Early Childhood (AAS)

The Department of Child and Family Studies offers an Associate of Applied Science (AAS) degree in Early Childhood (EC) that prepares students to support the development and learning of young children (birth to 8 years) in a variety of programs such as public schools, Head Start, child care, and early intervention. Graduates can become prekindergarten teachers or program administrators, classroom assistants, home visitors or program specialists in state agencies. This is an asynchronous online program with 150 hours of applied in-person field experiences. This degree is recommended as a foundation for our bachelor’s degrees in Early Childhood Education to teach kindergarten to third grade, or Early Childhood for community services work with young children and families.  

• Program Prerequisite: Before beginning this program, a student must see the department advisor in McKay Education Building (801-626-6411).
• Grade Requirements: A cumulative GPA of 2.50 and a grade at least a “C” in CHF 1500  and B- or better in ECED major courses. If a grade in a major course does not meet the minimum requirement for graduation, the student may retake the course. In special circumstances, by the judgment of the department chair, the student may petition to the Early Childhood Education Program, to graduate with the lower grade.
• Credit Hour Requirements: A total of 60 credit hours is required for graduation; 26 of these are required within the major.
• Program Code: 5000AAS
• CIPC: 190706

Advisement

Students must follow the Department of Child and Family Studies Advisement procedures. Contact the department advisor located in the McKay Education Building (801-626-6411).  (Also refer to the Department Advisor Referral List.)

Use Grad MAPs to plan your degree

Admission Requirements

Completed the program application. Meet with the department and faculty advisor. Declare your program of study (see Program of Study (Major/Minor) Declaration ). With the Department of Child and Family Studies Academic Advisor. Contact the department advisor, 801-626-6411.

General Education

Refer to Degree Requirements  for Associate of Applied Science requirements. CHF 1500  will fulfill both a major and general education requirement and is prerequisite to most Child and Family Studies Department major courses. To fulfill the Math requirement, any Quantitative Literacy approved course will complete the requirement.

Program Learning Outcomes

Successful candidates demonstrate the National Association for the Education of Young Children Professional Standards and Competencies for an Early Childhood Education II designation.

• 1. Child Development and Learning in Context
  • 1a. Understanding of the development period of early childhood from birth through age 8 across developmental domains.
  • 1b. Understand each child as an individual with unique developmental variations.
  • 1c. Understand that children learn and develop within relationships and within multiple contexts, including families, cultures, languages, communities, and society.
  • 1d. Use this multidimensional knowledge to make evidence-based decisions about how to carry out their responsibilities.
• 2. Family-Teacher Partnerships and Community Connections.
  • 2a. Know about, understand, and value the diversity of families.
  • 2b. Collaborate as partners in families in young children’s development and learning through respectful, reciprocal relationships and engagement.
  • 2c. Use community resources to support young children’s learning and development and to support families, and build partnerships between early learning settings, schools, and community organizations and agencies.
• 3. Child Observation, Documentation, and Assessment.
  • 3a. Understand that assessments (formal and informal, formative and summative) are conducted to make informed choices about instruction and for planning in early learning settings.
  • 3b. Use screening and assessment tools in ways that are ethically grounded and developmentally, culturally, and linguistically appropriate in order to document developmental progress and promote positive outcomes for each child.
  • 3c. Build assessment partnerships with families and professional colleagues.
• 4. Developmentally, Culturally, and Linguistically Appropriate Teaching Practices.
  • 4a. Understand and demonstrate positive, caring, supportive relationships and interactions as the foundation of early childhood educators’ work with young children.
  • 4b. Understand use teaching skills that are responsive to the learning trajectories of young children and to the needs of each child, recognizing that differenciating instruction, incorporating play as a core teaching practice, and supporting the development of executive function skills are critical for young children.
  • 4c. Use of a broad repertoire of developmentally appropriate, culturally and linguistically relevant, anti-bias, evidence-based teaching skills and strategies that reflect the principles of universal design for learning.
• 5. Integration of Academic Content in the Early Childhood Curriculum
  • 5a. Understand content knowledge - the central concepts, methods and tools of inquiry, structure, and resources for the academic disciplines.
  • 5b. Understand pedagogical content knowledge - how young children learn in each discipline - and how to use the teacher knowledge and practices described in standards 1 through 4 to support young children’s learning in each content area.
• 6. Professionalism as an Early Childhood Educator
  • 6a. Identify and involve themselves with the early childhood field and serve as informed advocates for young children, families, and the profession.
  • 6b. Know about and uphold ethical and other early childhood professional guidelines.
  • 6c. Use professional communication skills, including technology-mediated strategies, to effectively support young children’s learning and development and to work with families and colleagues.
  • 6d. Engage in continuous, collaborative learning to inform practice.
  • 6e. Develop and sustain the habit of reflective and intentional practice in their daily work with young children and as members of the early childhood profession.