Designed for experienced Early Care and Education teachers who are eager to increase their skill in working with children of all abilities. Explores the many facets of leadership positions, how to lead staff, and how to advocate for the needs of young children. Classes are offered in the evenings with an arranged practicum experience.
Employability Requirements: To become a licensed child care provider in Washington, you must participate in a Department of Early Learning (DEL) licensing orientation and apply for and receive licensure. State law requires DEL to run background checks on anyone who is authorized to care for or who has unsupervised access to children in licensed child care facilities.
Note: All courses must be completed with a minimum of a C grade to graduate.
|Course Number||Class Title||Credits|
|ASL& 121||American Sign Language I||5|
|ECE 120||Interpersonal Skills for the ECE Professional||2|
|ECE 230||Inclusion in ECE||3|
|ECED& 190||Observation and Assessment||3|
|EDUC& 115||Child Development||5|
|EDUC& 130||Guiding Behavior||3|
|EDUC& 150||Child, Family and Community||3|
|ECS 206||Signing with Infants & Toddlers||2|
|ECS 235||Issues & Trends||2|
|ECS 277||Professionalism & Ethics||2|
|ECS 297||Practicum IV Special Needs||3|
Informs students about deafness, deaf culture, the deaf community, and American Sign Language. Learn to communicate both expressively and receptively in American Sign Language in basic conversation situations.
Covers human relations roles and workplace skills. Discusses balancing individual technical skills with human relations and competencies.
Introduction to including children with special needs in the ECE field.
Collect and record observation and assessment data in order to plan for and support the child, the family, the group and the community. Practice reflection techniques, summarizing conclusions and communicating findings.
Build a functional understanding of the foundation of child development, prenatal to early adolescence. Observe and document physical, social, emotional and cognitive development of children, reflective of cross-cultural and global perspectives.
Examine the principles and theories promoting social competence in young children and creating safe learning environments. Develop skills promoting effective interactions, providing positive individual guidance and enhancing group experiences.
Students working with children ages birth through school age and their families will learn how to integrate the family and community contexts in which a child develops. The students will learn how to explore cultures and demographics of families in society, community resources, strategies for involving families in the education of their child and tools for effective communication.
Signing for basic communication with infants and toddlers with an emphasis on working with children who exhibit language delays.
Research that covers some of the current issues and trends in the ECE field.
Examines NAEYC’s Code of Ethical Conduct. Includes determining an Early Childhood professional’s responsibilities to children, families, colleagues, and the community, using frameworks for ethical decision-making and exploration of personal and professional growth.
Provides the student with the opportunity for a practical field experience with specialization in special needs. Includes a seminar component.