Follow Christ, Lead the Way

The goal of the Associate of Science in Early Childhood Development is to graduate competent, caring, and qualified teachers for public and private childcare settings. An excellent alternative for students who desire to work with young children beyond babysitting, but do not desire a four-year education degree, the program integrates a Christian worldview and constructivist philosophy of education. Coursework from this program can be applied toward other OCU education programs. Preschool teachers play an important role in developing children’s interest in learning. Through activities like games, group play, artwork and music, preschool teachers instruct reading, writing, and basic math concepts, and encourage creativity and social interaction. Pre-service teachers and candidates for the AS in Early Childhood Development Certificate must demonstrate these dispositions:

  • Ability to meet deadlines and obligations
  • Ability to relate with children and parents
  • Collaboration
  • Communicative skills both oral and written
  • Creativity
  • Patience
  • Positive temperament
  • Preparation
  • Punctuality
  • Respect for all students

Objectives

Upon graduation the pre-service teacher should possess:
  • Knowledge of young children’s characteristics and needs, from birth through age 5.
  • Knowledge of multiple influences on early development and learning.
  • Knowledge to create healthy, respectful, supportive, and challenging learning environments for young children.
  • Know and understand effective strategies and tools for early education, including appropriate uses of technology.
  • The ability to reflect on their practice to promote positive outcomes for each child.
  • An understanding of positive relationships and supportive interactions as the foundation of their work with young children.
  • The ability to use a broad repertoire of developmentally appropriate teaching/learning approaches.
This degree program is available in the following format:

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MAJOR27 HOURS

*Students may count this course as a Mathematics elective in the General Education Core.

  • See EDU1470: (EDU1470 Educational Technology - 3 - Technologies available for classroom use and their adaptations to the promotion of learning, including the potential and the limitations of computers as tools for teachers.)
  • Introduction to the principles and philosophy of education in public, private and Christian pre-schools.
  • See EDU2040: (Teaching Literature and Writing for Young Children - 3 - Background, theory, and practice in literature for young children and its use in early literacy experiences for young readers and writers.)
  • See EDU2110: (Math Theory for Early Childhood - 3 - Mathematics concepts and procedures for teaching in early childhood, including the NCTM and Ohio Learning Standards for Mathematics, problem solving, numeration systems, number theory, number systems, measurement, data collection, organization, and interpretation.
    Prerequisites: EDU2030, Sophomore standing
  • See EDU2180: (Teaching Art in Early Childhood - 3 - Contemporary philosophies of art education and basic art concepts as they relate to early childhood learners, with experiences in use of materials, processes, and curricula appropriate for early childhood. Field projects may be required. Course
    Fee: $50)
  • See EDU2500: (Teaching the Exceptional Child - 3 - Methods for teaching students with exceptional attributes, including giftedness, behavioral difficulties, developmental delays, and English language learners.)
  • See EDU3110: (EDU3110 Teaching Music in Early Childhood - 3 - Music learning theory and current methodology. Field projects may be required.)
  • Rational expressions, systems of linear equations and inequalities, radicals and exponents, quadric functions, conic sections, and exponential functions. Students must have foundational knowledge of linear equations and polynomials.
    Prerequisite: MAT0960 or ACT math score of 19 or higher
  • Child development as a dynamic, challenging, complex and multifaceted area of inquiry that supports and guides professional practices toward children. Developmental theory and research from pre-birth to the end of childhood, emotional, language and cognitive development, family and environmental influences, and relationships and gender roles. Application of course content to professional roles.
    Prerequisite: PSY1020