Early Childhood Education Transfer Non-Licensure AAS

Preschool teacher reading to toddler

Early Childhood Education Transfer Non-Licensure AAS

Program Code: A55220B

Our Early Childhood Education – Non-Licensure Transfer Associate in Applied Science (AAS) degree program will prepare you to transfer into one of eight University of North Carolina institutions to earn a Bachelor’s Degree in a related Early Childhood non-licensure program. This program will provide you with options to work in licensed childcare facilities as a lead teacher or center director/administrator, as well as various agencies that serve young children, families, and early childhood educators.

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:

  • Mastery of development, learning assessment, special learners, and instructional strategy
  • 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:

  • Childcare resource and referral
  • Division of Child Development and Early Education
  • North Carolina Early Intervention Branch (part of the North Carolina Division of Public Health)
  • Smart Start/local partnerships for children
  • View more career opportunities

Degree requirements

70 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: 16

Course Course Code Credit Hours Link to course details

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

This course provides instruction and experience in preparation and delivery of speeches within a public setting and group discussion. Emphasis is placed on research, preparation, delivery, and evaluation of informative, persuasive, and special occasion public speaking. Upon completion, students should be able to prepare and deliver well-organized speeches and participate in group discussion with appropriate audiovisual support.

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 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

Semester Credit Hours: 15

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

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

Semester Credit Hours: 9

Course Course Code Credit Hours Link to course details

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

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 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

Semester Credit Hours: 15

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 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 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 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

This course introduces the scientific study of human society, culture, and social interactions. Topics include socialization, research methods, diversity and inequality, cooperation and conflict, social change, social institutions, and organizations. Upon completion, students should be able to demonstrate knowledge of sociological concepts as they apply to the interplay among individuals, groups, and societies.

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

Semester Credit Hours: 15

Course Course Code Credit Hours Link to course details

This course provides a survey of fundamental biological principles for non-science majors. Emphasis is placed on basic chemistry, cell biology, metabolism, genetics, evolution, ecology, diversity, and other related topics. Upon completion, students should be able to demonstrate increased knowledge and better understanding of biology as it applies to everyday life.

Lecture Hours: 3  Lab Hours: 3  Clinical Hours: 0  Credit Hours: 4 
  • Prerequisites:
    Take One Set:,Set 1: DMA-010, DMA-020, and DMA-030,Set 2: MAT-010,Set 3: MAT-021,Set 4: MAT-043,Set 5: MAT-052,Set 6: MAT-071,Set 7: MAT-110,Set 8: MAT-121,Set 9: MAT-143,Set 10: MAT-152,Set 11: MAT-171,Set 11: MAT-003 with P1 Grade,Set 13: BSP-4003 with P1 Grade, Take One:, DRE-097, ENG-002, BSP-4002, ENG-111
  • Corequisites:
    None

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 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 introduces basic landforms and geological processes. Topics include rocks, minerals, volcanoes, fluvial processes, geological, history, plate tectonics, glaciers, and coastal dynamics. Upon completion, students should be able to describe basic geological processes that shape the earth.

Lecture Hours: 3  Lab Hours: 3  Clinical Hours: 0  Credit Hours: 4 
  • Prerequisites:
    Take One Set:,Set 1: DMA-010, DMA-020, and DMA-030,Set 2: MAT-010,Set 3: MAT-021,Set 4: MAT-043,Set 5: MAT-052,Set 6: MAT-071,Set 7: MAT-110,Set 8: MAT-121,Set 9: MAT-143,Set 10: MAT-152,Set 11: MAT-171,Set 11: MAT-003 with P1 Grade,Set 13: BSP-4003 with P1 Grade, Take One:, DRE-097, ENG-002, BSP-4002, ENG-111
  • 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 at https://ncchildcare.ncdhhs.gov/Portals/0/documents/pdf/D/dcd-0169.pdf. 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 of Arts program at Craven Community College.

Completing this program does not guarantee acceptance into any bachelor program at the University of North Carolina (UNC) institutions. Graduates must meet applicable admission criteria and policies designated by, and earn admission into, the UNC institution of their choice.

UNC System Bachelor in Early Childhood Non-Licensure option, with corresponding Bachelor’s degree title:

  • East Carolina University: Family and Community Services, Child Development Concentration
  • Elizabeth City State University: Child, Family and Community Concentration
  • Fayetteville State University: Birth–Kindergarten Non-Teaching
  • North Carolina Agricultural and Technical University: Child Development and Family Studies
  • North Carolina Central University: Family Consumer Sciences, Child Development and Family Relations Concentration
  • University of North Carolina Greensboro: Early Care and Education
  • Western Carolina University: Early Childhood
  • Winston-Salem State University: Early Intervention and Preschool Concentration or Business Optional Concentration

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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