Early Childhood Community Education (B.A.)

This undergraduate program is offered by the School of Professional Studies.

Faculty

Faculty in the School of Education support Trinity’s early childhood education program.

Overview

In conjunction with the School of Education, the School of Professional Studies offers a B.A. in Early Childhood Community Education.

Trinity’s Bachelor of Arts in Early Childhood Community Education is the optimal degree program for scholars whose career goals do not require state teaching certification. The Community Education curriculum will combine education and humanities courses that will adequately prepare students for working in a variety of youth educational services that do not require state licensure.

At Trinity, the B.A. degree in Early Childhood Community Education will allow students to specialize in one of three areas that are exceptionally unique to the DC metropolitan area: Equity and Diversity, Organizations & Leadership, and Special Education.

Our courses provide a core of knowledge, skills and field-based experiences and include performance assessments designed to demonstrate the teacher’s ability to impact student learning.

For students who are interested in pursuing licensure as an early childhood teacher, Trinity also offers a B.A. degree in Early Childhood Education.

Program Requirements

Community Education majors must earn a minimum grade of “B” (3.0) or better in all courses taken as major requirements (both pre-acceptance major requirements courses and all courses taken as major requirements after acceptance to the program).

Pre-Major Requirements (24 credits)

EDCC 205 Children, Families, Culture and the Community in Early ChildhoodThis course examines relationships among schools, children and families, introducing the complex social and cultural factors that influence children's development and learning, as well as the ethical guidelines that determine professional conduct. Within an orientation to the theoretical and developmental foundations of early learning education of young children, the course emphasizes current issues regarding families, community, and cultural diversity.
3 credits
Prerequisites: None
EDCC 207 Development of Learning Experiences in Early Childhood EducationThis course examines the historical, theoretical, and developmental foundations for learning in young children, birth to age 8 (specifically, pre-K to 3rd grade). Students learn how to create developmentally and individually appropriate lesson and activity plans. Learning experiences integrate the various content areas of literacy, math, science, social studies, and the arts, and incorporate the social-emotional, cognitive, and physical domains of child development.
3 credits
Prerequisites: None
EDCC 211 Development of Early Childhood Oral Language and Literacy SkillsThis course introduces strategies for helping young children acquire communication skills. The contribution of appropriate children's literature to literacy development is demonstrated. Activities, materials, and lessons in these areas emphasize developmentally appropriate practices. This course requires a 10 hour on-site field component.
3 credits
Prerequisites: None
EDCC 213 Observation, Description and Measurement of Growth in Early ChildhoodIn this introductory course, students use developmentally appropriate observation and record keeping strategies to reflect upon, improve, maintain, and extend learning. Tools and techniques that promote growth across all domains of early childhood development-social-emotional, cognitive, and physical, and across language and other content areas-will be discussed and explored. This course requires a 10-hour on-site field component.
3 credits
Prerequisites: None
EDCC 215 Human Growth & DevelopmentReviews introductory theory and research in human growth and development over the life span. Focus is on the interdisciplinary nature of human development and relationships among the biological, cognitive, social, and psychological domains of the individual in her environment. Highlights critical life events and resulting change from the prenatal period through adulthood, stressing interactions between the developing person and a continually evolving world.
3 credits
EDCC 220 Foundations of EducationAllows teacher candidates to examine some of the historical, philosophical, and cultural foundations of American education. Curriculum content and organization and basic teaching competencies are introduced in light of professional organization. Implications of understanding contemporary educational issues, policy, and decision-making are stressed. A Praxis component is introduced along with an explanation of the teacher education program in light of the standards in teacher education. Field component is an integral part of the course. Students also are required to engage in Praxis I preparation through weekly completion of an on-line Praxis program.
Formerly EDU 260 Foundations of Education.
3 credits
Prerequisites: None
EDCC 250 Technology in EducationPrepares teacher candidates to integrate technology, teaching, and learning. Students will access, incorporate, and evaluate technologies in order to support understanding, inquiry, assessment, communication, and collaboration. Tools include multi-media hardware and software, the World Wide Web, and other digital-age resources. Students will practice digital citizenship and responsibility.
3 credits
CAS Prerequisites: EDCC 220 with grade of B or higher.

SPS Prerequisites: EDCC 220 with grade of B or higher.
EDTE 232 Art and Movement in the ClassroomProvides students with a critical understanding of the visual arts, music, movement, and drama for young children and the importance of integrating arts into the curriculum. Students develop the knowledge, skills, and strategies needed to plan developmentally appropriate activities which integrate creative experiences in the visual arts, music, dance/movement, and drama within the early childhood and elementary classroom curriculum. Formerly FNAR 232 - Art and Movement in the Classroom.
3 credits
Prerequisites: None
General Education Area II: Knowledge and Inquiry (Fine Arts)

Major Requirements (24 credits)

EDTE 301 Classroom ManagementFocuses on the study of teaching methods and classroom management techniques that facilitate the learning of students in our multicultural and inclusive classrooms. Field component is an integral part of the course.
3 credits
Prerequisites: Evidence of having passed the Praxis Core or other state-required examination. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement
EDCC 330 Education of Exceptional Children and YouthSurveys major areas of exceptionality and legislative standards for special education and related services for students with special needs. Topics include inclusive education and collaboration among special educators, general educators, related service providers, volunteers, and parents. Individualized Education Programs (IEPs), differentiated instruction, accommodations, and enrichment are examined in relation to students' needs and learning styles. Increasing access to curricula based on college- and career- ready standards is addressed. Field component is an integral part of the course.
Formerly EDU 376 Education of Exceptional Children and Youth.
3 credits
Prerequsites: Evidence of having passed the Praxis Core or other state-required examination. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement
EDCC 340 Teaching and LearningExamines current theory and practice in the teaching and learning process to include the detailed components of planning effective lessons. The dynamics of learning are viewed through the perspectives of human development, motivational theory, learning theory, classroom dynamics, and socio-cultural factors. Field component is an integral part of the course. Formerly EDU 383 Teaching and Learning.
3 credits
Prerequisites: Evidence of having passed the Praxis Core or other state-required examination. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement
EDTE 401 Classroom AssessmentProvides teacher education candidates with a wide spectrum of tools to assess student learning and teacher effectiveness. Emphasis is placed on the different types and applications of formal and informal assessments, including authentic and performance-based assessment, standardized tests, and individual assessments. Candidates gain practical experience in creating classroom assessments and analyzing results of different assessment tools. Field component is an integral part of the course.
3 credits
Prerequsites:EDTE 301; Evidence of having passed the Praxis Core or other state-required examination. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement
EDTE 421 Emergent LiteracyExamines the fundamentals of developmental reading instruction, including reading readiness. Teacher candidates learn a wide range of research- and practice- based strategies, including experience records procedures, reciprocal reading and writing activities, and cross-curricular strategies for reading comprehension. Candidates gain an understanding of phonological awareness and concepts of print as well as early literacy acquisition to teach reading, writing, speaking, viewing, listening and thinking skills. Field component is an integral part of the course.
3 credits
CAS Prerequisites: EDCC 220 and EDCC 330 with grade of B or higher. Evidence of having passed the Praxis Core or other state-required examination. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement.

SPS Prerequisites: For the major, a minimum grade of B in this course is required.
Prerequisites: EDCC 220 and EDCC 330 with grade of B or higher. Admission to the School of Education Early Childhood Education program.
EDTE 430 Theory and Practice of Oral Language and Literacy in Early LearningDevelops understanding of the developmental continuum of oral communication and literacy acquisition in early learners and young children (PreK-Grade 3). Prepares teacher candidates to use developmentally appropriate techniques for assessment, planning, instruction, and creation of learning opportunities. Strategies and procedures for fostering each of the five recognized elements of strong reading instruction: phonics, phonemic awareness, comprehension, vocabulary, and fluency, as well as the teaching of writing, spelling, listening, and speaking will be introduced and practiced. Candidates further learn how to infuse language and literacy through children's literature and across the curriculum. Course content includes principles of planning, classroom organization, and management to meet the needs of diverse learners. Candidates coach a beginning reader. Field component is an integral part of the course. For the major, a minimum grade of B in this course is required.
3 credits

CAS Prerequisites: Must have passing scores on Praxis Core Examination submitted to the School of Education by ETS. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement.

SPS Prerequisites: Completion of EDTE 421 with grade of B or higher. Admission to the School of Education Early Childhood Education program.
EDTE 432 Curriculum Construction and Integration for Early LearningProvides teacher candidates with understanding of both current and historical theory, research, and practices in the education of young learners (Pre-K-3rd grade). Incorporating the social-emotional, cognitive, and physical domains of child development, teacher candidates create developmentally and individually appropriate lessons, activities, and resources. Curricula integrate content areas of literacy, mathematics, science, social studies, and the arts.For the major, a minimum grade of B in this course is required.
3 credits
Prerequisites: Admission to the School of Education Early Childhood Education program. Must have passing scores on Praxis Core Examination submitted to the School of Education by ETS. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement.
EDTE 436 Theory and Practice of Early Learning in Math & ScienceResearch and practice bases for early learners' acquisition of experiences and concepts that are critical to learning mathematics and science are explored. Teacher candidates construct activities, lessons, and units for learning mathematics and science and for integrating them across the curriculum. Emphasis is on strategies and materials that are activity-centered and address the needs of different learners. Field component is an integral part of the course. For the major, a minimum grade of B in this course is required.
3 credits
Prerequisites: Completion of EDTE 432 with a grade of B or higher. Admission to the School of Education Early Childhood Education program. Must have passing scores for the Praxis Core Examination sent to the School of Education by ETS. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement.

Experiential Courses (3 credits)

Students take a minimum of one internship:

EDCM 401 Internship in Community Education IProvides students with a semester-long internship with a community-based organization that provides education for children birth to 18-years old. Students will complete a minimum of 200-hours of on-site internship work a by attending two or three times a week for 10 weeks. Students must take EDCM 420 Research Seminar in Community Education when they take the internship.
EDCM 402 Internship in Community Education IIProvides students with a semester-long internship with a community-based organization that provides education for children birth to 18-years old. Students will complete a minimum of 100-hours of on-site internship work a by attending two or three times a week for 10 weeks.

Prerequisites: EDCM 401 and EDCM 420

Electives (9 credits)

Students will chose three courses in consultation with an academic advisor:

Equity and Justice

SOCY 261 Family and SocietyIntroduces students to the role of the family in the social structure. Examines the family in historical perspective, the institution of marriage, socialization, the importance of gender, and current issues in the modern family. Formerly SOC 261 Family and Society.
SOCY 321 Inequality and SocietyExamines classical and contemporary theories of social stratification. Are we all created equal? Can we become equal? Particular emphasis is on the American class structure, its impact on social institutions, and the importance of gender and race as factors contributing to inequality in society. Formerly SOC 378 Inequality and Society.
3 credits
Prerequisites: SOCY 100
SOCY 323 Race and Racism in SocietyTraces the history of race relations, prejudice, and racism within the United States. Special emphasis will be given to the relationship of racism and the changing economic, political, demographic, and educational structure of society. Examines the roots of prejudice, its expression, and its impact on individual, families, communities, and societal institutions. Addresses the critical role of social science theory and research in increasing understanding of race relations and racism, and suggests intervention strategies for improved relations. Formerly SOC 350 Race and Racism.
3 credits
FLC Area V

Prerequisite: SOCY 100.
SOCY 361 The Black FamilyProvides a multidisciplinary approach to the study of Black families, including immigrant families from Africa and the Caribbean. The course covers four broad content areas: historical/theoretical approaches to the study of Black families; Black family patterns (including socioeconomic, demographic, and intergenerational patters); socialization within Black families; and advocacy for and gender relations within Black families. Formerly SOC 302 The Black Family.
3 credits

Prerequisite: SOCY 100.

Organizations and Leadership

EDCM 473 Supervision of InstructionThe purpose of this course is to provide students with the requisite skills of effective techniques of leadership and supervision. Students will learn to set goals that deal with planning individual observations, specific techniques for collecting observation data, the supervision of staff processes and how educational changes improve students? performance. Students examine current theories of leadership, motivation, management and apply these theories to current school issues. The role of the supervisor will be explored, as well as some of the advantages and limitations of supervision.
*3 credits
EDCM 477 Leadership, Management and SupervisionThe purpose of this course is to provide students with school programmatic opportunities through the use of simulations, vicarious experiences with the day to day challenges in ECE leadership, management and supervision. It will expose students to the real world of the practitioner through the use of the case study method in the review of essential information in simulated school situations. Students will be able to problem solve, formulate and weigh alternative decisions, and assess or reflect on their own leadership behaviors. *3 credits
BADM 375 Introduction to Organizational DevelopmentApplies behavioral science theories and techniques to assess the current health of an organization and its ability to adapt to environmental changes, improve internal relationships, and increase its problem-solving capabilities thereby increasing effectiveness. The course studies the essential steps for achieving change at the individual, group, and organizational level necessary to adapt to the dynamic external environment. The course also examines processes and outcomes of planned change efforts in organizations. Fomerly MGT 357 Introduction to Organizational Development.
3 credits
Prerequisites: BADM 251 or BADM 373
BADM 371 Human Resource ManagementIntroduces theories and principles of human resource management. Topics include human resource planning and job analysis; recruitment, selection and placement; performance appraisal; compensation systems; training and development; organizational improvement; and employee rights.Formerly MGT 335 Human Resource Management
3 credits
Prerequisites: BADM 251 or BADM 373

Special Education
EDCM 476 Medical Aspects of Developmental DisabilThis course provides students with an overview of the medical aspects associated with developmental disabilities in early childhood. The primary focus will be on brain growth and development during the pre-, peri-, and postnatal periods and the etiology of specific neurologically related disorders seen in infancy and early childhood. Additionally, course content will address aspects of medical care for premature, low birth weight, and other medically fragile babies, and will include methods for care for young children dependent on technology. Students will become familiar with the sequence of development across all developmental domains, with special attention given to the motor domain. Further, students will learn educational and therapeutic interventions to be used with infants and young children with physical and sensory disabilities, as well as learn positioning and handling techniques and effective ways of addressing child and family outcomes specified on the IFSP. *3 credits
EDCM 421 Assessment and Intervention foThis course focuses on the major philosophies, theories, and legislation in early childhood special education specific to children from birth through age two and their families. Topics include state and federal laws and regulations governing delivery of services to infants and toddlers and their families; collaboration strategies, family systems theory, cultural and linguistic diversity; and implications of both legislation and family needs on service delivery. Students will learn assessment procedures related to screening, diagnosis, eligibility, program planning, and program evaluation and will examine therapeutic models of intervention, including current curricula and materials as well as strategies to facilitate transition to school-age services.
EDCM 475 Collaboration & Consultation for StudentThis course focuses on the various models of special education service delivery including inclusive education, resource services, team teaching, and consultation. Learners gain insight into the intricacy of collaboration with other professionals and families. Through the use of formal measures and self-reflection, students explore the factors that influence their ability to collaborate and refine their interpersonal communication skills. The multi-approaches to co-teaching are examined and students demonstrate effective co-planning and co-teaching practices. Students develop an empathetic understanding of the needs and concerns of families and cultivate skills to effectively assist and encourage active family participation in the educational process. Parent rights, ethical concerns, and professional boundaries are reviewed.
*3 credits

Field-Based Instruction

Teacher preparation at Trinity emphasizes field-based instruction that includes a series of mandated integrated field experiences and practicum experiences at different grade/age levels in a variety of school settings.

School districts, individual schools, and other service providers vary in their requirements for entering their site and observing students. Most schools and service providers require a Tuberculosis test (TB), fingerprinting, and a criminal background check prior to activities that bring the university candidate into working contact with clients/students.

Prior to observing or working with individuals or groups as required by courses (course assignments, field experience, practicum), a Trinity candidate must have communicated with the site, prior to their arrival, to ensure the candidate will have met any specific site prerequisites .

A sample course requiring field experience:

Program Policies

Advanced Placement: Credits earned through Advanced Placement Examinations may fulfill core curriculum for certification courses in cases where the student has earned a 4 or 5 on the examination and the credits have been reviewed by education faculty members.

CLEP Policy: Credits earned through C.L.E.P. Examinations may fulfill core curriculum for certification courses in cases where the student has earned a score that confers credit following the guidelines of the A.C.E. and the credits have been reviewed by education faculty members.

Attendance Policy: In all 300- and 400-level EDCC/EDTE courses, two late arrivals or early departures of 20 minutes or more constitute a single class absence, and any student with class absences or the equivalent that total more than 2 weeks’ worth of class meetings automatically fail the course. Faculty teaching EDCC/EDTE courses at the 200-level may adopt this policy in their syllabi as well, and faculty teaching EDCC/EDTE courses at any level may adopt a stricter policy in their syllabi.

Grades in Education Courses: Undergraduate students are required to earn a minimum grade of “B” (3.0) or better in all courses taken as major requirements (both pre-acceptance EDCC and EDTE courses and all courses taken as major requirements).

Pass/No Pass: Courses fulfilling the major, including core curriculum courses required for certification, may not be taken Pass/No Pass.

Student Assessment: Assessments of student proficiencies required of students in the major are further described on the School of Education page concerning the Student Assessment System.

Study Abroad: Courses taken through a study abroad program approved by Trinity may count toward general education courses required for certification, pending review and approval by education faculty and the faculty of the appropriate academic program. In general, education courses taken abroad will not count toward the major.

Experiential Credit Policy: Credits earned through experience may count toward general education courses required for certification, pending review and approval by education faculty and the faculty of the appropriate academic program. In general, experiential credits may not substitute for education courses counted toward the major.

Transfer Credits: Transfer credits may be awarded only after appropriate program review. Courses at the 400-level and above must be completed at Trinity. Courses taken as part of the School of Education program of study must be taken at Trinity.