Employment opportunities in New Hampshire in early childhood education and childcare remain excellent and will continue to grow. Sixty-seven percent of children under the age of six in New Hampshire receive some form of childcare provided by persons other than their parents. Many of these young children spend eight to eleven hours each day in childcare. Because of a shortage of trained directors, teachers, and workers, many childcare programs strive but are unable to fully meet the developmental needs of children in their care.
The Early Childhood Education Associate in Science Degree program provides theoretical and practical experiences for preparation to work as an Early Childhood Education Director, responsible for the care and education of young children, management of personnel, finances, and facilities of an early childhood education program. The certificate prepares graduates to become childcare teachers.
The Early Childhood Education program seeks students who have a strong desire to nurture and care. To ensure that the Early Childhood Education Associate in Science applicant chooses the appropriate career, candidates are encouraged to meet with the program coordinator and the college counselor.
Successful completion of this program satisfies New Hampshire Childcare Bureau of Licensing requirements for certification as a childcare director or teacher. This program also provides an ideal preparation for those students wishing to continue their education on the baccalaureate level.
The New Hampshire Bureau of Childcare Standards and Licensing may restrict certification of candidates who have been involved in civil or criminal action. Questions about certification restrictions should be addressed to the New Hampshire Bureau of Childcare Standards and Licensing.
|ECE121L||Growth and Development of the Young Child||3||0||3|
|ECE123L||Foundations of Early Childhood Education||3||0||3|
|ECE122L||Curriculum Development in Early Childhood||3||0||3|
|ECE124L||Health, Nutrition and Safety in Child Care||3||0||3|
|PSYC125L||Introduction to Psychology||3||0||3|
|ECE165L||Practicum I in Early Childhood Education||1||6||3|
|ECE216L||Young Children’s Special Needs||3||0||3|
|SOSC235L||Children, Youth and Families||3||0||3|
|ECE265L||Practicum II in Early Childhood Education||1||9||4|
|ECE230L||Developing and Administering a CC &Ed||3||0||3|
Early Childhood Education Program candidates must:
- have command of the English language;
- have the ability to stand for sustained periods of time, walking, running, bending, sitting on the floor and on child-size furniture to meet the child’s needs and accomplish tasks;
- have sufficient strength, stamina and motor coordination to perform frequent lifting, moving and transferring children, especially infants and toddlers;
- have sufficient visual and hearing acuity to ensure a safe environment and the ability to respond quickly in the event of an emergency;
- have sufficient verbal ability to express and exchange information and ideas as well as to interpret important instructions to children, fellow students, and supervising teachers;
- have the ability to work with frequent interruptions, to respond appropriately to unexpected situations, and to cope with extreme variations in workload and stress levels;
- have the ability to secure transportation to Practicum and field observation sites;
- uphold the ethical codes relevant to his or her discipline (National Association for the Education of Young Children);
- have the ability to demonstrate and maintain organizational skills, time management and professional respect and conduct as an early childhood education student, either at a practicum site, or in the community;
Students who successfully complete this program will be able to:
- Demonstrate knowledge of theories and developmentally appropriate practices (DAP) to foster child development and knowledge,
- Apply understanding and application of NAEYC Standards,
- Demonstrate knowledge of advancing child development and learning,
- Create healthy, considerate, caring and inspiring learning conditions for young children,
- Support and engage children’s families, and their community through the development of positive relationships,
- Recognize the diversity of family dynamics and apply cultural competency in meeting the needs of their families / communities,
- Justify and integrate a variety of assessments, observations and documentation to assist in curriculum planning and guidance for positive behaviors,
- Continue to use reflective practices and resources to develop as a professional,
- Demonstrate ethical practices and integrity, in tandem with a collegial and collaborative disposition towards co-workers, families and the community.