Early Childhood Teacher Education Program Description
The Early Childhood Teacher Education degree program at Hocking College provides the preparation required for employment in the early childhood education field. This degree program offers a wide range of skills that will be helpful when working with children.
Courses include childhood development, instructional strategies, academic skills, general education, special education, classroom management and application of technology in the classroom. This program provides the coursework to become licensed and become employed in the early childhood field.
If you plan to continue your early childhood education for educator (PreK-5) licensure at a four-year institution, the Early Childhood Teacher Education program provides a solid base of coursework for transfer. If the goal is to teach at the middle school or high school levels, we encourage you to meet with an advisor in the School of Arts, Business & Sciences regarding appropriate course work.
*The Associate of Applied Sciences in Early Childhood Teacher Education does not meet the requirements of teacher licensure.
Hocking College offers all-inclusive pricing and works with students to assure they have complete college funding, including financial aid, before they start classes. Please reference the course curriculum tab for program costs.
All-inclusive pricing includes the following:
$20........Health Center Services
$75........Career Center Services
Not included in the All-Inclusive Pricing
Pricing for housing and meal plans can be found here.
A Career in Early Childhood Education Does Not Kid Around
As a graduate of the Early Childhood Teacher Education, you will possess the degree required to work as an educational paraprofessional (teacher’s aide) in the state school systems.
In addition, completion of this program allows you to work in private child care settings and private pre-schools as a lead teacher.
Student Learning Outcomes (SLOs) are statements of what a student will be able to do when they have completed a program. They represent the knowledge and skills a program has determined are most important for students to gain from that program and include both the Success Skills (institutional outcomes) and Program Outcomes. SLOs are specific and measurable so the program can accurately assess the degree to which students have achieved each outcome, and they align with college and institution mission and values. Data on the achievement of SLOs is used to make improvements in the program and increase student success.
Hocking College Institutional Learning Outcomes
1) Demonstrate sound critical thinking, information literacy and technological competency in the production of academic writing and presentations
2) Apply the methods of mathematical, statistical or analytical reasoning to critically evaluate data, solve problems and effectively communicate findings.
3) Demonstrate an awareness of the social, political and economic forces which shape individuals, institutions and communities in the modern world.
4)Understand social justice and the diversities and complexities of the cultural and social world past and present and come to an informed sense of self and others.
5)Demonstrate a foundation of knowledge in the natural sciences based on theory and laboratory skills.
6) Cultivate ethical values, personal wellness and personal learning strategies in the development of the whole person, mind, body and spirit.
7) Integrate content material to application in the workforce and apply discipline specific knowledge and skills to successfully transfer or effectively meet the expectations of internships, workplace, volunteerism and/or entrepreneurship endeavors.
8) Utilize the ethical and professional application of current information technology and tools effectively.
The following outcomes are skills, behaviors, and attitudes cultivated in students seeking the Associate of Applied Science in Early Childhood Teacher Education:
- Demonstrate skills to proficiently assist pre-kindergarten through fifth grade students in approaches toward learning; physical well-being and motor development; social and emotional development; language and literary; and cognitive and general knowledge of mathematics, social studies, and science.
- Demonstrate knowledge of and apply effective instructional and assessment strategies to assist in teaching and learning in multiple educational environments.
- Demonstrate an understanding of the principles of effective classroom management and guidance including emergency procedures to ensure the safety, health, and general well-being of learners.
- Demonstrate an understanding of the purpose and value of programs for individuals with diverse learning needs, including students with disabilities, and the role of the paraprofessional in educational settings.
- Demonstrate an understanding of prescribed federal, district and agency policies and procedures
- Demonstrate knowledge of media technology as it relates to the field of education.
Retention rates are determined by the office of Institutional Research utilizing the following criteria:
- All registered fall/autumn students with registration status for the following fall/autumn.
- Excludes special populations - College Credit Plus, Non Degree, Online Military and University Center.
Potentialfor upcoming fall/autumn excludes graduates from that fall/autumn, spring and summer terms.
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Graduation rates are determined by the office of Institutional Research. To ensure appropriate time for data collection, this report will be run and posted annually in the last week of September for the previous academic year. It should be noted that annual graduation rates may change as students continue to graduate. The following criteria will be utilized for the calculation of graduation rates:
- Overall Program Completion Rate is defined as a percentage of the ratio:
All graduates of the program
All students with the program in their history of programs of study
- For the purposes of reporting, the program completion rates are aggregated by academic year of entry.
- A student is considered to have completed or graduated from a program or certificate by virtue of having been awarded the degree or certificate.
- A student is considered to be undertaking activity in a program of study for the duration of time that they are in an active status in a program or certificate. This is defined by having a Program of Study with a status of ‘A’ during the duration of time they are taking coursework. Should a student move in and out of active status in a program of study while continuing to take coursework, we only take into account the student’s activity while the program has an active status for that particular program of study.
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Do Early Childhood Teacher Education students get to work with children?
Absolutely! Students arrive in classrooms during the first semester. The student can choose a preschool setting or grades one through three. Hocking College has student placement at locations near campus as well as hometown schools.
What certifications do Early Childhood Teacher Education students earn?
Students will register with the Ohio Professional Registry and then have the opportunity to achieve both Communicable Disease and Child Abuse certification.
Is there travel opportunities with the Early Childhood Teacher Education program?
All second-year students travel to the Ohio Association for the Education of Young Children annual conference. This conference offers world-class sessions, Ohio Professional Registry credits, and opportunities to meet potential employers.
What types of jobs can I get if I have an associate degree in Early Childhood Teacher Education?
Graduates with an associate degree can find employment throughout the world from traditional preschool, child care or school settings to nanny, corporate setting or cruise ship. The possibilities are endless.
Students are also able to continue their degree at 4-year school following graduation. Once they have obtained a bachelor's degree, students are able to become elementary school teachers.