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Early Childhood Education - Unique Program

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The Early Childhood Education (ECE) program will prepare students for a career in organizations that provide structured learning and support services for children ranging from birth through age eight. This program is not intended to provide teacher certification. Students wishing to pursue teacher certification should explore the Elementary Education program. The Bachelor of Applied Science in Early Childhood is designed to be a continuation of the A.A. and A.A.S. in Early Childhood degrees (or equivalent) offered at accredited community colleges. Curriculum is being reviewed for a potential new grid of courses for 2018-19 academic year.

Units Required for Degree -

UA Course Requirements


4th Semester


Student needs 60 completed units to begin BAS sequence


ENGL 101


ENGL 102


Community College Math


Second Language


TEDV 301


TEDV 325


TEDV 370


5th Semester


ENGV 308


LCEV 408


BASV 314


Tier II General Education


Tier II General Education


6th Semester


TEDV 411


BASV 316


BASV 319


Tier II General Education


Tier II General Education


7th Semester


TEDV 474


TEDV 470


TEDV 482


ENGV 306


Tier II General Education


TEDV 394A or TEDV 394B


8th Semester








TEDV 498


TEDV 394A or 394B


Tier II General Education


Tier II General Education





Expected Learning Outcomes: 

The BAS Early Childhood Education Program goal is to prepare knowledgeable, nurturing teachers who provide developmentally appropriate environments and quality instruction that supports young children’s cognitive, language, physical, social, and emotional development. Graduates should demonstrate the following Learning Outcomes:

UA South College Level Learning Outcomes

The college has adopted three college-wide learning outcomes in addition to a 4th discipline specific outcome:

1. Practice Effective Communication (Apply)

2. Integrate Critical Thinking (Synthesize)

3. Develop Cultural Competency (Apply)

4. Demonstrate Teacher Effectiveness (from NAEYC Standards for Initial Early Childhood Professional Preparation listed below) (Apply)

Students who graduate with the BAS in Early Education will demonstrate competency in the Initial Early Childhood Professional Preparation standards established in the National Association for the Education of Young Children (2009) through coursework assingments and field experience activities linked to coursework

4-1: Promoting Child Development and Learning

4-2: Promoting Child Development and Learning

4-3: Building Family and Community Relationships

4-4: Observing, Documenting, and Assessing to Support Young Children and Families

4-5: Using Developmentally Effective Approaches

4-6: Using Content Knowledge to Build Meaningful Curriculum

4-7: Becoming a Professional

4-8: Early Childhood Field Experiences


The following table indicates where Learning Outcomes are assessed in each of the program's courses.


Learning Outcome


Courses Assessed

Course Assignments

1. Practice Effective Communication

TEDV 473A, TEDV 473B, TEDV 473C, TEDV 370, TEDV 301, TEDV 394B, TEDV 474, TEDV 482

Concept Exploration Project, Observation Reflections, Discussion Activities, Mini Workshops

Weekly Reflections, Math and Science Interviews, Observation and Response Papers, Philosophy of Early Childhood Education, Reflection Goals, Literacy Memoir

2. Integrate Critical Thinking

TEDV 473A, TEDV 473B, TEDV 473C, TEDV 301, TEDV 474, TEDV 482 Math and Science Picture Project, Field Experience Concept Exploration Activities, ECE Integrated Art and PE Lesson Plans, Case Study, Classroom Design, Research

3. Develop Cultural Competency

TEDV 473B, TEDV 370, LCEV 408, TEDV 474 Integrated Thematic Unit, Accommodation Plan, SIOP Lesson Plan

4. Demonstrate Teacher Effectiveness

TEDV 473A, TEDV 473B, TEDV 473C, TEDV 370, TEDV 474, TEDV 482 Concept Exploration Project, Social Studies Literature-Based Activity, Integrated Thematic Unit, ECE Integrated Arts Instructional Plan, Accommodation Plans




Assessment Activities: 

We assess in the following ways:


  • Course assignments as indicated by the table above
  • Electronic Portfolio - (TEDV 498) a compilation of work throughout the program designed to showcase student growth and reflection towards becoming an early childhood professional
  • Senior Capstone Project - (TEDV 498) a substantive project that demonstrates a synthesis of learning accumulated throughout the education program, including broadly comprehensive knowledge of the discipline and showcase of accomplishments


  • Graduate Surveys- We assess the program through surveys we provide to students at the completion of their program degree program.


Assessment Findings: 

The percentages listed below are from previous faculty. Review of how those percentages were calculated is ongoing


Course assignments

Pass rates for assignments linked to each learning outcome is as follows:

Practice Effective Communication - 92%

Integrate Critical Thinking - 81%

Develop Cultural Competency - 91%

Demonstrate Teacher Effectiveness - 96%


Electronic Portfolio - Students must submit all "Required" items *

* After review, the electronic portfolio will not be used going forward and will be replaced by an intership. The process to create the rubric for assessing the internship is in progress (04/27/2017)


Senior Capstone Project - Students must pass the Senior Capstone Project with a grade of 70% or above

Graduate Surveys - Graduates complete an end of program survey providing perspective on their experiences with coursework, faculty, field experiences, and overally knowledge and preparedness as an early childhood professional.




Change in Response to Findings: 

* After review, the electronic portfolio will not be used going forward and will be replaced by an intership. The process to create the rubric for assessing the internship is in progress (04/27/2017)

The Early Childhood Education Graduate Survey was developed in late spring and was not able to be given by the end of the spring 2016 semester. The survey will be given to students completing the program at the end of the fall 2016 semester. It is after this time that we expect to have data to analyze on student perspectives about the program.

We look to develop an Employer Survey for fall 2016 that can be sent to administrators at local ECE facilities where our students are employed after graduating to understand employer perspectives on UAS ECE graduate preparedness.

Updated date: Tue, 07/03/2018 - 11:10