|Course Number||Course Title||CL||LAB||CR|
|FIRST YEAR ¥|
|#||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|
|ENGL 101C||English Composition||4||0||4|
|MATH 120C||Quantitative Reasoning||4||0||4|
|ASL 104C||American Sign Language for Beginners||3||0||3|
|#||ECE143C||Teaching and Learning STEAM^||3||0||3|
|#||ECE 167C||Positive Behavior Guidance and Supporting Young Children with Challenging Behaviors^||3||0||3|
|#||ECE 270C||Teaching Young Children with Exceptionalities||3||0||3|
|PSYC 105C||Introduction to Psychology||3||0||3|
|#||ECE 225C||Autism Spectrum Disorder||3||0||3|
|#||ECE 282C||Preschool Special Education Practicum||2||7||4|
|ENGL 120MC||Communications or|
|ENGL xxxC||Literature Elective||3||0||3|
|XX xxxC||General Elective (EDU 201C or EDU 204C suggested)||3||0||3|
|XX xxxC||Social Science Elective ++||3||0||3|
|#||ECE 215C||Infant/Toddler Development and Programming^||3||0||3|
|#||ECE 242C||Child, Family and Community||3||0||3|
|#||ECE 283C||Early Intervention Practicum *||2||7||4|
|#||ECE 290C||Early Childhood Leadership Seminar||1||0||1|
|XX xxxC||Lab Science Elective+||4||0||4|
# Indicates major field courses.
¥ Students whose placement test scores suggest difficulty with lengthy and complex assignments are strongly advised to complete the program in 3 or more years.
+ BIOL 100C, CHEM 100C, and PHYS 100C do not meet this requirement.
++ Any course with a prefix of ANTH, ECON, HIST, POLS, PSYC or SOCI (except HIST 104C and HIST 105C).
* NOTE: The two practica for this degree can be offered in both the fall and spring semesters. Course sequence will change depending on the semester in which students take each practicum. Students will work closely with their advisor to assure appropriate course sequence for each practicum.
^ All students taking the following courses ECE 101C, ECE 143C, ECE 155C, ECE 167C and ECE 215C will be charged a $25 Child and Family Development Center Lab fee for each class.
CL - Number of lecture/classroom hours per week for the course
Curriculum for students entering program in 2019-20.
The degree of Associate in Science with a major in Early Care and Education for Young Children with Disabilities will be awarded upon successful completion of the program.
The Associate Degree in Early Care and Education for Young Children with Disabilities (EYCD) will prepare students to begin working in the growing field of early intervention and early childhood special education (birth – 8 years). This degree responds to the increased diagnosis of young children with Autism Spectrum Disorders (ASD) and the need for qualified professionals to implement one to one instruction and therapeutic programs in various settings. This EYCD degree builds on the Autism Early Intervention Support Certificate so that graduates will be able to help improve educational outcomes for young children with other special educational needs, developmental delays, or low-incidence disabilities through additional courses and practicum experiences with children aged birth to three years and children aged three to five years.
All first year early childhood (EC) courses require a one and a half hour weekly lab component where students will actively engage with young children and their families to make connections between theory and practice, to carry out class assignments, and to learn through observation and play. (Please see individual course descriptions for second year ECE courses to see the child/family/program participation requirements for each course.) Faculty encourage students to complete their degree in a time frame that allows them to be most successful. For typical day students who are also working part-time, 5 or 6 semesters often works best. Evening or on-line students working full time can typically plan on a longer time frame.
The vision of the Child and Family Studies Department at NHTI is “Teaching, Learning, and Practice with Quality and Joy!” The faculty of the program view teaching as both an emotional and intellectual process. They aim to develop within students the ability to be curious observers of children and to be reflective educators who develop knowledge through interactive, play-based learning. Students will learn to value the family as the first and most important teacher of the child and will learn to provide family-centered services that are relationship based, evidence based, culturally responsive and delivered collaboratively as part of a team in natural environments. A focus of the program will be to enhance children’s communication and social/emotional development by helping them to identify and express their own thoughts and feelings in order to develop meaningful relationships with adults and other children.
Graduates are prepared for immediate entry as competent professionals to work in a variety of early childhood settings including Family Centered Early Supports and Services or other early intervention teams, public schools, licensed child care centers, Early Head Start, Head Start, as well as home-based, community-based, or private settings. Some roles in these settings could include intake coordinator, *autism educational assistant, *home visitor, lead teacher in childcare, or *1-1 support aide/paraprofessional. Students wishing to pursue other opportunities in early intervention or early childhood special education may further their education at a four year college/university. The degree also meets the training and education requirements for the State of NH Early Childhood Professional Development System credential of NH Early Childhood Teacher, Level 5. (Refer to the Early Childhood Professional Development System Guide for other criteria for this level.) The degree is offered both face-to-face and online.
*Actual job titles may vary depending on job position and placement.
All students working towards an Associate in Science with a major in Early Care and Education for Young Children with Disabilities will be expected to have flexible weekly schedules during both the 105-hour Early Intervention Practicum and 105-hour Preschool Special Education Practicum. Students, along with the assigned practicum supervisor at these sites will determine what the hours per week and daily schedule will be. This schedule may vary from week to week. It is not recommended to be working full time during practicum to account for this flexibility in scheduling. Please note: there are no evening, weekend, or summer practicum hours.
EYCD Day Students:
- Lab Hours - All day students will spend designated hours each week with infants, toddlers, or preschoolers at the Child and Family Development Center (CFDC) campus lab school while taking early childhood classes. These hours will be considered a component of class participation and additional lab use fee applies. The practicum site may act as the lab for EC classes taken concurrently with practicum.
Applicants are advised that the New Hampshire Bureau of Child Care Licensing requires certain paperwork to be on file for employees and others who regularly work in child care centers. Upon acceptance into the program, students must complete this paperwork before they participate with the children at the CFDC. This paperwork includes:
- 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.
- Day students must have their own transportation to and from NHTI approved practicum sites in their senior year.
- Students must have a flexible schedule that allows them to spend weekday mornings and/or afternoons at their practicum site while taking classes. There are no evening or weekend practicum placements. Students should be prepared to plan any work hours around their course schedule (including child care lab and practicum hours) knowing that these hours will change each semester.
- 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.
EYCD Evening Students Working Full-time in Child Care:
- Lab Hours – Evening students who are working full-time in a licensed child care facility may use their workplace for their child care lab hours during the semesters prior to practica and additional CFDC lab video viewing fee applies. All evening students fulfilling the two semesters of practica will need to adjust their work schedule to account for the aforementioned flexibility.
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. Upon acceptance into the program, evening students working full time in child care will be sent paperwork to complete and return to the Department Chair before starting classes. The paperwork must be completed by the end of the first week of classes and will include the following:
- signed confidentiality form;
- signed Health, Character, and Technical Standards form;
- a checklist completed by the director of the child care program indicating that the student is a full-time employee of the facility, will be allowed to carry out class assignments in the program, will provide record-keeping and conduct video-taping as required by the program, has completed fingerprinting and has a clear or non-disqualifying criminal background check, and has a completed Child Care Personnel Health Form 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 on file at the program; and
- copies of signed NHTI photo/video releases from parents/guardians in the classroom where the student will complete assignments.
- 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.
EYCD Evening Students Not Working in Child Care:
Please see the requirements listed under Day Students. These apply to evening students not working in child care.
Late afternoon or early morning Lab Hours can be scheduled at the CFDC to help accommodate work schedules. Please be advised that when taking practicum, 7 - 8 hours each week (at a minimum) must be planned for the fall and spring semesters at the two different practicum sites. These hours must be when children are actively engaged in the curriculum of the day or when families are available for home visits and must happen over the course of at least two different days each week. Evening students who are working full-time in a job outside of the field will need to have this flexibility with hours.
- Transferring to other institutions
- Transfer (Articulation) Agreements (specific to this program)
- Transferring to NHTI
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 Chair 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.
NH Family Centered Early Supports and Services Tuition Assistance AND Early Childhood Education Scholarship Program
NH Family Centered Early Supports and Services Tuition Assistance
Funds are now available for BOTH employees of NH Family Centered Early Supports and Services (FCESS), and parents/legal guardians of children receiving services through FCESS. The Community College System of NH is partnering with the Department of Health and Human Services, Bureau of Developmental Services to provide financial assistance to increase their skills.
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 early supports and services (early intervention), 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 chair 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 Child and Family Studies. Applicants for positions in early supports and services (early intervention), 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 Child and Family Studies 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.