Early Childhood Education Non-Transfer AAS

Three toddlers playing with toys

Early Childhood Education Non-Transfer AAS

Program Code: A55220A

Our Early Childhood Education – Non-Transfer Associate in Applied Science (AAS) degree program will prepare you to work with children from birth through age 8 in diverse learning environments. The curriculum is designed to lead you to responsible and effective employment in positions ranging from teacher’s aide to head teacher in a variety of early childhood settings. Graduates of the program are prepared to plan and implement developmentally appropriate programs in early childhood settings.

The Early Childhood Education program also offers additional degree, diploma, and certificate options.

Learn more about this program’s student outcome data.

*Practicums must have prior approval and observations conducted at an educational institution.

Skills You’ll Learn

The Early Childhood Education program is focused on job-related skills in the following areas:

  • Understanding normal early human development, developmental difficulties, caring for and educating young children, methods for fostering child development, and the operation and management of early childhood facilities
  • Mastering child growth and development, physical/nutritional needs of children, care and guidance of children, and communication skills with families and children
  • Combining learned theories with practice in actual settings with young children under the supervision of qualified teachers

Career Opportunities

There are many employment opportunities for Early Childhood Education graduates, including:

  • Child development and childcare programs
  • Head Start programs
  • Preschools
  • Public and private schools
  • Recreational centers
  • School-age programs
  • View more career opportunities

Degree requirements

66 Credit Hours

The following suggested schedule is based on full-time enrollment. Part-Time Students begin with ACA-111, EDU 119, EDU 131. Continue with sequence of required courses. General education courses may be taken at any time. For information about prerequisites and corequisites, please refer to the catalog.

Courses in this program

Semester Credit Hours: 15

Course Course Code Credit Hours Link to course details

This course introduces the college's physical, academic, and social environment and promotes the personal development essential for success. Topics include campus facilities and resources; policies, procedures, and programs; study skills; and life management issues such as health, self-esteem, motivation, goal-setting, diversity, and communication. Upon completion, students should be able to function effectively within the college environment to meet their educational objectives.

Lecture Hours: 1  Lab Hours: 0  Clinical Hours: 0  Credit Hours: 1 
  • Prerequisites:
    None
  • Corequisites:
    None

This course introduces basic computer usage for non-computer majors. Emphasis is placed on developing basic personal computer skills. Upon completion, students should be able to demonstrate competence in basic computer applications.

Lecture Hours: 0  Lab Hours: 2  Clinical Hours: 0  Credit Hours: 1 
  • Prerequisites:
    None
  • Corequisites:
    None

This course introduces the foundations of early childhood education, the diverse educational settings for young children, professionalism and planning intentional developmentally appropriate experiences for each child.

Lecture Hours: 4  Lab Hours: 0  Clinical Hours: 0  Credit Hours: 4 
  • Prerequisites:
    None
  • Corequisites:
    None

This course covers the development of partnerships among culturally, linguistically and ability diverse families, children, schools and communities through the use of evidence-based strategies. Emphasis is placed on developing skills and identifying benefits for establishing and supporting respectful relationships between diverse families, programs/schools, and community agencies/resources reflective of the NAEYC Code of Ethical Conduct and the Code of Ethics for North Carolina Educators.

Lecture Hours: 3  Lab Hours: 0  Clinical Hours: 0  Credit Hours: 3 
  • Prerequisites:
    None
  • Corequisites:
    None

This course covers promoting and maintaining the health and well-being of every child. Topics include health and nutritional guidelines, common childhood illnesses, maintaining safe and healthy, learning environments, health benefits of active play, recognition and reporting of abuse/neglect, and state regulations. Upon completion, students should be able to apply knowledge of NC Foundations for Early Learning and Development for health, safety, nutritional needs and safe learning environments.

Lecture Hours: 3  Lab Hours: 0  Clinical Hours: 0  Credit Hours: 3 
  • Prerequisites:
    None
  • Corequisites:
    None

This course is designed to develop the ability to produce clear writing in a variety of genres and formats using a recursive process. Emphasis includes inquiry, analysis, effective use of rhetorical strategies, thesis development, audience awareness, and revision. Upon completion, students should be able to produce unified, coherent, well-developed essays using standard written English.

Lecture Hours: 3  Lab Hours: 0  Clinical Hours: 0  Credit Hours: 3 
  • Prerequisites:
    Take One Set:,Set 1: DRE-097,Set 2: ENG-002,Set 3: BSP-4002
  • Corequisites:
    Take ENG-011

Semester Credit Hours: 12

Course Course Code Credit Hours Link to course details

This course includes the theories of child development, observation and assessment, milestones, and factors that influence development, from conception through approximately 36 months.

Lecture Hours: 3  Lab Hours: 0  Clinical Hours: 0  Credit Hours: 3 
  • Prerequisites:
    None
  • Corequisites:
    None

This course includes the theories of child development, observation and assessment, milestones, and factors that influence development, from preschool through middle childhood.

Lecture Hours: 3  Lab Hours: 0  Clinical Hours: 0  Credit Hours: 3 
  • Prerequisites:
    None
  • Corequisites:
    None

This course introduces evidence-based strategies to build nurturing relationships with each child by applying principles and practical techniques to facilitate developmentally appropriate guidance. Topics include designing responsive/supportive learning environments, cultural, linguistic and socio-economic influences on behavior, appropriate expectations, the importance of communication with children/families including using technology and the use of formative assessments in establishing intentional strategies for children with unique needs.

Lecture Hours: 3  Lab Hours: 0  Clinical Hours: 0  Credit Hours: 3 
  • Prerequisites:
    None
  • Corequisites:
    Take EDU-145

This course covers the development of high-quality, individualized, responsive/engaging relationships and experiences for infants, toddlers, and twos. Emphasis is placed on typical and atypical child development, working with diverse families to provide positive, supportive, and engaging early learning activities and interactions through field experiences and the application of the NC Foundations for Early Learning and Development.

Lecture Hours: 3  Lab Hours: 0  Clinical Hours: 0  Credit Hours: 3 
  • Prerequisites:
    Take EDU-119
  • Corequisites:
    Take EDU-144

Semester Credit Hours: 9

Course Course Code Credit Hours Link to course details

This course provides an overview of the scientific study of human behavior. Topics include history, methodology, biopsychology, sensation, perception, learning, motivation, cognition, abnormal behavior, personality theory, social psychology, and other relevant topics. Upon completion, students should be able to demonstrate a basic knowledge of the science of psychology.

Lecture Hours: 3  Lab Hours: 0  Clinical Hours: 0  Credit Hours: 3 
  • Prerequisites:
    Take One from:, DRE-097, ENG-002, BSP-4002
  • Corequisites:
    None

This course is a basic survey of the music of the Western world. Emphasis is placed on the elements of music, terminology, composers, form, and style within a historical perspective. Upon completion, students should be able to demonstrate skills in basic listening and understanding of the art of music.

Lecture Hours: 3  Lab Hours: 0  Clinical Hours: 0  Credit Hours: 3 
  • Prerequisites:
    Take One: DRE-097, ENG-002, BSP-4002, ENG-111
  • Corequisites:
    None

This course, the second in a series of two, introduces research techniques, documentation, styles, and writing strategies. Emphasis is placed on analyzing information and ideas and incorporating research findings into documented writing and research projects. Upon completion, students should be able to evaluate and synthesize information from primary and secondary sources using documentation appropriate to various disciplines.

Lecture Hours: 3  Lab Hours: 0  Clinical Hours: 0  Credit Hours: 3 
  • Prerequisites:
    Take ENG-111
  • Corequisites:
    None

Semester Credit Hours: 14

Course Course Code Credit Hours Link to course details

This course introduces developmentally supportive creative learning environments with attention to divergent thinking, creative problem-solving, evidence-based teaching practices, and open-ended learning materials while applying NC Foundations for Early Learning and Development. Emphasis is placed on observation of process driven learning experiences in art, music, creative movement, dance, and dramatics for every young child age, birth through eight, integrated through all domains and academic content.

Lecture Hours: 3  Lab Hours: 0  Clinical Hours: 0  Credit Hours: 3 
  • Prerequisites:
    None
  • Corequisites:
    None

This course introduces students to early childhood settings and applying skills in a three star (minimum) or NAEYC accredited or equivalent quality early childhood environment. Emphasis is placed on observing children and assisting in the implementation of developmentally appropriate activities/environments for all children; and modeling reflective/professional practices. Upon completion, students should be able to demonstrate developmentally appropriate interactions with children and ethical/professional behaviors as indicated by assignments and onsite faculty visits.

Lecture Hours: 1  Lab Hours: 1  Clinical Hours: 0  Credit Hours: 2 
  • Prerequisites:
    Take EDU-119
  • Corequisites:
    None

This course covers atypical patterns of child development, inclusive/diverse settings, evidenced-based educational/family plans, differentiated instruction, adaptive materials, and assistive technology. Emphasis is placed on the characteristics of exceptionalities and delays, early intervention/special education, transitions, observation, developmental screening, formative assessment of children, and collaborating with families and community partners.

Lecture Hours: 3  Lab Hours: 0  Clinical Hours: 0  Credit Hours: 3 
  • Prerequisites:
    Take one set:, Set 1: EDU-144 and EDU-145, Set 2: PSY-244 and PSY-245
  • Corequisites:
    None

This course is designed to focus on using content knowledge to build developmentally effective approaches for culturally/linguistically/ability diverse young children. Topics include components of curriculum, a variety of curriculum models, authentic observation and assessment, and planning developmentally appropriate experiences aligned with the NC Foundations for Early Learning and Development. Upon completion, students should be able to understand, evaluate, and use curriculum to plan for individual/group needs.

Lecture Hours: 3  Lab Hours: 0  Clinical Hours: 0  Credit Hours: 3 
  • Prerequisites:
    Take EDU-119
  • Corequisites:
    None

This course provides evidence-based strategies for enhancing language and literacy experiences that align with NC Foundations for Early Learning and Development. Topics include developmental sequences for children's emergent receptive and expressive language, print concepts, appropriate observations/assessments, literacy enriched, environments, quality selection of diverse literature, interactive media, and inclusive practices.

Lecture Hours: 3  Lab Hours: 0  Clinical Hours: 0  Credit Hours: 3 
  • Prerequisites:
    None
  • Corequisites:
    None

Semester Credit Hours: 16

Course Course Code Credit Hours Link to course details

This course introduces physical activities to promote the development of the whole child, birth through middle childhood. Topics include active play, outdoor learning, design of the environment, development of play skills, loose parts play, nature play, risk benefit assessment, advocacy, and family/community connection. Upon completion, students should be able to discuss the stages of play, the role of teachers in play, active play environments, advocate for the child's right to play, and plan and assess appropriate experiences using NC Foundations for Early Learning and Development.

Lecture Hours: 2  Lab Hours: 2  Clinical Hours: 0  Credit Hours: 3 
  • Prerequisites:
    None
  • Corequisites:
    None

This course is designed to allow students to demonstrate acquired skills in a three star (minimum) or NAEYC accredited or equivalent quality early childhood environment. Emphasis is placed on designing, implementing and evaluating developmentally appropriate activities and environments for all children; supporting/engaging families; and modeling reflective and professional practices based on national and state guidelines.

Lecture Hours: 1  Lab Hours: 1  Clinical Hours: 0  Credit Hours: 4 
  • Prerequisites:
    Take One Set:, Set 1: EDU-119, EDU-144, EDU-145, EDU-146, and EDU-151, Set 2: EDU-119, PSY-244, PSY-245, EDU-146, and EDU-151, Set 3: EDU-119, EDU-144, PSY-245, EDU-146, and EDU-151, Set 4: EDU-119, PSY-244, EDU-145, EDU-146, and EDU-151
  • Corequisites:
    None

This course covers advanced topics and issues in early childhood. Emphasis is placed on current advocacy issues, emerging technology, professional, growth experiences, and other related topics. Upon completion, students should be able to list, discuss, and explain advanced current topics and issues in early childhood education.

Lecture Hours: 2  Lab Hours: 0  Clinical Hours: 0  Credit Hours: 2 
  • Prerequisites:
    None
  • Corequisites:
    None

This course is designed to engage students in complex and realistic situations involving the mathematical phenomena of quantity, change and relationship, and uncertainty through project- and activity-based assessment.

Lecture Hours: 2  Lab Hours: 2  Clinical Hours: 0  Credit Hours: 3 
  • Prerequisites:
    Take One Set:,Set 1: DMA-010, DMA-020, DMA-030, and DRE-098,Set 2: DMA-010, DMA-020, DMA-030, and ENG-002,Set 3: DMA-010, DMA-020, DMA-030, and BSP-4002,Set 4: DMA-025, and DRE-098,Set 5: DMA-025, and ENG-002,Set 6: DMA-025, and BSP-4002,Set 7: MAT-003 and DRE-098,Set 8: MAT-003 and ENG-002,Set 9: MAT-003 and BSP-4002,Set 10: BSP-4003 and DRE-098 ,Set 11: BSP-4003 and ENG-002,Set 12: BSP-4003 and BSP-4002
  • Corequisites:
    Take MAT-043

This course introduces the examination of the American educational systems and the teaching profession. Topics include the historical and philosophical influences on education, various perspectives on educational issues, and experiences in birth through grade 12 classrooms. Upon completion, students should be able to reflect on classroom observations, analyze the different educational approaches, including classical/traditional and progressive, and have knowledge of the various roles of educational systems at the federal, state and local level.

Lecture Hours: 3  Lab Hours: 0  Clinical Hours: 0  Credit Hours: 3 
  • Prerequisites:
    None
  • Corequisites:
    None

Students must select four credits from the following options. Contact an advisor for information on work based learning courses.

Course Course Code Credit Hours Link to course details

This course provides a survey of the business world. Topics include the basic principles and practices of contemporary business. Upon completion, students should be able to demonstrate an understanding of business concepts as a foundation for studying other business subjects.

Lecture Hours: 3  Lab Hours: 0  Clinical Hours: 0  Credit Hours: 3 
  • Prerequisites:
    None
  • Corequisites:
    None

This course is designed to provide students an introduction to sign language systems and technology in educational environments. Topics include receptive and expressive sign language usage including English-based systems, American Language, deaf culture and identity, assistive technology, and use of sign language as a classroom management strategy. Upon completion, students should be able to communicate at an introductory level using sign language, describe aspects of deaf culture and identity, and identify assistive technology for children with hearing loss in the education system.

Lecture Hours: 3  Lab Hours: 0  Clinical Hours: 0  Credit Hours: 3 
  • Prerequisites:
    None
  • Corequisites:
    None

This course introduces the examination of the American educational systems and the teaching profession. Topics include the historical and philosophical influences on education, various perspectives on educational issues, and experiences in birth through grade 12 classrooms. Upon completion, students should be able to reflect on classroom observations, analyze the different educational approaches, including classical/traditional and progressive, and have knowledge of the various roles of educational systems at the federal, state and local level.

Lecture Hours: 3  Lab Hours: 0  Clinical Hours: 0  Credit Hours: 3 
  • Prerequisites:
    None
  • Corequisites:
    None

This course focuses on practical applications that support the healthy development of children birth to 36 months by applying principles of quality, individualized, responsive/engaging relationships and experiences. Emphasis is placed on typical and atypical child development, positive early learning experiences, supporting and engaging diverse families, providing safe, warm and nurturing interactions, and the application of the NC Foundations for Early Learning and Development.

Lecture Hours: 0  Lab Hours: 2  Clinical Hours: 0  Credit Hours: 1 
  • Prerequisites:
    None
  • Corequisites:
    Take EDU-234

This course includes developmentally appropriate practices in group settings for school-age children. Emphasis is placed on principles of development, environmental planning, and positive guidance techniques and program development. Upon completion, students should be able to discuss developmental principles for culturally, linguistically, and ability diverse children ages five to twelve and plan and implement developmentally appropriate programs and activities.

Lecture Hours: 3  Lab Hours: 0  Clinical Hours: 0  Credit Hours: 3 
  • Prerequisites:
    None
  • Corequisites:
    None

This course introduces principles and practices essential to preparing and supporting child care administrators. Topics include program philosophy, policies and procedures, NC Child Care Law and Rules, business planning, personnel and fiscal management, and NAEYC Code of Ethical Conduct Supplement for Early Childhood Program Administration. Upon completion, students should be able to articulate a developmentally appropriate program philosophy, locate current state licensing regulations, analyze a business plan and examine comprehensive program policies and procedures.

Lecture Hours: 3  Lab Hours: 0  Clinical Hours: 0  Credit Hours: 3 
  • Prerequisites:
    None
  • Corequisites:
    Take EDU-119

This course focuses on advocacy/leadership, public relations/community outreach and program quality/evaluation for diverse early childhood programs. Topics include program evaluation/accreditation, involvement in early childhood professional organizations, leadership/mentoring, family, volunteer and, community involvement and early childhood advocacy. Upon completion, students should be able to define and evaluate all components of early childhood programs, develop strategies for advocacy and integrate community into programs.

Lecture Hours: 3  Lab Hours: 0  Clinical Hours: 0  Credit Hours: 3 
  • Prerequisites:
    Take All: EDU-119 and EDU-261
  • Corequisites:
    None

This course introduces the fundamental elements of the Spanish language within a cultural context. Emphasis is placed on the development of basic listening, speaking, reading, and writing skills., Upon completion, students should be able to comprehend and respond with grammatical accuracy to spoken and written Spanish and demonstrate cultural awareness.

Lecture Hours: 3  Lab Hours: 0  Clinical Hours: 0  Credit Hours: 3 
  • Prerequisites:
    Take One: DRE-097, ENG-002, BSP-4002, ENG-111
  • Corequisites:
    Take SPA-181

This course provides an opportunity to enhance acquisition of the fundamental elements of the Spanish language. Emphasis is placed on the progressive development of basic listening, speaking, reading, and writing skills through the use of various supplementary learning media and materials. Upon completion, students should be able to comprehend and respond with grammatical accuracy to spoken and written Spanish and demonstrate cultural awareness.

Lecture Hours: 0  Lab Hours: 2  Clinical Hours: 0  Credit Hours: 1 
  • Prerequisites:
    Take SPA-111
  • Corequisites:
    None

This course provides a work-based learning experience with a college-approved employer in an area related to the student's program of study. Emphasis is placed on integrating classroom learning with related work experience. Upon completion, students should be able to evaluate career selection, demonstrate employability skills, and satisfactorily perform work-related competencies.

Lecture Hours: 0  Lab Hours: 0  Clinical Hours: 10  Credit Hours: 1 
  • Prerequisites:
    None
  • Corequisites:
    None

This course provides a work-based learning experience with a college-approved employer in an area related to the student's program of study. Emphasis is placed on integrating classroom learning with related work experience. Upon completion, students should be able to evaluate career selection, demonstrate employability skills, and satisfactorily perform work-related competencies.

Lecture Hours: 0  Lab Hours: 0  Clinical Hours: 20  Credit Hours: 2 
  • Prerequisites:
    None
  • Corequisites:
    None

This course provides a work-based learning experience with a college-approved employer in an area related to the student's program of study. Emphasis is placed on integrating classroom learning with related work experience. Upon completion, students should be able to evaluate career selection, demonstrate employability skills, and satisfactorily perform work-related competencies.

Lecture Hours: 0  Lab Hours: 0  Clinical Hours: 30  Credit Hours: 3 
  • Prerequisites:
    None
  • Corequisites:
    None

This course provides a work-based learning experience with a college-approved employer in an area related to the student's program of study. Emphasis is placed on integrating classroom learning with related work experience. Upon completion, students should be able to evaluate career selection, demonstrate employability skills, and satisfactorily perform work-related competencies.

Lecture Hours: 0  Lab Hours: 0  Clinical Hours: 10  Credit Hours: 1 
  • Prerequisites:
    None
  • Corequisites:
    None

This course provides a work-based learning experience with a college-approved employer in an area related to the student's program of study. Emphasis is placed on integrating classroom learning with related work experience. Upon completion, students should be able to evaluate career selection, demonstrate employability skills, and satisfactorily perform work-related competencies.

Lecture Hours: 0  Lab Hours: 0  Clinical Hours: 20  Credit Hours: 2 
  • Prerequisites:
    None
  • Corequisites:
    None

This course provides a work-based learning experience with a college-approved employer in an area related to the student's program of study. Emphasis is placed on integrating classroom learning with related work experience. Upon completion, students should be able to evaluate career selection, demonstrate employability skills, and satisfactorily perform work-related competencies.

Lecture Hours: 0  Lab Hours: 0  Clinical Hours: 10  Credit Hours: 1 
  • Prerequisites:
    None
  • Corequisites:
    None

Questions others are asking.

We offer several credentials that provide the flexibility you need. Most degree programs last two years and provide the most in-depth study of a particular subject. Diplomas and certificates take less time and are often taken in conjunction with other degree programs. Specialized training is also available for workforce development programs that are completed in less than a year.

This program is accredited by the National Association for the Education of Young Children (NAEYC), a professional membership organization that works to promote high-quality early learning for all young children, birth through age 8, by connecting early childhood practice, policy, and research.

After completing EDU 119 with a grade of C or better, students will apply to the NC Division of Child Development to receive the lead instructor credential. Forms are online here. Original transcripts must be sent to DCD, either directly from Craven Community College or in a sealed envelope accompanying the student’s completed credentials application.

The Financial Aid office, located in Barker Hall on our New Bern campus, has information about national and state financial assistance, scholarships, grants, and work-study positions. Federal financial aid begins with you completing the Free Application for Financial Assistance (FAFSA) at www.fafsa.gov.

Program-specific scholarships and/or resources may also be available (depending on funding, availability, and other criteria) to individuals already employed in the fields of Early Childhood and/or education. Information about these potential scholarships/funding sources is available at the Craven County Smart Start Office.

Individuals teaching in the N.C. Public Schools are required to meet N.C. Department of Public Instruction licensing requirements which include, at the minimum, a bachelor’s degree and state certification for the area/grade in which they plan to teach. Graduates from our Early Childhood Education program earn an associate in applied science degree and therefore would need to continue education at the baccalaureate level (or beyond) if planning to work as a teacher in N.C. Public Schools. There are also teacher associates who assist classroom teachers in the public schools, and the AAS degree is the requirement for those positions.

Although a limited number of articulation agreements have been developed between the N.C. Community College System and the University of North Carolina System for Early Childhood graduates who wish to transfer, these articulation agreements are designed to provide support to students who decide to transfer to a baccalaureate program after completion of an associate in applied science degree. It is therefore generally more efficient for students who plan (at the time of enrollment) to complete a bachelor’s degree in a field of education to enroll in the Associate in Arts program at Craven Community College.

Technical standards are defined as all non-academic admissions criteria that are essential to participation in the program of study (i.e., knowledge, skills, abilities that students must bring to the program without the benefit of what he or she will learn from the program).

Purpose Statement: Technical standards have been developed for this program of study to inform students of the non-academic essential functions of the program and profession. Examples are not all inclusive.

Communication: Oral/Written

Essential Function

  • Abilities sufficient for verbal and non-verbal communication with children, families, and other childcare providers in the early childhood environment and college classroom

Examples

  • Understand and respond to oral communications and directions
  • Use effective listening skills when communicating with families and classmates
  • Take initiative in speaking with parents to make them and the child feel welcome
  • Work with families and children during arrival and departure to provide smooth transition
  • Impart information and orally communicate appropriately with children, families, and others
  • Be able to read, write, and understand, and respond to written instructions, communications, and materials
  • Have adequate verbal and written communication skills with other adults (colleagues, parents, peers) and children of differing ages
  • Abilities sufficient to work in an active environment

Mobility/Motor Skills

Essential Function

  • Abilities sufficient for motor ability (balance, coordination, speed, and agility) and strength to move independently throughout a classroom setting, to move equipment/children, and to ensure safe and effective environment
  • Persons applying to the ECE program that cannot meet the mobility and strength standards may be placed in alternative practicum sites and abilities will be evaluated to most closely align with ECE practicum standards in compliance with NAECY standards

Examples

  • Have mobility, strength, and dexterity to be able to lift a child weighing up to 50 pounds
  • Ability to be at and interact at each child’s level and retrieve children who wander and/or run from the group
  • Be able to sit down on floor and get up again quickly
  • Perform the duties of sweeping, mopping, cleaning tables and toilets, etc.
  • Be able to run and play with children in all environments
  • Be able to maneuver safely around active moving children in all environments

Physical Strength and Stamina

Essential Function

  • Abilities sufficient to work in an active environment

Examples

  • Be able to lift a child weighing up to 50 pounds
  • Be able to retrieve a child (running if necessary) who has wandered off into an unsafe situation
  • Ability to sit on the floor and stand quickly from that position
  • Ability to run and play with children in all environments
  • Ability to maneuver swiftly and safely around active moving children and the ability to do this repeatedly throughout the day

Sensory (Sight, Sound, Taste, Touch, Smell)

Essential Function

  • Sufficient ability to monitor and assess the needs of children

Examples

  • Demonstrate required sensory skills to observe individual children as well as a group of children for monitoring safety, social interaction, non-verbal cues, or signs of physical abuse and neglect
  • Determining the temperature of formula on the inside of the wrist prior to feeding an infant
  • Using touch to assess a child’s well-being
  • Determining whether materials are a temperature that would be safe for children (water temperature, foods, etc.)

Environmental/Occupational Exposure

    Essential Function

    • Ability to be exposed to a variety of bodily fluids and handle exposure and clean up in a safe manner which retains the dignity of the child
    • Ability to handle weather: rain, snow, sun, and temperatures from 20 degrees to very warm temperatures

    Examples

    • Attend to a child that is bleeding
    • Attend to a child with seasonal allergies
    • Attend to a sick child while waiting for family to pick him/her up
    • Play outside in wind chill temps down to 20 degrees
    • Play outside in heat unless a heat advisory is alerted from North Carolina Division of Child Development and Early Education (NCDCDEE)

    Field or Industry Professional Standards

    Essential Function

    • Not recommended to work with children if you have a condition that puts your own health in danger such as being greatly immunocompromised
    • Being of sound mind and not currently a threat to self or others due to substance abuse or emotional instability
    • Must pass a criminal background check with no felony convictions and or some misdemeanors as determined by NCDCDEE (NCDCDEE evaluates misdemeanors on an individual basis. This is not a decision by CCC. If it is determined by NCDCDEE that the misdemeanor is related to child safety, then a background check will be denied. A student cannot progress within CCC ECE program without this background check
    • Some ECE agencies/schools have their own requirements for students to be able to observe or do practica at their facility

    Examples

    • Conditions which make the student susceptible to illness such as but not limited to: Lupus, RA, AIDS
    • The student has had a suicide attempt within the last 6 months
    • Has a felony or misdemeanor
    • A TB test
    • Required vaccinations
    • Health check/physical
    • Background check by NCDCDEE
    • Background check by Craven County Schools 


    It is the College’s policy to comply with the Disabilities Laws by providing reasonable modifications in its rules, policies, and practices by removing architectural, communication, and transportation barriers, and by providing auxiliary aids and services, when necessary to ensure that individuals with disabilities who meet the College’s essential eligibility requirements for the receipt of services or participation in College programs or activities are afforded opportunities equal to those of non-disabled individuals. Students with disabilities who desire access to College services, programs, or activities are encouraged to request accommodation of the disabilities.

    Contact Information

    Career Programs
    Advanced Manufacturing Center
    New Bern Campus
    252-638-7370

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