Early Childhood Associate
The Early Childhood Associate curriculum prepares individuals to work with children from 
infancy through middle childhood in diverse learning environments. Students will combine learned theories with practice in actual settings with young children under the supervision of qualified teachers.
Course work includes childhood growth and development; physical/nutritional needs of children; care and guidance of children; and communication skills with parents and children. Students will foster the cognitive/language, physical/motor, social/ emotional and creative development of young children. Graduates are prepared to plan and implement developmentally appropriate programs in early childhood settings.
What will you learn?
•Childhood growth and development
•Physical and nutritional needs of children
•How to foster the language, social and
creative development of young children
Unique Opportunity
ACC operates a full-time child care facility on-site for students and the public.
What can you earn?
Associate in Applied Science Degree
Early Childhood Associate
Diploma
Early Childhood
Certificate
•Early Childhood
•Child Care Essentials
•Early Childhood Administration
•Early Childhood/School Age
•Infant/Toddler Care
Career opportunities
•Teachers and lead teachers in child care centers
•Teacher assistants in public school
•Operate a family child care center
Salary
Entry-level range: $7-$14 an hour
With five years’ experience: up to $17 an hour for teachers; up to $40,000 per year for administrators
(contingent on economy and geographic location)
Admission
Students may be required to take one or more developmental English or math courses prior to the required course(s) depending upon their SAT, ACT, COMPASS or ASSET test scores.
Additional requirements: a current negative tuberculin skin test and a current health questionnaire must be submitted to the department before students may complete any course work involving working with children.
Technical Standards
Students enrolling in the program must meet specific emotional, behavioral, physical, and cognitive standards. This information is found in the Admissions office.
Students qualifying for special accommodations to these standards must contact the Coordinator for Special Needs and Counseling at 336-506-4130 for more specific information.
Contact us
For more information, call the Early Childhood department at 336-506-4118.
print Early Childhood Associate Terminal Non-Transfer (Day Option) • Semester by Semester
| Course Number |
Course Title |
contact hours |
Credit hours |
|---|---|---|---|
| EDU-119 | Introduction to Early Childhood Education | 4 | 4 |
EDU-119 Introduction to Early Childhood Education PREREQUISITES and COREQUISITES • NONEThis course introduces the foundations of early childhood education, the diverse educational settings for young children, professionalism and planning intentional developmentally appropriate experiences for each child. Topics include theoretical foundations, national early learning standards, NC Foundations for Early Learning and Development, state regulations, program types, career options, professionalism, ethical conduct, quality inclusive environments, and curriculum responsive to the needs of each child/family. Upon completion, students should be able to design a career/professional development plan, appropriate environments, schedules, and activity plans. Register for this class |
|||
| EDU-131 | Child, Family, and Community | 3 | 3 |
EDU-131 Child, Family, and Community PREREQUISITES and COREQUISITES • NONEThis course covers the development of partnerships between culturally, linguistically and ability diverse families, children, schools and communities through the use of evidence-based strategies. Emphasis is placed on developing skills and identifying benefits for establishing, supporting, and maintaining respectful, collaborative relationships between diverse families, programs/schools, and community agencies/resources reflective of the NAEYC Code of Ethical Conduct. Upon completion, students should be able to identify appropriate relationship building strategies between diverse families, children, schools, and communities and demonstrate a variety of communication skills including appropriate use of technology to support every child. Register for this class |
|||
| EDU-144 | Child Development I | 3 | 3 |
EDU-144 Child Development I PREREQUISITES and COREQUISITES • NONEThis course includes the theories of child development, observation and assessment, milestones, and factors that influence development, from conception through approximately 36 months. Emphasis is placed on knowledge, observation and assessment of developmental sequences in approaches to play/learning, emotional/social, health/physical, language/communication and cognitive domains. Upon completion, students should be able to compare/contrast typical/atypical developmental characteristics, explain biological and environmental factors that impact development, and identify evidence-based strategies for enhancing development for children that are culturally, linguistically, and ability diverse. Register for this class |
|||
| EDU-146 | Child Guidance | 3 | 3 |
EDU-146 Child Guidance PREREQUISITES and COREQUISITES • NONEThis course introduces evidence-based strategies to build nurturing relationships with each child by applying principles and practical techniques to facilitate developmentally appropriate guidance. Topics include designing responsive/supportive learning environments, cultural, linguistic and socio-economic influences on behavior, appropriate expectations, the importance of communication with children/families including using technology and the use of formative assessments in establishing intentional strategies for children with unique needs. Upon completion, students should be able to demonstrate direct/indirect strategies to encourage social skills, self-regulation, emotional expression and positive behaviors while recognizing the relationship between children's social, emotional and cognitive development. Register for this class |
|||
| Communication Elective | 3 | 3 | |
| Semester Total | 16 | 16 | |
| Course Number |
Course Title |
contact hours |
Credit hours |
|---|---|---|---|
| EDU-145 | Child Development II | 3 | 3 |
EDU-145 Child Development II PREREQUISITES and COREQUISITES • NONEThis course includes the theories of child development, observation and assessment, milestones, and factors that influence development, from preschool through middle childhood. Emphasis is placed on knowledge, observation and assessment of developmental sequences in approaches to play/learning, emotional/social, health/physical, language/communication and cognitive domains. Upon completion, students should be able to compare/contrast typical/atypical developmental characteristics, explain biological and environmental factors that impact development, and identify evidence-based strategies for enhancing development for children that are culturally, linguistically, and ability diverse. Register for this class |
|||
| EDU-151 | Creative Activities | 3 | 3 |
EDU-151 Creative Activities PREREQUISITES and COREQUISITES • NONEThis course introduces developmentally supportive creative learning environments with attention to divergent thinking, creative problem-solving, evidence-based teaching practices, and open-ended learning materials while applying NC Foundations for Early Learning and Development. Emphasis is placed on observation of process driven learning experiences in art, music, creative movement, dance, and dramatics for every young child age birth through eight, integrated through all domains and academic content. Upon completion, students should be able to examine, create, and adapt developmentally creative learning materials, experiences, and environments for children that are culturally, linguistically, and ability diverse. Register for this class |
|||
| EDU-153 | Health, Safety and Nutrition | 3 | 3 |
EDU-153 Health, Safety and Nutrition PREREQUISITES and COREQUISITES • NONEThis course covers promoting and maintaining the health and well-being of every child. Topics include health and nutritional guidelines, common childhood illnesses, maintaining safe and healthy learning environments, health benefits of active play, recognition and reporting of abuse/neglect, and state regulations. Upon completion, students should be able to apply knowledge of NC Foundations for Early Learning and Development for health, safety, nutritional needs and safe learning environments. Register for this class |
|||
| EDU-184 | Early Childhood Introductory Practicum | 4 | 2 |
EDU-184 Early Childhood Introductory Practicum PREREQUISITES and COREQUISITES • Take EDU-119This course introduces students to early childhood settings and applying skills in a three star (minimum) or NAEYC accredited or equivalent, quality early childhood environment. Emphasis is placed on observing children and assisting in the implementation of developmentally appropriate activities/environments for all children; and modeling reflective/professional practices. Upon completion, students should be able to demonstrate developmentally appropriate interactions with children and ethical/professional behaviors as indicated by assignments and onsite faculty visits. Register for this class |
|||
| ENG-111 | Writing and Inquiry | 3 | 3 |
ENG-111 Writing and Inquiry PREREQUISITES and COREQUISITES • Take DRE-098This course is designed to develop the ability to produce clear writing in a variety of genres and formats using a recursive process. Emphasis includes inquiry, analysis, effective use of rhetorical strategies, thesis development, audience awareness, and revision. Upon completion, students should be able to produce unified, coherent, well-developed essays using standard written English. Register for this class |
|||
| Semester Total | 16 | 14 | |
| Course Number |
Course Title |
contact hours |
Credit hours |
|---|---|---|---|
| Humanities/Fine Arts Elective | 3 | 3 | |
| Semester Total | 3 | 3 |
| Course Number |
Course Title |
contact hours |
Credit hours |
|---|---|---|---|
| EDU-221 | Children With Exceptionalities | 3 | 3 |
EDU-221 Children With Exceptionalities PREREQUISITES and COREQUISITES • NONEThis course covers atypical patterns of child development, inclusive/diverse settings, evidenced-based educational/family plans, differentiated instruction, adaptive materials, and assistive technology. Emphasis is placed on the characteristics of exceptionalities and delays, early intervention/special education, transitions, observation, developmental screening, formative assessment of children, and collaborating with families and community partners. Upon completion, students should be able to recognize diverse abilities, describe the referral process, identify community resources, explain the importance of collaboration with families/professionals, and develop appropriate strategies/adaptations to support children in all environments with best practices as defined by laws, policies and the NC Foundations for Early Learning and Development. Register for this class |
|||
| EDU-234 | Infants, Toddlers, and Twos | 3 | 3 |
EDU-234 Infants, Toddlers, and Twos PREREQUISITES and COREQUISITES • NONEThis course covers the development of high-quality, individualized, responsive/engaging relationships and experiences for infants, toddlers, and twos. Emphasis is placed on typical and atypical child development, working with diverse families to provide positive, supportive, and engaging early learning activities and interactions through field experiences and the application of the NC Foundations for Early Learning and Development. Upon completion, students should be able to demonstrate responsive curriculum planning, respectful relationships and exposure to a variety of developmentally appropriate experiences/materials that support a foundation for healthy development and growth of culturally, linguistically and ability diverse children birth to 36 months. Register for this class |
|||
| EDU-251 | Exploration Activities | 3 | 3 |
EDU-251 Exploration Activities PREREQUISITES and COREQUISITES • NONEThis course covers fundamental concepts in the content areas of science, technology, engineering, math and social studies through investigative experiences. Emphasis is placed on exploring fundamental concepts, developmentally appropriate scope and sequence, and teaching strategies to engage each child in the discovery approach. Upon completion, students should be able to understand major concepts in each content area and implement appropriate experiences for young children. Register for this class |
|||
| EDU-280 | Language and Literacy Experiences | 3 | 3 |
EDU-280 Language and Literacy Experiences PREREQUISITES and COREQUISITES • NONEThis course provides evidence-based strategies for enhancing language and literacy experiences that align with NC Foundations for Early Learning and Development. Topics include developmental sequences for children's emergent receptive and expressive language, print concepts, appropriate observations/assessments, literacy enriched environments, quality selection of diverse literature, interactive media, and inclusive practices. Upon completion, students should be able to select, plan, implement and evaluate developmentally appropriate language and literacy experiences for children who are culturally, linguistically and ability diverse. Register for this class |
|||
| Social/Behavioral Science Elective | 3 | 3 | |
| Semester Total | 15 | 15 | |
| Course Number |
Course Title |
contact hours |
Credit hours |
|---|---|---|---|
| EDU-284 | Early Childhood Capstone Practicum | 10 | 4 |
EDU-284 Early Childhood Capstone Practicum PREREQUISITES and COREQUISITES • NONEThis course is designed to allow students to demonstrate acquired skills in a three star (minimum) or NAEYC accredited or equivalent, quality early childhood environment. Emphasis is placed on designing, implementing and evaluating developmentally appropriate activities and environments for all children; supporting/engaging families; and modeling reflective and professional practices based on national and state guidelines. Upon completion, students should be able to apply NC Foundations for Early Learning and Development to demonstrate developmentally appropriate plans/assessments, appropriate guidance techniques and ethical/professional behaviors, including the use of appropriate technology, as indicated by assignments and onsite faculty assessments. Register for this class |
|||
| EDU-157 | Active Play | 4 | 3 |
EDU-157 Active Play PREREQUISITES and COREQUISITES • NONEThis course introduces physical activities to promote the development of the whole child, birth through middle childhood. Topics include active play, outdoor learning, design of the environment, development of play skills, loose parts play, nature play, risk benefit assessment, advocacy, and family/community connection. Upon completion, students should be able to discuss the stages of play, the role of teachers in play, active play environments, advocate for the child's right to play, and plan and assess appropriate experiences using NC Foundations for Early Learning and Development. Register for this class |
|||
| Major Elective | 3 | 3 | |
| Major Elective | 3 | 3 | |
| Math/Science Elective | 3 | 3 | |
| Semester Total | 23 | 16 | |
| TOTAL CREDITS | 64 | |||
print Early Childhood Associate Terminal Non-Transfer (Evening Option) • Semester by Semester
| Course Number |
Course Title |
contact hours |
Credit hours |
|---|---|---|---|
| EDU-119 | Introduction to Early Childhood Education | 4 | 4 |
EDU-119 Introduction to Early Childhood Education PREREQUISITES and COREQUISITES • NONEThis course introduces the foundations of early childhood education, the diverse educational settings for young children, professionalism and planning intentional developmentally appropriate experiences for each child. Topics include theoretical foundations, national early learning standards, NC Foundations for Early Learning and Development, state regulations, program types, career options, professionalism, ethical conduct, quality inclusive environments, and curriculum responsive to the needs of each child/family. Upon completion, students should be able to design a career/professional development plan, appropriate environments, schedules, and activity plans. Register for this class |
|||
| EDU-144 | Child Development I | 3 | 3 |
EDU-144 Child Development I PREREQUISITES and COREQUISITES • NONEThis course includes the theories of child development, observation and assessment, milestones, and factors that influence development, from conception through approximately 36 months. Emphasis is placed on knowledge, observation and assessment of developmental sequences in approaches to play/learning, emotional/social, health/physical, language/communication and cognitive domains. Upon completion, students should be able to compare/contrast typical/atypical developmental characteristics, explain biological and environmental factors that impact development, and identify evidence-based strategies for enhancing development for children that are culturally, linguistically, and ability diverse. Register for this class |
|||
| EDU-146 | Child Guidance | 3 | 3 |
EDU-146 Child Guidance PREREQUISITES and COREQUISITES • NONEThis course introduces evidence-based strategies to build nurturing relationships with each child by applying principles and practical techniques to facilitate developmentally appropriate guidance. Topics include designing responsive/supportive learning environments, cultural, linguistic and socio-economic influences on behavior, appropriate expectations, the importance of communication with children/families including using technology and the use of formative assessments in establishing intentional strategies for children with unique needs. Upon completion, students should be able to demonstrate direct/indirect strategies to encourage social skills, self-regulation, emotional expression and positive behaviors while recognizing the relationship between children's social, emotional and cognitive development. Register for this class |
|||
| Semester Total | 10 | 10 | |
| Course Number |
Course Title |
contact hours |
Credit hours |
|---|---|---|---|
| EDU-145 | Child Development II | 3 | 3 |
EDU-145 Child Development II PREREQUISITES and COREQUISITES • NONEThis course includes the theories of child development, observation and assessment, milestones, and factors that influence development, from preschool through middle childhood. Emphasis is placed on knowledge, observation and assessment of developmental sequences in approaches to play/learning, emotional/social, health/physical, language/communication and cognitive domains. Upon completion, students should be able to compare/contrast typical/atypical developmental characteristics, explain biological and environmental factors that impact development, and identify evidence-based strategies for enhancing development for children that are culturally, linguistically, and ability diverse. Register for this class |
|||
| EDU-151 | Creative Activities | 3 | 3 |
EDU-151 Creative Activities PREREQUISITES and COREQUISITES • NONEThis course introduces developmentally supportive creative learning environments with attention to divergent thinking, creative problem-solving, evidence-based teaching practices, and open-ended learning materials while applying NC Foundations for Early Learning and Development. Emphasis is placed on observation of process driven learning experiences in art, music, creative movement, dance, and dramatics for every young child age birth through eight, integrated through all domains and academic content. Upon completion, students should be able to examine, create, and adapt developmentally creative learning materials, experiences, and environments for children that are culturally, linguistically, and ability diverse. Register for this class |
|||
| ENG-111 | Writing and Inquiry | 3 | 3 |
ENG-111 Writing and Inquiry PREREQUISITES and COREQUISITES • Take DRE-098This course is designed to develop the ability to produce clear writing in a variety of genres and formats using a recursive process. Emphasis includes inquiry, analysis, effective use of rhetorical strategies, thesis development, audience awareness, and revision. Upon completion, students should be able to produce unified, coherent, well-developed essays using standard written English. Register for this class |
|||
| Semester Total | 9 | 9 | |
| Course Number |
Course Title |
contact hours |
Credit hours |
|---|---|---|---|
| Communication Elective | 3 | 3 | |
| Semester Total | 3 | 3 |
| Course Number |
Course Title |
contact hours |
Credit hours |
|---|---|---|---|
| EDU-131 | Child, Family, and Community | 3 | 3 |
EDU-131 Child, Family, and Community PREREQUISITES and COREQUISITES • NONEThis course covers the development of partnerships between culturally, linguistically and ability diverse families, children, schools and communities through the use of evidence-based strategies. Emphasis is placed on developing skills and identifying benefits for establishing, supporting, and maintaining respectful, collaborative relationships between diverse families, programs/schools, and community agencies/resources reflective of the NAEYC Code of Ethical Conduct. Upon completion, students should be able to identify appropriate relationship building strategies between diverse families, children, schools, and communities and demonstrate a variety of communication skills including appropriate use of technology to support every child. Register for this class |
|||
| EDU-153 | Health, Safety and Nutrition | 3 | 3 |
EDU-153 Health, Safety and Nutrition PREREQUISITES and COREQUISITES • NONEThis course covers promoting and maintaining the health and well-being of every child. Topics include health and nutritional guidelines, common childhood illnesses, maintaining safe and healthy learning environments, health benefits of active play, recognition and reporting of abuse/neglect, and state regulations. Upon completion, students should be able to apply knowledge of NC Foundations for Early Learning and Development for health, safety, nutritional needs and safe learning environments. Register for this class |
|||
| EDU-157 | Active Play | 4 | 3 |
EDU-157 Active Play PREREQUISITES and COREQUISITES • NONEThis course introduces physical activities to promote the development of the whole child, birth through middle childhood. Topics include active play, outdoor learning, design of the environment, development of play skills, loose parts play, nature play, risk benefit assessment, advocacy, and family/community connection. Upon completion, students should be able to discuss the stages of play, the role of teachers in play, active play environments, advocate for the child's right to play, and plan and assess appropriate experiences using NC Foundations for Early Learning and Development. Register for this class |
|||
| Semester Total | 10 | 9 | |
| Course Number |
Course Title |
contact hours |
Credit hours |
|---|---|---|---|
| EDU-184 | Early Childhood Introductory Practicum | 4 | 2 |
EDU-184 Early Childhood Introductory Practicum PREREQUISITES and COREQUISITES • Take EDU-119This course introduces students to early childhood settings and applying skills in a three star (minimum) or NAEYC accredited or equivalent, quality early childhood environment. Emphasis is placed on observing children and assisting in the implementation of developmentally appropriate activities/environments for all children; and modeling reflective/professional practices. Upon completion, students should be able to demonstrate developmentally appropriate interactions with children and ethical/professional behaviors as indicated by assignments and onsite faculty visits. Register for this class |
|||
| EDU-234 | Infants, Toddlers, and Twos | 3 | 3 |
EDU-234 Infants, Toddlers, and Twos PREREQUISITES and COREQUISITES • NONEThis course covers the development of high-quality, individualized, responsive/engaging relationships and experiences for infants, toddlers, and twos. Emphasis is placed on typical and atypical child development, working with diverse families to provide positive, supportive, and engaging early learning activities and interactions through field experiences and the application of the NC Foundations for Early Learning and Development. Upon completion, students should be able to demonstrate responsive curriculum planning, respectful relationships and exposure to a variety of developmentally appropriate experiences/materials that support a foundation for healthy development and growth of culturally, linguistically and ability diverse children birth to 36 months. Register for this class |
|||
| EDU-221 | Children With Exceptionalities | 3 | 3 |
EDU-221 Children With Exceptionalities PREREQUISITES and COREQUISITES • NONEThis course covers atypical patterns of child development, inclusive/diverse settings, evidenced-based educational/family plans, differentiated instruction, adaptive materials, and assistive technology. Emphasis is placed on the characteristics of exceptionalities and delays, early intervention/special education, transitions, observation, developmental screening, formative assessment of children, and collaborating with families and community partners. Upon completion, students should be able to recognize diverse abilities, describe the referral process, identify community resources, explain the importance of collaboration with families/professionals, and develop appropriate strategies/adaptations to support children in all environments with best practices as defined by laws, policies and the NC Foundations for Early Learning and Development. Register for this class |
|||
| Semester Total | 10 | 8 | |
| Course Number |
Course Title |
contact hours |
Credit hours |
|---|---|---|---|
| Humanities Elective | 3 | 3 | |
| Semester Total | 3 | 3 |
| Course Number |
Course Title |
contact hours |
Credit hours |
|---|---|---|---|
| EDU-284 | Early Childhood Capstone Practicum | 10 | 4 |
EDU-284 Early Childhood Capstone Practicum PREREQUISITES and COREQUISITES • NONEThis course is designed to allow students to demonstrate acquired skills in a three star (minimum) or NAEYC accredited or equivalent, quality early childhood environment. Emphasis is placed on designing, implementing and evaluating developmentally appropriate activities and environments for all children; supporting/engaging families; and modeling reflective and professional practices based on national and state guidelines. Upon completion, students should be able to apply NC Foundations for Early Learning and Development to demonstrate developmentally appropriate plans/assessments, appropriate guidance techniques and ethical/professional behaviors, including the use of appropriate technology, as indicated by assignments and onsite faculty assessments. Register for this class |
|||
| Major Elective | 3 | 3 | |
| Semester Total | 13 | 7 | |
| Course Number |
Course Title |
contact hours |
Credit hours |
|---|---|---|---|
| EDU-251 | Exploration Activities | 3 | 3 |
EDU-251 Exploration Activities PREREQUISITES and COREQUISITES • NONEThis course covers fundamental concepts in the content areas of science, technology, engineering, math and social studies through investigative experiences. Emphasis is placed on exploring fundamental concepts, developmentally appropriate scope and sequence, and teaching strategies to engage each child in the discovery approach. Upon completion, students should be able to understand major concepts in each content area and implement appropriate experiences for young children. Register for this class |
|||
| EDU-280 | Language and Literacy Experiences | 3 | 3 |
EDU-280 Language and Literacy Experiences PREREQUISITES and COREQUISITES • NONEThis course provides evidence-based strategies for enhancing language and literacy experiences that align with NC Foundations for Early Learning and Development. Topics include developmental sequences for children's emergent receptive and expressive language, print concepts, appropriate observations/assessments, literacy enriched environments, quality selection of diverse literature, interactive media, and inclusive practices. Upon completion, students should be able to select, plan, implement and evaluate developmentally appropriate language and literacy experiences for children who are culturally, linguistically and ability diverse. Register for this class |
|||
| Major Elective | 3 | 3 | |
| Semester Total | 9 | 9 | |
| Course Number |
Course Title |
contact hours |
Credit hours |
|---|---|---|---|
| Social/Behavioral Science Elective | 3 | 3 | |
| Semester Total | 3 | 3 |
| Course Number |
Course Title |
contact hours |
Credit hours |
|---|---|---|---|
| Math/Science Elective | 3 | 3 | |
| Semester Total | 3 | 3 |
| TOTAL CREDITS | 64 | |||
print Early Childhood Diploma • Semester by Semester
| Course Number |
Course Title |
contact hours |
Credit hours |
|---|---|---|---|
| EDU-119 | Introduction to Early Childhood Education | 4 | 4 |
EDU-119 Introduction to Early Childhood Education PREREQUISITES and COREQUISITES • NONEThis course introduces the foundations of early childhood education, the diverse educational settings for young children, professionalism and planning intentional developmentally appropriate experiences for each child. Topics include theoretical foundations, national early learning standards, NC Foundations for Early Learning and Development, state regulations, program types, career options, professionalism, ethical conduct, quality inclusive environments, and curriculum responsive to the needs of each child/family. Upon completion, students should be able to design a career/professional development plan, appropriate environments, schedules, and activity plans. Register for this class |
|||
| EDU-131 | Child, Family, and Community | 3 | 3 |
EDU-131 Child, Family, and Community PREREQUISITES and COREQUISITES • NONEThis course covers the development of partnerships between culturally, linguistically and ability diverse families, children, schools and communities through the use of evidence-based strategies. Emphasis is placed on developing skills and identifying benefits for establishing, supporting, and maintaining respectful, collaborative relationships between diverse families, programs/schools, and community agencies/resources reflective of the NAEYC Code of Ethical Conduct. Upon completion, students should be able to identify appropriate relationship building strategies between diverse families, children, schools, and communities and demonstrate a variety of communication skills including appropriate use of technology to support every child. Register for this class |
|||
| EDU-144 | Child Development I | 3 | 3 |
EDU-144 Child Development I PREREQUISITES and COREQUISITES • NONEThis course includes the theories of child development, observation and assessment, milestones, and factors that influence development, from conception through approximately 36 months. Emphasis is placed on knowledge, observation and assessment of developmental sequences in approaches to play/learning, emotional/social, health/physical, language/communication and cognitive domains. Upon completion, students should be able to compare/contrast typical/atypical developmental characteristics, explain biological and environmental factors that impact development, and identify evidence-based strategies for enhancing development for children that are culturally, linguistically, and ability diverse. Register for this class |
|||
| EDU-146 | Child Guidance | 3 | 3 |
EDU-146 Child Guidance PREREQUISITES and COREQUISITES • NONEThis course introduces evidence-based strategies to build nurturing relationships with each child by applying principles and practical techniques to facilitate developmentally appropriate guidance. Topics include designing responsive/supportive learning environments, cultural, linguistic and socio-economic influences on behavior, appropriate expectations, the importance of communication with children/families including using technology and the use of formative assessments in establishing intentional strategies for children with unique needs. Upon completion, students should be able to demonstrate direct/indirect strategies to encourage social skills, self-regulation, emotional expression and positive behaviors while recognizing the relationship between children's social, emotional and cognitive development. Register for this class |
|||
| Semester Total | 13 | 13 | |
| Course Number |
Course Title |
contact hours |
Credit hours |
|---|---|---|---|
| EDU-145 | Child Development II | 3 | 3 |
EDU-145 Child Development II PREREQUISITES and COREQUISITES • NONEThis course includes the theories of child development, observation and assessment, milestones, and factors that influence development, from preschool through middle childhood. Emphasis is placed on knowledge, observation and assessment of developmental sequences in approaches to play/learning, emotional/social, health/physical, language/communication and cognitive domains. Upon completion, students should be able to compare/contrast typical/atypical developmental characteristics, explain biological and environmental factors that impact development, and identify evidence-based strategies for enhancing development for children that are culturally, linguistically, and ability diverse. Register for this class |
|||
| EDU-151 | Creative Activities | 3 | 3 |
EDU-151 Creative Activities PREREQUISITES and COREQUISITES • NONEThis course introduces developmentally supportive creative learning environments with attention to divergent thinking, creative problem-solving, evidence-based teaching practices, and open-ended learning materials while applying NC Foundations for Early Learning and Development. Emphasis is placed on observation of process driven learning experiences in art, music, creative movement, dance, and dramatics for every young child age birth through eight, integrated through all domains and academic content. Upon completion, students should be able to examine, create, and adapt developmentally creative learning materials, experiences, and environments for children that are culturally, linguistically, and ability diverse. Register for this class |
|||
| EDU-153 | Health, Safety and Nutrition | 3 | 3 |
EDU-153 Health, Safety and Nutrition PREREQUISITES and COREQUISITES • NONEThis course covers promoting and maintaining the health and well-being of every child. Topics include health and nutritional guidelines, common childhood illnesses, maintaining safe and healthy learning environments, health benefits of active play, recognition and reporting of abuse/neglect, and state regulations. Upon completion, students should be able to apply knowledge of NC Foundations for Early Learning and Development for health, safety, nutritional needs and safe learning environments. Register for this class |
|||
| ENG-111 | Writing and Inquiry | 3 | 3 |
ENG-111 Writing and Inquiry PREREQUISITES and COREQUISITES • Take DRE-098This course is designed to develop the ability to produce clear writing in a variety of genres and formats using a recursive process. Emphasis includes inquiry, analysis, effective use of rhetorical strategies, thesis development, audience awareness, and revision. Upon completion, students should be able to produce unified, coherent, well-developed essays using standard written English. Register for this class |
|||
| Semester Total | 12 | 12 | |
| Course Number |
Course Title |
contact hours |
Credit hours |
|---|---|---|---|
| EDU-184 | Early Childhood Introductory Practicum | 4 | 2 |
EDU-184 Early Childhood Introductory Practicum PREREQUISITES and COREQUISITES • Take EDU-119This course introduces students to early childhood settings and applying skills in a three star (minimum) or NAEYC accredited or equivalent, quality early childhood environment. Emphasis is placed on observing children and assisting in the implementation of developmentally appropriate activities/environments for all children; and modeling reflective/professional practices. Upon completion, students should be able to demonstrate developmentally appropriate interactions with children and ethical/professional behaviors as indicated by assignments and onsite faculty visits. Register for this class |
|||
| EDU-221 | Children With Exceptionalities | 3 | 3 |
EDU-221 Children With Exceptionalities PREREQUISITES and COREQUISITES • NONEThis course covers atypical patterns of child development, inclusive/diverse settings, evidenced-based educational/family plans, differentiated instruction, adaptive materials, and assistive technology. Emphasis is placed on the characteristics of exceptionalities and delays, early intervention/special education, transitions, observation, developmental screening, formative assessment of children, and collaborating with families and community partners. Upon completion, students should be able to recognize diverse abilities, describe the referral process, identify community resources, explain the importance of collaboration with families/professionals, and develop appropriate strategies/adaptations to support children in all environments with best practices as defined by laws, policies and the NC Foundations for Early Learning and Development. Register for this class |
|||
| Communication Elective | 3 | 3 | |
| Major Elective | 3 | 3 | |
| Semester Total | 13 | 11 | |
| TOTAL CREDITS | 36 | |||
printChild Care Essentials Certificate
| Course Number |
Course TITLE |
contact hours |
Credit hours |
|---|---|---|---|
| EDU-119 | Introduction to Early Childhood Education | 4 | 4 |
EDU-119 Introduction to Early Childhood Education PREREQUISITES and COREQUISITES • NONEThis course introduces the foundations of early childhood education, the diverse educational settings for young children, professionalism and planning intentional developmentally appropriate experiences for each child. Topics include theoretical foundations, national early learning standards, NC Foundations for Early Learning and Development, state regulations, program types, career options, professionalism, ethical conduct, quality inclusive environments, and curriculum responsive to the needs of each child/family. Upon completion, students should be able to design a career/professional development plan, appropriate environments, schedules, and activity plans. Register for this class |
|||
| EDU-144 | Child Development I | 3 | 3 |
EDU-144 Child Development I PREREQUISITES and COREQUISITES • NONEThis course includes the theories of child development, observation and assessment, milestones, and factors that influence development, from conception through approximately 36 months. Emphasis is placed on knowledge, observation and assessment of developmental sequences in approaches to play/learning, emotional/social, health/physical, language/communication and cognitive domains. Upon completion, students should be able to compare/contrast typical/atypical developmental characteristics, explain biological and environmental factors that impact development, and identify evidence-based strategies for enhancing development for children that are culturally, linguistically, and ability diverse. Register for this class |
|||
| EDU-146 | Child Guidance | 3 | 3 |
EDU-146 Child Guidance PREREQUISITES and COREQUISITES • NONEThis course introduces evidence-based strategies to build nurturing relationships with each child by applying principles and practical techniques to facilitate developmentally appropriate guidance. Topics include designing responsive/supportive learning environments, cultural, linguistic and socio-economic influences on behavior, appropriate expectations, the importance of communication with children/families including using technology and the use of formative assessments in establishing intentional strategies for children with unique needs. Upon completion, students should be able to demonstrate direct/indirect strategies to encourage social skills, self-regulation, emotional expression and positive behaviors while recognizing the relationship between children's social, emotional and cognitive development. Register for this class |
|||
| EDU-153 | Health, Safety and Nutrition | 3 | 3 |
EDU-153 Health, Safety and Nutrition PREREQUISITES and COREQUISITES • NONEThis course covers promoting and maintaining the health and well-being of every child. Topics include health and nutritional guidelines, common childhood illnesses, maintaining safe and healthy learning environments, health benefits of active play, recognition and reporting of abuse/neglect, and state regulations. Upon completion, students should be able to apply knowledge of NC Foundations for Early Learning and Development for health, safety, nutritional needs and safe learning environments. Register for this class |
|||
| Semester Total | 13 | 13 | |
printEarly Childhood Administration Certificate
| Course Number |
Course TITLE |
contact hours |
Credit hours |
|---|---|---|---|
| EDU-119 | Introduction to Early Childhood Education | 4 | 4 |
EDU-119 Introduction to Early Childhood Education PREREQUISITES and COREQUISITES • NONEThis course introduces the foundations of early childhood education, the diverse educational settings for young children, professionalism and planning intentional developmentally appropriate experiences for each child. Topics include theoretical foundations, national early learning standards, NC Foundations for Early Learning and Development, state regulations, program types, career options, professionalism, ethical conduct, quality inclusive environments, and curriculum responsive to the needs of each child/family. Upon completion, students should be able to design a career/professional development plan, appropriate environments, schedules, and activity plans. Register for this class |
|||
| EDU-131 | Child, Family, and Community | 3 | 3 |
EDU-131 Child, Family, and Community PREREQUISITES and COREQUISITES • NONEThis course covers the development of partnerships between culturally, linguistically and ability diverse families, children, schools and communities through the use of evidence-based strategies. Emphasis is placed on developing skills and identifying benefits for establishing, supporting, and maintaining respectful, collaborative relationships between diverse families, programs/schools, and community agencies/resources reflective of the NAEYC Code of Ethical Conduct. Upon completion, students should be able to identify appropriate relationship building strategies between diverse families, children, schools, and communities and demonstrate a variety of communication skills including appropriate use of technology to support every child. Register for this class |
|||
| EDU-153 | Health, Safety and Nutrition | 3 | 3 |
EDU-153 Health, Safety and Nutrition PREREQUISITES and COREQUISITES • NONEThis course covers promoting and maintaining the health and well-being of every child. Topics include health and nutritional guidelines, common childhood illnesses, maintaining safe and healthy learning environments, health benefits of active play, recognition and reporting of abuse/neglect, and state regulations. Upon completion, students should be able to apply knowledge of NC Foundations for Early Learning and Development for health, safety, nutritional needs and safe learning environments. Register for this class |
|||
| EDU-261 | Early Childhood Administration I | 3 | 3 |
EDU-261 Early Childhood Administration I PREREQUISITES and COREQUISITES • NONEThis course introduces principles and practices essential to preparing and supporting child care administrators. Topics include program philosophy, policies and procedures, NC Child Care Law and Rules, business planning, personnel and fiscal management, and NAEYC Code of Ethical Conduct Supplement for Early Childhood Program Administration. Upon completion, students should be able to articulate a developmentally appropriate program philosophy, locate current state licensing regulations, analyze a business plan and examine comprehensive program policies and procedures. This course has corequisites: EDU-119 and DRE-098 Register for this class |
|||
| EDU-262 | Early Childhood Administration II | 3 | 3 |
EDU-262 Early Childhood Administration II PREREQUISITES and COREQUISITES • NONEThis course focuses on advocacy/leadership, public relations/community outreach and program quality/evaluation for diverse early childhood programs. Topics include program evaluation/accreditation, involvement in early childhood professional organizations, leadership/mentoring, family, volunteer and community involvement and early childhood advocacy. Upon completion, students should be able to define and evaluate all components of early childhood programs, develop strategies for advocacy and integrate community into programs. Register for this class |
|||
| Semester Total | 16 | 16 | |
printEarly Childhood Preschool Certificate
| Course Number |
Course TITLE |
contact hours |
Credit hours |
|---|---|---|---|
| EDU-119 | Introduction to Early Childhood Education | 4 | 4 |
EDU-119 Introduction to Early Childhood Education PREREQUISITES and COREQUISITES • NONEThis course introduces the foundations of early childhood education, the diverse educational settings for young children, professionalism and planning intentional developmentally appropriate experiences for each child. Topics include theoretical foundations, national early learning standards, NC Foundations for Early Learning and Development, state regulations, program types, career options, professionalism, ethical conduct, quality inclusive environments, and curriculum responsive to the needs of each child/family. Upon completion, students should be able to design a career/professional development plan, appropriate environments, schedules, and activity plans. Register for this class |
|||
| EDU-131 | Child, Family, and Community | 3 | 3 |
EDU-131 Child, Family, and Community PREREQUISITES and COREQUISITES • NONEThis course covers the development of partnerships between culturally, linguistically and ability diverse families, children, schools and communities through the use of evidence-based strategies. Emphasis is placed on developing skills and identifying benefits for establishing, supporting, and maintaining respectful, collaborative relationships between diverse families, programs/schools, and community agencies/resources reflective of the NAEYC Code of Ethical Conduct. Upon completion, students should be able to identify appropriate relationship building strategies between diverse families, children, schools, and communities and demonstrate a variety of communication skills including appropriate use of technology to support every child. Register for this class |
|||
| EDU-145 | Child Development II | 3 | 3 |
EDU-145 Child Development II PREREQUISITES and COREQUISITES • NONEThis course includes the theories of child development, observation and assessment, milestones, and factors that influence development, from preschool through middle childhood. Emphasis is placed on knowledge, observation and assessment of developmental sequences in approaches to play/learning, emotional/social, health/physical, language/communication and cognitive domains. Upon completion, students should be able to compare/contrast typical/atypical developmental characteristics, explain biological and environmental factors that impact development, and identify evidence-based strategies for enhancing development for children that are culturally, linguistically, and ability diverse. Register for this class |
|||
| EDU-146 | Child Guidance | 3 | 3 |
EDU-146 Child Guidance PREREQUISITES and COREQUISITES • NONEThis course introduces evidence-based strategies to build nurturing relationships with each child by applying principles and practical techniques to facilitate developmentally appropriate guidance. Topics include designing responsive/supportive learning environments, cultural, linguistic and socio-economic influences on behavior, appropriate expectations, the importance of communication with children/families including using technology and the use of formative assessments in establishing intentional strategies for children with unique needs. Upon completion, students should be able to demonstrate direct/indirect strategies to encourage social skills, self-regulation, emotional expression and positive behaviors while recognizing the relationship between children's social, emotional and cognitive development. Register for this class |
|||
| EDU-153 | Health, Safety and Nutrition | 3 | 3 |
EDU-153 Health, Safety and Nutrition PREREQUISITES and COREQUISITES • NONEThis course covers promoting and maintaining the health and well-being of every child. Topics include health and nutritional guidelines, common childhood illnesses, maintaining safe and healthy learning environments, health benefits of active play, recognition and reporting of abuse/neglect, and state regulations. Upon completion, students should be able to apply knowledge of NC Foundations for Early Learning and Development for health, safety, nutritional needs and safe learning environments. Register for this class |
|||
| Semester Total | 16 | 16 | |
printEarly Childhood/School Age Certificate
| Course Number |
Course TITLE |
contact hours |
Credit hours |
|---|---|---|---|
| EDU-145 | Child Development II | 3 | 3 |
EDU-145 Child Development II PREREQUISITES and COREQUISITES • NONEThis course includes the theories of child development, observation and assessment, milestones, and factors that influence development, from preschool through middle childhood. Emphasis is placed on knowledge, observation and assessment of developmental sequences in approaches to play/learning, emotional/social, health/physical, language/communication and cognitive domains. Upon completion, students should be able to compare/contrast typical/atypical developmental characteristics, explain biological and environmental factors that impact development, and identify evidence-based strategies for enhancing development for children that are culturally, linguistically, and ability diverse. Register for this class |
|||
| EDU-146 | Child Guidance | 3 | 3 |
EDU-146 Child Guidance PREREQUISITES and COREQUISITES • NONEThis course introduces evidence-based strategies to build nurturing relationships with each child by applying principles and practical techniques to facilitate developmentally appropriate guidance. Topics include designing responsive/supportive learning environments, cultural, linguistic and socio-economic influences on behavior, appropriate expectations, the importance of communication with children/families including using technology and the use of formative assessments in establishing intentional strategies for children with unique needs. Upon completion, students should be able to demonstrate direct/indirect strategies to encourage social skills, self-regulation, emotional expression and positive behaviors while recognizing the relationship between children's social, emotional and cognitive development. Register for this class |
|||
| EDU-151 | Creative Activities | 3 | 3 |
EDU-151 Creative Activities PREREQUISITES and COREQUISITES • NONEThis course introduces developmentally supportive creative learning environments with attention to divergent thinking, creative problem-solving, evidence-based teaching practices, and open-ended learning materials while applying NC Foundations for Early Learning and Development. Emphasis is placed on observation of process driven learning experiences in art, music, creative movement, dance, and dramatics for every young child age birth through eight, integrated through all domains and academic content. Upon completion, students should be able to examine, create, and adapt developmentally creative learning materials, experiences, and environments for children that are culturally, linguistically, and ability diverse. Register for this class |
|||
| EDU-157 | Active Play | 4 | 3 |
EDU-157 Active Play PREREQUISITES and COREQUISITES • NONEThis course introduces physical activities to promote the development of the whole child, birth through middle childhood. Topics include active play, outdoor learning, design of the environment, development of play skills, loose parts play, nature play, risk benefit assessment, advocacy, and family/community connection. Upon completion, students should be able to discuss the stages of play, the role of teachers in play, active play environments, advocate for the child's right to play, and plan and assess appropriate experiences using NC Foundations for Early Learning and Development. Register for this class |
|||
| EDU-235 | School-Age Development and Programs | 3 | 3 |
EDU-235 School-Age Development and Programs PREREQUISITES and COREQUISITES • NONEThis course includes developmentally appropriate practices in group settings for school-age children. Emphasis is placed on principles of development, environmental planning, and positive guidance techniques and program development. Upon completion, students should be able to discuss developmental principles for culturally, linguistically, and ability diverse children ages five to twelve and plan and implement developmentally appropriate programs and activities. Register for this class |
|||
| Semester Total | 16 | 15 | |
printInfant/Toddler Care Certificate
| Course Number |
Course TITLE |
contact hours |
Credit hours |
|---|---|---|---|
| EDU-119 | Introduction to Early Childhood Education | 4 | 4 |
EDU-119 Introduction to Early Childhood Education PREREQUISITES and COREQUISITES • NONEThis course introduces the foundations of early childhood education, the diverse educational settings for young children, professionalism and planning intentional developmentally appropriate experiences for each child. Topics include theoretical foundations, national early learning standards, NC Foundations for Early Learning and Development, state regulations, program types, career options, professionalism, ethical conduct, quality inclusive environments, and curriculum responsive to the needs of each child/family. Upon completion, students should be able to design a career/professional development plan, appropriate environments, schedules, and activity plans. Register for this class |
|||
| EDU-131 | Child, Family, and Community | 3 | 3 |
EDU-131 Child, Family, and Community PREREQUISITES and COREQUISITES • NONEThis course covers the development of partnerships between culturally, linguistically and ability diverse families, children, schools and communities through the use of evidence-based strategies. Emphasis is placed on developing skills and identifying benefits for establishing, supporting, and maintaining respectful, collaborative relationships between diverse families, programs/schools, and community agencies/resources reflective of the NAEYC Code of Ethical Conduct. Upon completion, students should be able to identify appropriate relationship building strategies between diverse families, children, schools, and communities and demonstrate a variety of communication skills including appropriate use of technology to support every child. Register for this class |
|||
| EDU-144 | Child Development I | 3 | 3 |
EDU-144 Child Development I PREREQUISITES and COREQUISITES • NONEThis course includes the theories of child development, observation and assessment, milestones, and factors that influence development, from conception through approximately 36 months. Emphasis is placed on knowledge, observation and assessment of developmental sequences in approaches to play/learning, emotional/social, health/physical, language/communication and cognitive domains. Upon completion, students should be able to compare/contrast typical/atypical developmental characteristics, explain biological and environmental factors that impact development, and identify evidence-based strategies for enhancing development for children that are culturally, linguistically, and ability diverse. Register for this class |
|||
| EDU-153 | Health, Safety and Nutrition | 3 | 3 |
EDU-153 Health, Safety and Nutrition PREREQUISITES and COREQUISITES • NONEThis course covers promoting and maintaining the health and well-being of every child. Topics include health and nutritional guidelines, common childhood illnesses, maintaining safe and healthy learning environments, health benefits of active play, recognition and reporting of abuse/neglect, and state regulations. Upon completion, students should be able to apply knowledge of NC Foundations for Early Learning and Development for health, safety, nutritional needs and safe learning environments. Register for this class |
|||
| EDU-234 | Infants, Toddlers, and Twos | 3 | 3 |
EDU-234 Infants, Toddlers, and Twos PREREQUISITES and COREQUISITES • NONEThis course covers the development of high-quality, individualized, responsive/engaging relationships and experiences for infants, toddlers, and twos. Emphasis is placed on typical and atypical child development, working with diverse families to provide positive, supportive, and engaging early learning activities and interactions through field experiences and the application of the NC Foundations for Early Learning and Development. Upon completion, students should be able to demonstrate responsive curriculum planning, respectful relationships and exposure to a variety of developmentally appropriate experiences/materials that support a foundation for healthy development and growth of culturally, linguistically and ability diverse children birth to 36 months. Register for this class |
|||
| Semester Total | 16 | 16 | |
Introduction to Early Childhood Education
| Term | ID | Methods | Faculty | Times | Places |
|---|---|---|---|---|---|
| 2019FA | EDU-119-01W |
CLASS |
T,TH at 9:05 AM - 11:05 AM |
MAIN 00209 |
|
| 2019FA | EDU-119-03E |
OCLS |
Doe, Shanina |
Online
Object] at - |
DSED ONLNE |
Child, Family, and Community
| Term | ID | Methods | Faculty | Times | Places |
|---|---|---|---|---|---|
| 2019FA | EDU-131-01W |
CLASS |
Doe, Shanina |
M,W,F at 1:25 PM - 2:20 PM |
MAIN 00209 |
| 2019FA | EDU-131-03E |
OCLS |
Doe, Shanina |
Online
Object] at - |
DSED ONLNE |
Child Development I
| Term | ID | Methods | Faculty | Times | Places |
|---|---|---|---|---|---|
| 2019FA | EDU-144-01W |
CLASS |
Doe, Shanina |
M,W,F at 12:20 PM - 1:15 PM |
MAIN 00209 |
| 2019FA | EDU-144-41E |
OCLS |
Online
Object] at - |
DSED ONLNE |
Child Guidance
| Term | ID | Methods | Faculty | Times | Places |
|---|---|---|---|---|---|
| 2019FA | EDU-146-01W |
CLASS |
Doe, Shanina |
T,TH at 11:15 AM - 12:35 PM |
MAIN 00209 |
| 2019FA | EDU-146-02H |
CLASS |
TH at 6:00 PM - 8:00 PM Online |
MAIN 00209 DSED ONLNE |
Creative Activities
| Term | ID | Methods | Faculty | Times | Places |
|---|---|---|---|---|---|
| 2019FA | EDU-151-02E |
OCLS |
Online
Object] at - |
DSED ONLNE |
Health, Safety and Nutrition
| Term | ID | Methods | Faculty | Times | Places |
|---|---|---|---|---|---|
| 2019FA | EDU-153-02E |
OCLS |
Online
Object] at - |
DSED ONLNE |
Active Play
| Term | ID | Methods | Faculty | Times | Places |
|---|---|---|---|---|---|
| 2019FA | EDU-157-01E |
OCLS OLAB |
Online Online |
DSED ONLNE DSED ONLNE |
|
| 2019FA | EDU-157-02H |
CLASS LAB |
M at 6:30 PM - 8:30 PM Online |
MAIN 00209 DSED ONLNE |
Early Childhood Introductory Practicum
| Term | ID | Methods | Faculty | Times | Places |
|---|---|---|---|---|---|
| 2019FA | EDU-184-01W |
CLASS LAB |
M at 11:15 AM - 12:10 PM at - |
MAIN 00210 OFFC OFFC1 |
|
| 2019FA | EDU-184-02E |
OCLS OLAB |
Online Online |
DSED ONLNE DSED ONLNE |
Children With Exceptionalities
| Term | ID | Methods | Faculty | Times | Places |
|---|---|---|---|---|---|
| 2019FA | EDU-221-02E |
OCLS |
Doe, Shanina |
Online
Object] at - |
DSED ONLNE |
Infants, Toddlers, and Twos
| Term | ID | Methods | Faculty | Times | Places |
|---|---|---|---|---|---|
| 2019FA | EDU-234-01W |
CLASS |
Ketcham, Kristina |
T,TH at 11:15 AM - 12:35 PM |
MAIN 00210 |
Exploration Activities
| Term | ID | Methods | Faculty | Times | Places |
|---|---|---|---|---|---|
| 2019FA | EDU-251-01W |
CLASS |
M,W,F at 12:20 PM - 1:15 PM |
MAIN 00210 |
|
| 2019FA | EDU-251-02E |
OCLS |
Online
Object] at - |
DSED ONLNE |
Early Childhood Administration I
| Term | ID | Methods | Faculty | Times | Places |
|---|---|---|---|---|---|
| 2019FA | EDU-261-41E |
OCLS |
Ketcham, Kristina |
Online
Object] at - |
DSED ONLNE |
Language and Literacy Experiences
| Term | ID | Methods | Faculty | Times | Places |
|---|---|---|---|---|---|
| 2019FA | EDU-280-01E |
OCLS |
Online
Object] at - |
DSED ONLNE |
|
| 2019FA | EDU-280-02W |
CLASS |
Ketcham, Kristina |
T,TH at 12:45 PM - 2:10 PM |
MAIN 00210 |
Early Childhood Capstone Practicum
| Term | ID | Methods | Faculty | Times | Places |
|---|---|---|---|---|---|
| 2019FA | EDU-284-01E |
OCLS OLAB |
Online Online |
DSED ONLNE DSED ONLNE |
Writing and Inquiry
| Term | ID | Methods | Faculty | Times | Places |
|---|---|---|---|---|---|
| 2019FA | ENG-111-01W |
CLASS |
Bostic, Inez |
W at 8:00 AM - 8:55 AM M,F at 8:00 AM - 8:55 AM |
B B310 MAIN 00237 |
| 2019FA | ENG-111-01WC |
CLASS |
Bostic, Inez |
W at 8:00 AM - 8:55 AM M,F at 8:00 AM - 8:55 AM |
B B310 MAIN 00237 |
| 2019FA | ENG-111-02W |
CLASS |
Bostic, Inez |
W at 10:10 AM - 11:05 AM M,F at 10:10 AM - 11:05 AM |
B B310 MAIN 00237 |
| 2019FA | ENG-111-02WC |
CLASS |
Bostic, Inez |
W at 10:10 AM - 11:05 AM M,F at 10:10 AM - 11:05 AM |
B B310 MAIN 00237 |
| 2019FA | ENG-111-03W |
CLASS |
Anders, Marian |
T at 8:00 AM - 9:20 AM TH at 8:00 AM - 9:20 AM |
MAIN 00237 B B310 |
| 2019FA | ENG-111-03WC |
CLASS |
Anders, Marian |
T at 8:00 AM - 9:20 AM TH at 8:00 AM - 9:20 AM |
MAIN 00237 B B310 |
| 2019FA | ENG-111-04W |
CLASS |
Anders, Marian |
T at 11:15 AM - 12:35 PM TH at 11:15 AM - 12:35 PM |
B B310 MAIN 00237 |
| 2019FA | ENG-111-04WC |
CLASS |
Anders, Marian |
T at 11:15 AM - 12:35 PM TH at 11:15 AM - 12:35 PM |
B B310 MAIN 00237 |
| 2019FA | ENG-111-05W |
CLASS |
Yount, Glenda |
M,W at 9:05 AM - 10:00 AM F at 9:05 AM - 10:00 AM |
MAIN 00240 B B310 |
| 2019FA | ENG-111-05WC |
CLASS |
Yount, Glenda |
M,W at 9:05 AM - 10:00 AM F at 9:05 AM - 10:00 AM |
MAIN 00240 B B310 |
| 2019FA | ENG-111-06W |
CLASS |
Yount, Glenda |
M,W at 11:15 AM - 12:10 PM F at 11:15 AM - 12:10 PM |
MAIN 00240 B B310 |
| 2019FA | ENG-111-06WC |
CLASS |
Yount, Glenda |
M,W at 11:15 AM - 12:10 PM F at 11:15 AM - 12:10 PM |
MAIN 00240 B B310 |
| 2019FA | ENG-111-07W |
CLASS |
T at 9:30 AM - 10:50 AM TH at 9:30 AM - 10:50 AM |
B B200 B B310 |
|
| 2019FA | ENG-111-07WC |
CLASS |
T at 9:30 AM - 10:50 AM TH at 9:30 AM - 10:50 AM |
B B200 B B310 |
|
| 2019FA | ENG-111-08W |
CLASS |
T,TH at 12:45 PM - 2:05 PM |
B B310 |
|
| 2019FA | ENG-111-08WC |
CLASS |
T,TH at 12:45 PM - 2:05 PM |
B B310 |
|
| 2019FA | ENG-111-09W |
CLASS |
Smith, Michael |
M,F at 10:10 AM - 11:05 AM W at 10:10 AM - 11:05 AM |
B B109 MAIN 00370 |
| 2019FA | ENG-111-09WC |
CLASS |
Smith, Michael |
M,F at 10:10 AM - 11:05 AM W at 10:10 AM - 11:05 AM |
B B109 MAIN 00370 |
| 2019FA | ENG-111-10W |
CLASS |
Smith, Michael |
M,F at 12:40 PM - 1:35 PM W at 12:40 PM - 1:35 PM |
B B109 B B310 |
| 2019FA | ENG-111-10WC |
CLASS |
Smith, Michael |
M,F at 12:40 PM - 1:35 PM W at 12:40 PM - 1:35 PM |
B B109 B B310 |
| 2019FA | ENG-111-11W |
CLASS |
Drago, Thomas |
T at 6:00 PM - 9:00 PM |
B B310 |
| 2019FA | ENG-111-11WC |
CLASS |
Drago, Thomas |
T at 6:00 PM - 9:00 PM |
B B310 |
| 2019FA | ENG-111-12H |
CLASS |
W at 6:00 PM - 7:30 PM Online |
B B310 DSED ONLNE |
|
| 2019FA | ENG-111-12HC |
CLASS |
W at 6:00 PM - 7:30 PM Online |
B B310 DSED ONLNE |
|
| 2019FA | ENG-111-13EC |
OCLS |
Marano, Alexandra |
Online
Object] at - |
DSED ONLNE |
| 2019FA | ENG-111-13EZ |
OCLS |
Marano, Alexandra |
Online
Object] at - |
DSED ONLNE |
| 2019FA | ENG-111-14EC |
OCLS |
Marano, Alexandra |
Online
Object] at - |
DSED ONLNE |
| 2019FA | ENG-111-14EZ |
OCLS |
Marano, Alexandra |
Online
Object] at - |
DSED ONLNE |
| 2019FA | ENG-111-15W |
CLASS |
Craven, Paul |
M at 8:00 AM - 8:55 AM W,F at 8:00 AM - 8:55 AM |
B B310 B B108 |
| 2019FA | ENG-111-15WC |
CLASS |
Craven, Paul |
M at 8:00 AM - 8:55 AM W,F at 8:00 AM - 8:55 AM |
B B310 B B108 |
| 2019FA | ENG-111-16W |
CLASS |
M,F at 8:00 AM - 8:55 AM W at 8:00 AM - 8:55 AM |
MAIN 00386 B B214 |
|
| 2019FA | ENG-111-16WC |
CLASS |
M,F at 8:00 AM - 8:55 AM W at 8:00 AM - 8:55 AM |
MAIN 00386 B B214 |
|
| 2019FA | ENG-111-17W |
CLASS |
T at 8:00 AM - 9:20 AM TH at 8:00 AM - 9:20 AM |
B B310 B B200 |
|
| 2019FA | ENG-111-17WC |
CLASS |
T at 8:00 AM - 9:20 AM TH at 8:00 AM - 9:20 AM |
B B310 B B200 |
|
| 2019FA | ENG-111-18W |
CLASS |
Craven, Paul |
M at 9:05 AM - 10:00 AM W,F at 9:05 AM - 10:00 AM |
B B310 B B108 |
| 2019FA | ENG-111-18WC |
CLASS |
Craven, Paul |
M at 9:05 AM - 10:00 AM W,F at 9:05 AM - 10:00 AM |
B B310 B B108 |
| 2019FA | ENG-111-19W |
CLASS |
W at 9:05 AM - 10:00 AM M,F at 9:05 AM - 10:00 AM |
B B214 MAIN 00386 |
|
| 2019FA | ENG-111-19WC |
CLASS |
W at 9:05 AM - 10:00 AM M,F at 9:05 AM - 10:00 AM |
B B214 MAIN 00386 |
|
| 2019FA | ENG-111-20W |
CLASS |
T at 9:30 AM - 10:50 AM TH at 9:30 AM - 10:50 AM |
B B310 B B200 |
|
| 2019FA | ENG-111-20WC |
CLASS |
T at 9:30 AM - 10:50 AM TH at 9:30 AM - 10:50 AM |
B B310 B B200 |
|
| 2019FA | ENG-111-21W |
CLASS |
M at 10:10 AM - 11:05 AM W,F at 10:10 AM - 11:05 AM |
B B310 B B108 |
|
| 2019FA | ENG-111-21WC |
CLASS |
M at 10:10 AM - 11:05 AM W,F at 10:10 AM - 11:05 AM |
B B310 B B108 |
|
| 2019FA | ENG-111-22W |
CLASS |
Voltz, Ella |
M,W at 10:10 AM - 11:05 AM F at 10:10 AM - 11:05 AM |
MAIN 00240 B B310 |
| 2019FA | ENG-111-23W |
CLASS |
M at 11:15 AM - 12:10 PM W,F at 11:15 AM - 12:10 PM |
B B310 B B108 |
|
| 2019FA | ENG-111-23WC |
CLASS |
M at 11:15 AM - 12:10 PM W,F at 11:15 AM - 12:10 PM |
B B310 B B108 |
|
| 2019FA | ENG-111-24W |
CLASS |
Bostic, Inez |
W at 11:15 AM - 12:10 PM M,F at 11:15 AM - 12:10 PM |
B B310 MAIN 00237 |
| 2019FA | ENG-111-25W |
CLASS |
M,F at 11:15 AM - 12:10 PM W at 11:15 AM - 12:10 PM |
MAIN 00386 B B214 |
|
| 2019FA | ENG-111-26W |
CLASS |
T at 11:15 AM - 12:35 PM TH at 11:15 AM - 12:35 PM |
B B214 B B310 |
|
| 2019FA | ENG-111-27W |
CLASS |
Yount, Glenda |
M at 12:40 PM - 2:00 PM W at 12:40 PM - 2:00 PM |
B B310 MAIN 00240 |
| 2019FA | ENG-111-28W |
CLASS |
Moser, Mary |
M,W at 4:30 PM - 5:50 PM |
B B310 |
| 2019FA | ENG-111-29E |
OCLS |
Online
Object] at - |
DSED ONLNE |
|
| 2019FA | ENG-111-30E |
OCLS |
Online
Object] at - |
DSED ONLNE |
|
| 2019FA | ENG-111-31E |
OCLS |
Online
Object] at - |
DSED ONLNE |
|
| 2019FA | ENG-111-32W |
CLASS |
Voltz, Ella |
T at 6:00 PM - 9:00 PM |
MAIN 00201 |
| 2019FA | ENG-111-32WC |
CLASS |
Voltz, Ella |
T at 6:00 PM - 9:00 PM |
MAIN 00201 |
| 2019FA | ENG-111-41HZ |
CLASS |
Marano, Alexandra |
T at 9:30 AM - 10:50 AM TH at 9:30 AM - 10:50 AM Online |
B B214 B B108 DSED ONLNE |
| 2019FA | ENG-111-42E |
OCLS |
Miller, Donald |
Online
Object] at - |
DSED ONLNE |
| 2019FA | ENG-111-61HY |
CLASS |
Anders, Marian |
M,W,F at 8:58 AM - 9:51 AM Online |
CGSH CGSH1 DSED ONLNE |
| 2019FA | ENG-111-99 |
CLASS |
[object at - Object] at - |
OFFC OFFC1 |
Employment opportunities include child development and child care programs, preschools, public and private schools, Head Start Programs, and school age programs. Students planning to work in field of child care are required to undergo a criminal records check upon employment. In some cases, the individual’s criminal record could prohibit him/her from being employed in a child care facility. If you have questions regarding your own criminal record history, you need to contact the NC Division of Child Development at 800-859-0829 to discuss your employability. Other schools and agencies may have similar requirements. It is the student’s responsibility to find out about their own employability with any employer.
If a student is disqualified by the NC Division of Child Development and Early Education, the student will not be able to participate in any practicum or other practical experience. This would include courses EDU 214 and EDU 284; therefore, the student would not be able to complete the diploma or associate degree in Early Childhood.
A Criminal Records Check may be required in some practicum placements. The approximate cost is $50.
Early Childhood Faculty
| Name | Phone | |
|---|---|---|
| Doe, Shanina | Email Shanina Doe | 336-506-4021 |
| Ketcham, Kristina | Email Kristina Ketcham | 336-506-4118 |