The Infant/Toddler certificate equates good care with trained caregivers who are preparing themselves and the environment so that infants can learn.
For care to be good, it must explore ways to help caregivers get "in tune" with each infant they serve and learn from the individual what he or she needs, thinks and feels. Infant care should be based on relationship planning–not lesson planning–and should emphasize child-directed learning.
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.
Contact Information: Ashley Hollingsworth
Day or Evening Program
|FALL SEMESTER||Credit Hours|
|ECD 101||Introduction to Early Childhood||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|
|SPRING SEMESTER||Credit Hours|
|ECD 102||Growth and Development I||3.0|
|ECD 131||Language Arts||3.0|
|ECD 200||Curriculum Issues in Infant & Toddler Development||3.0|
|Total Credit Hours: 21.0|
Purpose Statement – 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
1b: Knowing and understanding the multiple influences on development and learning
1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments
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 their children’s development and learning
Observing, Documenting, and Assessing to Support Young Children and Families
3a: Understanding the goals, benefits, and uses of assessment
3b: Knowing about and using observation, documentation, and other appropriate assessment tools and approaches
3c: Understanding and practicing responsible assessment to promote positive outcomes for each child
3d: Knowing about assessment partnerships with families and with professional colleagues
Using Developmentally Effective Approaches to Connect with Children and Families
4a: Understanding positive relationships and supportive interactions as the foundation of their work with children
4b: Knowing and understanding effective strategies and tools for early education
4c: Using a broad repertoire of developmentally appropriate teaching/learning approaches
4d: Reflecting on their 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
5b: Knowing and using the central concepts, inquiry tools, and structures of content areas or academic disciplines
5c: Using their own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate meaningful, challenging curricula 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 professional guidelines
6c: Engaging in continuous, collaborative learning to inform practice
6d: Integrating knowledgeable, reflective, and critical perspectives on early education
6e: Engaging in informed advocacy for children and the profession 5a: Understanding content knowledge and resources in academic disciplines
Students must complete all program required coursework with a "C" or higher.
Students may only take ECD 243, ECD 244, and ECD 251 twice and must earn a "C" or higher.
Students are responsible for transportation to and from any practicum, lab or clinical site.
It is recommended that all general education coursework be completed prior to enrolling in ECD coursework.
Students must pass a drug screening.
Students must have a current background check. A criminal record could make you ineligible for enrollment or participation in a supervised field placement experience, creating an inability to graduate from the program.
Candidates are required to complete a minimum of one summer session of coursework.
Program electives for the Infant and Toddler Concentration include ECD 105, ECD 107, ECD 133, ECD 109 or SAC 101.
Advisement Information updated 3/19/2014