|Course Number||Course Title||CL||LAB||CR|
|ECE 101C||Growth and Development of the Young Child^||3||0||3|
|ECE 155C||Using Children's Literature to Support Young Children's Language and Literacy Development^||3||0||3|
|ECE 188C||Health, Safety and Nutrition in Early Childhood Education^||3||0||3|
|ECE 143C||Teaching and Learning STEAM^||3||0||3|
|ECE 167C||Positive Behavior Guidance and Supporting Young Children with Challenging Behaviors^||3||0||3|
|ECE 242C||Child, Family and Community||3||0||3|
|ECE 225C||Autism Spectrum Disorder||3||0||3|
|ECE 275C||Practicum 1 - Observation, Interpretation, Assessment and Portfolio Documentation||2||7||4|
|ECE 215C||Infant/Toddler Development and Programming||3||0||3|
|ECE 270C||Teaching Young Children with Exeptionalities||3||0||3|
CL - Number of lecture/classroom hours per week for the course
^ All students taking the following courses ECE 101C, ECE 143C, ECE 155C, ECE 167C, ECE 188C will be charged s $25 Child and Family Development Center Lab fee for each class.
Curriculum for students entering program in 2018-19.
Some students decide to begin their program of studies with the Early Childhood Education Advanced Certificate Program. It offers more early childhood courses than the basic certificate as well as a supervised practicum experience. Students must be matriculated students in order to participate in the practicum. To matriculate, please see Specific Admissions Requirements below. Upon completion of the Advanced Certificate, students may move on to the degree program if desired.
The courses in the Early Childhood Education Advanced Certificate meet the training and education requirements for the State of NH Early Childhood Teacher Credential Level 4. (Refer to the Early Childhood Professional Development System Guide for other criteria for this level.) The Early Childhood Advanced Certificate program is available days and evenings. This program, along with the Early Childhood Education Associate Degree and Certificate Programs, is now also available 100% online. FInd out if online learning is right for you. This program is financial aid eligible.
Specific Admission Requirements
- NHTI placement testing (see NOTE below); and
- Satisfactory interview with Child and Family Studies program faculty
NOTE: Applicants whose placement scores indicate the need for ENGL 100C and/or RDNG 100C or who have a low LASSI score may enroll as ECE* students within the General Studies program. ECE* students:
- are advised by Child and Family Studies faculty;
- begin their first semester of study with ENGL 100C and/or RNDG 100C along with GST 102C (Study Strategies);
- observe and participate at the campus Lab School with children to become familiar with the environment, children, and teaching staff for a period of not less than 15 hours. Documented hours will be sent from the Lab School to the Department Head of Child and Family Studies for consideration towards matriculation into the Early Childhood Education program;
- complete a Change of Program Form to formally matriculate as an Early Childhood Education major upon successful completion of their first semester.
Day and evening students not currently working in child care will spend one and a half hours each week working with infants, toddlers, or preschoolers at the NHTI campus child care center, the Child and Family Development Center (CFDC), while taking early childhood classes and additional lab use fee applies. These hours will be considered a component of class participation. Applicants are advised that the New Hampshire Bureau of Child Care Licensing requires certain paperwork to be on file at centers for employees and others who regularly work in child care centers. Students must complete this paperwork before they participate with the children at the CFDC. This paperwork may include:
- a complete set of electronic fingerprints completed by the Department of Safety;
- submission of a criminal record check; the background check must come back as clear or non-disqualifying: please note that the cost associated with completion of the fingerprinting and criminal record check is the responsibility of the student;
- completion of the licensing Child Care Personnel Health Form by a licensed health provider indicating that the student is in good physical health and has no mental or emotional disturbances that would prohibit him/her from caring for children in a group setting;
- Signed CFDC confidentiality form;
- Signed Health, Character, and Technical Standards form; and
- Related CFDC lab paperwork.
Students who work full time in child care may use their own workplace instead of the CFDC to carry out homework assignments with children. Completion of all related paperwork at the worksite will be verified.
100% on-line students not working in child care must connect with a licensed child care center (preferably NAEYC accredited and in operation for at least 3 years) to carry out their homework assignments with children. All related paperwork must be completed.
All students must have access to a digital camera and video-capturing device to complete homework assignments. All students must have access to Microsoft Office Student or higher.
After completing the advanced certificate, students may continue on to the degree program.
Early Childhood Education Scholarship Program
The Community College System of NH partners with the NH Department of Health & Human Services, Child Development Bureau to offer tuition assistance to child care providers who are entering or are currently in the field of Early Care and Education. If you provide family child care, or work at least part time in a licensed child care setting in New Hampshire, you may be eligible to receive tuition assistance for Early Childhood Education courses offered through the CCSNH. Additional information may be accessed here. Additional information may be accessed here.
NHTI has developed excellent practicum opportunities for our students to foster hands-on learning while simultaneously receiving credit. Nonetheless, the college's first priority must be to ensure that patients/clients/children/families are not placed in jeopardy by students during learning experiences. Therefore, students in internship, externship, practicum, service learning, and clinical experiences must demonstrate sufficient emotional stability to withstand the stresses, uncertainties and changing circumstances that characterize patient/client/child/family responsibilities. Furthermore, the student is expected to have the emotional stability required to exercise sound judgment, accept direction and guidance from a supervisor or faculty member, and establish rapport and maintain sensitive interpersonal relationships and confidentiality with employees, customers, and/or patients/clients/children and their families.
Candidates for positions and careers in early childhood education are encouraged to explore health requirements associated with employment in child care, preschool and related settings for young children. Prospective students with special needs requiring accommodations that may affect their practicum placement and/or potential employment prospects are encouraged to discuss their specific career goals with the department head during the admissions process, particularly if the candidate is concerned about meeting the program's academic and technical standards. Each student is required to obtain NHTI Liability Insurance starting each school year. The students will be billed directly.
The health and safety of young children is of paramount concern to the Department of Early Childhood Education. Applicants for positions in childcare, preschools and many other early childhood programs in New Hampshire should be aware that background checks and fingerprinting through the New Hampshire Department of Safety must be completed by potential employers prior to employment. To participate in NHTI's practica, students must first submit to background checks and fingerprinting.
Applicants who have been in difficulty with the law, depending upon the nature of the problem, may not be employable or even eligible for practica. Applicants are advised that such matters will be discussed during the admissions interview, to minimize the likelihood that future goals will be compromised.
Technical Standards have been established to provide guidance to students as to skills and abilities required to function successfully in the program and ultimately in the Early Childhood Education profession. Applicants who feel they may not be able to meet one or more of the technical standards should contact department faculty to discuss individual cases. The Department of Early Childhood Education will seriously consider all academically qualified candidates provided that the technical standards can be met with or without reasonable accommodations. No essential technical standards will be waived or modified.
Students in Early Childhood Education must have sufficient strength, stamina, motor coordination and sensory capabilities to perform the following:
- Standing for sustained periods of time, walking, running, bending, and sitting on the floor to meet children's needs and accomplish tasks;
- Frequent lifting, moving and transferring children, especially infants and toddlers;
- Sufficient visual and hearing acuity to ensure a safe environment; and ability to respond quickly to children, colleagues, and professional partners in the event of emergency;
- Sufficient verbal ability to express and exchange information and ideas as well as to interpret important instructions to children, colleagues, professional partners, and parents;
- Sufficient skills in written expression to accurately record children's daily progress and milestones as well as medications administered, accident and suspected child abuse/neglect reports, etc.;
- Ability to work with frequent interruptions, to respond appropriately to unexpected situations including situations requiring immediate crisis response and role responsibility exchange; to demonstrate safe and required care for children, families, colleagues and the workplace as a whole; and to cope with substantial variations in workload and stress levels;
- Ability to consistently attend and participate in classes and practica in a timely manner;
- Ability to demonstrate and maintain organizational skills and time management in classes and at the practicum site;
- Ability to respond to children's personal needs, including changing diapers, in a manner that safeguards the health and safety of the student, children, and staff;
- Ability to work in a professional and respectful manner with a diverse range of children including children of different races, cultures, religions, and ethnicities as well as children with a wide range of disabling conditions;
- Ability to abide by NHTI's student conduct code;
- Ability to maintain proper boundaries in both the school and home environments; and
- Ability and disposition to adhere to and practice the Code of Ethical Conduct set forth by the National Association for the Education of Young Children.
NHTI reserves the right to amend its technical standards at any time and impose them on all current students.