The Associate of Arts in Child Development degree Ellis University is designed to provide entry level child care workers with knowledge and skills to be effective caretakers and teachers of young children. They will be provided with learning experiences on curriculum to promote child learning, observation and assessment skills to focus on individual children’s learning needs, and effective approaches in working with families of young children. Program outcomes are aligned with National Association for the Education of Young Children (NAEYC) standards. This program is NOT designed to lead to any kind of certification or licensure.
The program will give students entry into the field of child development in diverse settings and can serve as a seamless path to a bachelor’s degree to enhance their education and career advancement. Students will begin with core courses in child development, learning communities and an overview of the field and proceed to integrate their general education courses with their child development courses throughout the pursuit of the degree. Student learning activities focus on applying theory to practice in implementing and assessing curriculum, special education, creating a positive learning environment, assessment, and individualizing activities in group settings for young children.
Curriculum:
The curriculum requirements for the Associate of Arts in Child and Development include:
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General Education Core Courses – 24 credits
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Child Development Core Courses – 36 credits
Associate of Arts in Child Development - Program Outline
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| CSS 101 |
College Success Seminar |
3 |
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- The cornerstone of the general education program is a three-credit course designed to provide students with the tools necessary for collegiate success. This course provides support to new students as they develop confidence in their academic and social endeavors.
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| WRT 101 |
College Composition I |
3 |
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- Instruction in the application of the principles and skills involved in effective expository writing, with most readings from nonfiction prose. Introduces students to the writing process with special attention to constructing arguments, working with sources, and crafting effective sentences and paragraphs.
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| WRT 151 |
College Composition II |
3 |
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- Further development of the expository and writing and reading skills taught in English. An introduction to literature and the development of library skills leading to a documented research paper. Prerequisite: WRT 101
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| HIS 213 |
History of Education |
3 |
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- This course examines American foundation and historical development of education in the United States. Through examination and discussion of relevant individuals, social theories, political systems, religion, and specific topics in education, the student will gain a historical perspective that will allow them to better understand present-day educational issues and concerns.
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| SOC 110 |
Introduction to Sociology |
3 |
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- An analysis of the social and cultural forces that govern human behavior. The principal topics include: social interaction and organization, socialization processes, primary groups and the family (associations, bureaucracy and other social institutions), collective behavior, population and ecology.
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| PSY 110 |
Introduction to Psychology |
3 |
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- An introduction to selected concepts, methods, and vocabulary of psychology. Focus of study will be on the individual and the conditions that influence behavior. Topics that will be covered include: growth and development, learning and thinking, emotions and motivations, personality and assessment, maladjustment and mental health, groups and social interaction, and social influence and society.
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| MAT 115 |
Introductory Concepts of Mathematics |
3 |
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- This course focuses on selected topics in mathematics for students of the humanities (not students pursuing math-related degrees). Students will engage in problem-solving techniques, including inductive and deductive reasoning, along with estimation to determine reasonableness of answers. Topics include: the history of numeration systems and calculating devices; logic and set theory including statements, truth tables, Venn diagrams and set operations; real number system; geometry dealing with polygons, angles, area, volume and capacity; calculating simple and compound interest, including continuous compounding. Applications to real-life situations are emphasized. Calculators and computers are used whenever they add to the understanding of the concepts.
Prerequisite: satisfactory placement exam score or “C” or better in MAT 096 and MAT 100
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| MAT 125 |
Finite Mathematics |
3 |
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- Review of elementary algebra and selected topics in statistics and probability. Sets, real numbers, graphing, linear and quadratic equations and inequalities, relations and functions, solving systems of linear equations, descriptive statistics, frequency distributions, graphical displays of data, measures of central tendency and dispersion, introduction to probability.
Prerequisite: satisfactory placement exam score, MAT 100 or equivalent
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- College algebra and trigonometry gives students a strong preparation for taking calculus. Topics include functions, their graphs, domain, range, inverse functions, standard algebraic transformations of functions and their corresponding geometric transformations of their graphs, exponential and logarithmic functions, trigonometric functions and their applications, addition formulas and double angle formulas.
Prerequisite: satisfactory placement exam score
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| MAT 161 |
Basic Applied Calculus |
3 |
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- An introduction to calculus and its applications. Topics covered in this course include functions, limits, derivatives, tangent lines, the chain rule, maxima and minima, curve sketching, applications, anti-derivatives, fundamental theorem of calculus, integration by simple substitution and finding areas.
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| BIO 101 |
Humanity and the Biological Universe |
3 |
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- This course acquaints students with basic biological, health and environmental issues of the modern world. To achieve intended awareness, students will study basic anatomy, physiology, genetics and microbiology. Special attention will be given to contemporary problems such as AIDS, genetic engineering, cancer, heart disease, and pollution. The student will use basic mathematical, computer and quantitative reasoning skills to present cohesive written summations of learning.
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- An introduction to the principles of nutrition in food management. Includes food customs, patterns and habits, nutrients in foods, applied nutrition, and world nutrition problems and programs.
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| BIO 105 |
Food Microbiology |
3 |
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- A course in basic food microbiology outlining important micro-organisms, food preservation and spoilage, food contamination, enzymes produced by micro-organisms, foods in relation to disease, food sanitation, control and inspection, and microbiological laboratory methods.
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| PHY 115 |
Humanity and the Physical Universe |
3 |
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- A survey course utilizing inquiry-based strategies in the physical sciences for non-science students. This course examines a broad range of topics including: Newtonian mechanics, electricity, magnetism, sound, optics, heat, energy and power, earth science including weather and climate, modern physics and the solar system. The interactions between physical science and technology and their impact on society and the quality of life will be considered.
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| PHY 120 |
Journey Through the Universe |
3 |
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- Introductory and descriptive course in astronomy. Topics include: study of the universe, planetary motion, the solar system; stars and galaxies; quasars, pulsars, and black holes; possibility of extra-terrestrial life.
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| PHY 170 |
General Physics I |
3 |
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- General Physics I is the study of the relationships between matter and energy in the world. In this course, students will examine Newton's laws of motion, particle kinematics and dynamics, vectors, work, energy, and momentum. Students will also conduct experiments in lab assignments to experience the science in action.
Prerequisite: MAT 170
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| SPH 105 |
Basic Speech Communication |
3 |
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- Study of the fundamentals of verbal communication including public speaking, interpersonal communication and small group interaction. Training in methods of obtaining and organizing materials and ideas for effective verbal communication.
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| COM 101 |
Communication: Principles and Process |
3 |
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- This survey course introduces the nature, principles, elements and mechanism of the communication process. How, why, in what forms, and through what stages communication occurs is explored along with the nature of human perception and the role of verbal and nonverbal language in conveying meaning. Emphasis is placed on providing a working knowledge of the fundamental principles of communication as they apply to the design and delivery of the message via such media as print, radio, television, film and the Internet.
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| ECE 101 |
Introduction to Early Childhood Education |
3 |
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- Examines the world of early childhood education. This course assists those individuals that are interested in a professional career as an early childhood educator. In addition, it covers current issues and trends regarding the benefits of early childhood education including the basic values, structure, organization, and programming in early childhood. Focuses on creating and maintaining a healthy and safe learning environment for young children. Students learn about the basic nutritional needs of children, good health practices and accident prevention in the home and classroom.
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| EDP 101 |
Early Childhood Growth and Development |
3 |
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- Focuses on how a teacher or caregiver can foster physical, emotional, social, creative, and cognitive development. This course provides instruction on the quality care techniques for children, from infancy to five years of age. It highlights the development of teaching and interaction skills that can be applied to a wide range of children from a variety of backgrounds and at all developmental levels. Students learn to support children’s physical and cognitive development, communication skills, and creative expression.
Prerequisite: ECE 101
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| EDP 102 |
Early Childhood Learning Communities |
3 |
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- Focuses on the child in the context of family and community. This course looks at issues of communication, diversity, professionalism and social policy. It also promotes awareness and effective use of community resources. Students gain knowledge of the importance of parent-teacher partnerships in the education of young children. Skills will be developed to support families and enhance parent involvement in early childhood programs. Students learn to involve parents in understanding the child’s home and school environments.
Prerequisite: EDP 101
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| CHD 111 |
Health, Safety & Nutrition in Early Childhood |
3 |
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- This course is an examination of the contributions of effective health, safety and nutrition practices on the well-being of children. Course will include a review of basic hygiene practices, health maintenance and illness prevention, as well as environmental safety practices, accident prevention, and nutritious meal planning for promoting optimal growth, development and learning. Community resources will be explored. (Not required for students from CDA program with credits in ECE 101)
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| EDP 202 |
Child Growth and Development: Conception to Adolescence |
3 |
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- Focus on children’s physical, social, emotional and cognitive development from conception to age eight. Students will examine major theories of growth and development. Concepts will be analyzed from the perspective of adult expectations of children at various ages, stages, exceptionalities and culture in relationship to developmentally appropriate program planning and curriculum implementation in early childhood settings. (Not required for students from CDA program with credits in EDP 101)
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| CHD 241 |
Child, Family and Community Relations |
3 |
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- Provides students with skills needed for observation of children, documentation, and interpretation to develop curriculum, long term projects and parent communication in early childhood programs. Overview of common assessment and observation tools in early childhood. Students observe children in structured and unstructured situations, record their observation, and use records as a way of assessing strengths and needs of individual children. Field observation is required.
Prerequisite: EDP 201
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| CHD 201 |
Observation and Assessment in Early Childhood |
3 |
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- Provides students with skills needed for observation of children, documentation, and interpretation to develop curriculum, long term projects and parent communication in early childhood programs. Overview of common assessment and observation tools in early childhood. Students observe children in structured and unstructured situations, record their observation, and use records as a way of assessing strengths and needs of individual children. Field observation is required.
Prerequisite: EDP 201
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| CHD 211 |
Early Childhood Methods: Science and Math |
3 |
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- Examines theories of cognitive development as a framework for conceptualizing the way young children acquire scientific and mathematical skills, concepts, and abilities. The course enables students to research and develop appropriate individual and group scientific/mathematical activities for young children. It examines the fundamental concepts of comprehensive early childhood science and mathematics curriculums. Students learn to create an active, hands-on learning environment that fosters creativity, curiosity, confidence, and persistence. Students learn to plan a comprehensive, interactive program that meets individual and group needs, interests, abilities and development. Includes a field-based component in which students carry out activities in an early childhood setting and use scheduled conferences to evaluate current performance. (3 credits)
Prerequisites: TIE 110, RLT 202 and CHD 201
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| CHD 212 |
Early Childhood Methods: Language and Social Studies |
3 |
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- This course examines theories of social and language development as a framework for conceptualizing the way young children acquire language, literacy, and social skills, concepts, and abilities. It enables students to research and develop appropriate individual and group language arts and social studies activities for young children. The course also examines the fundamental concepts of comprehensive early childhood social studies and language arts curriculums. Students learn to create an active, hands-on learning environment that fosters creativity, curiosity, confidence, and persistence. Students learn to plan a comprehensive, interactive program that meets individual and group needs, interests, abilities and development. The course includes a field based component in which students carry out activities in an early childhood setting and use scheduled conferences to evaluate current performance.
Prerequisites: TIE 110, RLT 202 and CHD 201
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| CHD 260 |
Guiding Young Children and Managing the Classroom |
3 |
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- This course investigates developmentally appropriate guidance and discipline practices that are supportive of heterogeneous populations, including children with challenging behaviors, in early childhood learning environments. Examines a relationship-based approach to adult-child interactions. Explores current brain research on the development of executive functions, and strategies for supporting children in the development of self-regulation, pros-social behaviors, communication and conflict resolution skills.
Prerequisite: EDP 101 for students with a CDA credential or EDP 202
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| ECE 210 |
Art, Music and Movement in Early Childhood |
3 |
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- This course provides students with a conceptual and experiential base for the use of art, movement, drama, and music in the education of young children. The content will focus on actual skill development, along with the rationale and importance of using these areas in a curriculum for young children. Through active participation with hands-on experiences, students work with the concepts of age and developmental appropriateness when designing fun activities with all subjects. Students will also investigate the development of self-taught art techniques in young children. Students practice working with various media and materials as used with the young child. This course presents developmentally appropriate musical activities with emphasis on movement, songs, and simple dances. Students learn to plan and implement a comprehensive and developmentally appropriate art, music, and movement program for young children. Field work is required.
Prerequisite: EDP 201
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| EDP 201 |
Educational Psychology |
3 |
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- This course focuses on an in-depth study of physical, social/emotional, cognitive, language and aesthetic development from birth to age 8. Examines the foundations of major child development theories that are the basis of professionally defined “best practices” at the early childhood level (birth-8). An exploration of child development in the context of gender, family, culture and society. An emphasis on the implications for early childhood professional practice. Students learn key theories from an application and educational perspective for teachers of young children.
Prerequisite: EDP 101
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| RLT 202 |
Children's Literature and Early Literacy |
3 |
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- Focuses on knowledge and practice of how young children in a culturally diverse society develop language and literacy skills. Exploration of children’s literature is the foundation of activities and curriculum that integrates language with beginning reading and writing concepts. Students explore ways in which children develop the basis of literacy and come to understand the social world. Students learn ways of creating an integrated curriculum that includes children’s literature and provides children with developmentally appropriate activities that foster the development of language and literacy.
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| SPE 201 |
Survey of Exceptional Children |
3 |
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- This class focuses on an overview of children with exceptional cognitive, physical, social and emotional characteristics. Analysis of developmental and educational needs imposed by exceptionality is included. Identification, intervention strategies, methods and programs designed to meet exceptional needs including both high and low incidence disabilities are discussed. The course also talks about the study of applicable federal and state laws and requirements. Content focuses on functional methods for use by educators to assist in the provision of an inclusionary environment which enriches the education of children with and without special needs. Field observation is required.
Prerequisites: EDP 201 and TIE 110
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| TIE 110 |
Instructional Technology for Early Childhood |
3 |
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- Designed to introduce students to computers and to teach appropriate uses for young children. Students survey hardware and software and examine and evaluate them in the context of the early childhood classroom. Students also learn about productivity tools for professional use.
