reviewing the Student page in Pathway, Degree Works, or your Class Schedule. For more information, please visit the Advising webpage.
Please contact Claudia Edwards 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