Students in class

Early Childhood Development

Certificate

PURPOSE: The one-year certificate in Early Childhood Development is designed to prepare students with skills related to the care, supervision, education, and development of young children from birth to age eight. There is also the ability to become qualified to work with children up to the age of twelve in programs that serve before- and after-school and recreational programs.

OCCUPATIONAL OBJECTIVES: Employment opportunities include preparation or upgrading skills for positions as child care center directors, assistant directors, before- and after-school teachers or assistant teachers, aides, playroom attendants, home-based providers or day care workers, camp directors, and before- and after-school teachers in the following types of facilities: child day care centers, nursery schools, family day care homes, Head Start programs, recreational before- and after-school programs, hospital-based child care programs, pre-school at-risk programs, and pre-kindergarten church-sponsored programs.

ADMISSION REQUIREMENTS: General college curricular admission

PROGRAM NOTES: In addition to the general college curricular admission requirements, all entering students will be required to take placement tests in math and English to aid placement in the appropriate courses. Students who do not meet required placement levels must enroll in developmental studies courses. It is recommended that students arrange for a personal interview and advising appointment with the program head.

An observation and participation in an approved early childhood/primary setting are required in the second semester of the Early Childhood curriculum. This is a practicum experience internship in a licensed or approved child care setting. It is a planned learning experience for the purpose of pulling together the theories and practice learned in the classroom. A Criminal Record Clearance/Sex Offender Registry Check is required for placement and volunteering. Students should see the program head for a list of convictions that will prevent employment. Students will be expected to complete a tuberculosis test before practicum placement.

Students must attain a grade of “C” or higher in all courses with CHD, PSY, and EDU course prefixes.

Students must have a valid first aid and CPR certificate in order to be eligible for graduation. Valid cards must be filed with the program head or central admissions office prior to expiration and graduation.

COMPUTER COMPETENCY REQUIREMENT: Students in this program will meet the college’s computer competency requirement by successfully completing ITE 115. Students can also meet this requirement by passing the college’s computer competency exam, administered in the testing centers on each campus, in which case they will receive college credit for ITE 115. Students not passing the computer competency exam may retake the exam only once.

GAINFUL EMPLOYMENT DISCLOSURE INFORMATION: Please see http://www.reynolds.edu/curriculum/gainful-employment/ge_info_632.aspx to access gainful employment disclosure information for this program.

COURSE

TITLE

LEC. 
HRS.

LAB.
HRS.

CRS. 
CRE.

ENG 111

College Composition I

3

0

3

CHD 120

Introduction to Early Childhood Education

3

0

3

CHD 145

Teaching Art, Music, and Movement to Children

2

2

3

CHD 205

Guiding the Behavior of Children

3

0

3

ITE 115

Introduction to Computer Applications and Concepts

3

0

3

SDV 100

College Success Skills

1

0

1

TOTAL

15

2

16

CHD 216

Early Childhood Programs, School, and Social Change

3

0

3

CHD 146

Math, Science, and Social Studies for Children

2

2

3

CHD 215

Models of Early Childhood Programs

3

0

3

EDU 235

Health, Safety, and Nutrition Education

3

0

3

PSY 235

Child Psychology

3

0

3

CHD 165

Observation and Participation in Early Childhood/Primary Settings

1

6

3

TOTAL

15

8

18

Total Minimum Credits for Certificate in  Early Childhood Development  34

03.12.15

CHILDHOOD DEVELOPMENT

CHD 118 Language Arts for Young Children 3 cr.

Emphasizes the early development of children's language and literacy skills. Presents techniques and methods for supporting all aspects of early literacy. Surveys children's literature, and examines elements of promoting oral literacy, print awareness, phonological awareness, alphabetic principle, quality storytelling and story reading. Addresses strategies for intervention and support for exceptional children and English Language Learners.Lecture 2 hours.Laboratory 2 hours.Total 4 hours per week.

CHD 119 Introduction to Reading Methods 3 cr.

Focuses on promoting language and literacy skills as the foundation for emergent reading. Emphasizes phonetic awareness and alphabetic principles, print awareness and concepts, comprehension and early reading and writing. Addresses strategies for intervention and support for exceptional children and English Language Learners.Lecture 2 hours.Laboratory 2 hours.Total 4 hours per week.

CHD 120 Introduction to Early Childhood Education 3 cr.

Introduces early childhood development through activities and experiences in early childhood, pre-kindergarten, kindergarten, and primary programs. Investigates classroom organization and procedures, and use of classroom time and materials, approaches to education for young children, professionalism, and curricular procedures.Lecture 3 hours per week.

CHD 121 Childhood Educational Development I 3 cr.

Focuses attention on the observable characteristics of children from birth through adolescence. Concentrates on cognitive, physical, social, and emotional changes that occur. Emphasizes the relationship between development and child's interactions with parents, siblings, peers, and teachers.Lecture 3 hours per week.

CHD 145 Teaching Art, Music, and Movement to Children 3 cr.

Focuses on children's exploration, play, and creative expression in the areas of art, music, and movement. Emphasis will be on developing strategies for using various open-ended media representing a range of approaches in creative thinking. Addresses strategies for intervention and support for exceptional children and English Language Learners.Lecture 2 hours.Laboratory 2 hours.Total 4 hours per week.

CHD 146 Math, Science, and Social Studies for Children 3 cr.

Provides experiences in content, methods, and materials for the development of math, science, and social studies skills in children. Emphasis will be on developing strategies for using various resources to facilitate children's construction of knowledge. Addresses strategies for intervention and support for children with special needs and English Language Learners.Lecture 2 hours.Laboratory 2 hours.Total 4 hours per week.

CHD 165 Observation and Participation in Early Childhood/Primary Settings 3 cr.

Focuses on observation as the primary method for gathering information about children in early childhood settings. Emphasizes development of skills in the implementation of a range of observation techniques. May be taken again for credit.Seminar 1 hour.Field placement 4 hours.Total 5 hours per week.

CHD 166 Infant and Toddler Programs 3 cr.

Examines child growth and development from birth to 36 months. Focuses on development in the physical, cognitive, social, emotional, and language domains. Emphasizes the importance of the environment and relationships for healthy brain development during the child's first three years of life. Investigates regulatory standards for infant/toddler caregiving.Lecture 3 hours per week.

CHD 205 Guiding the Behavior of Children 3 cr.

Explores the role of the early childhood educator in supporting emotional and social development of children, and in fostering a sense of community. Presents practical strategies for encouraging prosocial behavior, conflict resolution and problem solving. Emphasizes basic skills and techniques in child guidance.Lecture 3 hours per week.

CHD 210 Introduction to Exceptional Children 3 cr.

Reviews the history of and legal requirements for providing intervention and educational services for children with special needs. Studies the characteristics of children with a diverse array of needs and developmental abilities. Explores concepts of early intervention, inclusion, guiding behavior and adapting environments to meet children's needs.Lecture 3 hours per week.

CHD 215 Models of Early Childhood Education Programs 3 cr.

Studies and discusses the various models and theories of early childhood education programs, including current trends and issues. Presents state licensing and staff requirements.Lecture 3 hours per week.

CHD 216 Early Childhood Programs, School, and Social Change 3 cr.

Explores methods of developing positive, effective relations with families to enhance their developmental goals for children. Considers culture and other diverse needs, perspectives, and abilities of families and educators. Emphasizes advocacy and public policy awareness as an important role of early childhood educators. Describes risk factors and identifies community resources.Lecture 3 hours per week.

CHD 220 Introduction to School-Age Child Care 3 cr.

Examines the purposes of school-age child care in today's society, the role of adults within school-age child care, and the state of the profession of school-age child care.Lecture 3 hours per week.

CHD 225 Curriculum Development for School-Age Child Care 3 cr.

Explores the creative activities, techniques, interactions, and program development that promote positive social and emotional growth in school-age children. Emphasizes positive development through everyday programming and experiences.Lecture 3 hours per week.

CHD 230 Behavior Management for School-Age Child Care 3 cr.

Discusses the development of social skills that school-age children need for self-management, including self-discipline, self-esteem, and coping with stress and anger. Explores ways to effectively guide and discipline school-age children, focusing on how adults can facilitate positive pro-social and self-management skills.Lecture 3 hours per week.

CHD 235 Health and Recreation for School-Age Child Care 3 cr.

Examines the physical growth of school-age children and the role of health and recreation in school-age child development. Explores the use of medication, misuse of drugs, health issues of children, and the availability of community resources.Lecture 3 hours per week.

CHD 265 Advanced Observation and Participation in Early Childhood/Primary Settings 3 cr.

Focuses on implementation of activity planning and observation of children through participation in early childhood settings. Emphasizes responsive teaching practices and assessment of children's development. Reviews legal and ethical implications of working with children. Students must have completed the majority of program specific courses before enrolling and must be eligible to work with young children according to Department of Social Services requirements.Seminar 1 hour.Field placement 4 hours.Total 5 hours per week.

CHD 270 Administration of Child Care Programs 3 cr.

Examines the skills needed for establishing and managing early childhood programs. Emphasizes professionalism and interpersonal skills, program planning, staff selection and development, creating policies, budgeting, and developing forms for recordkeeping.Lecture 3 hours per week.

CHD 298 Seminar and Project in Childhood Development: Portfolio Development 1 cr.

Requires the completion of a project or research report related to the student's occupational objectives and a study of approaches to the selection and pursuit of career opportunities in the field. Serves, in conjunction with CHD 265, as the capstone course for the Early Childhood Development Associate of Applied Science degree. Focuses on the development of a portfolio to demonstrate professional competence in the field of early care and education. The resulting portfolio will be reviewed by early childhood faculty and other designated early childhood professionals.Laboratory 2 hours per week


Name Program Email Phone
Mary Larue Early Childhood Development C Mlarue@reynolds.edu 804/523-5339
Sheryl White Early Childhood Development C SWhite@reynolds.edu 804/523-5539

 

Common Job Titles1: Before and After School Daycare Worker; Child Care Provider; Child Care Teacher; Child Care Worker; Child Caregiver; Childcare Worker; Infant Teacher; Infant and Toddler Teacher; Nanny; Nanny/Household Manager; Teacher Assistant; Toddler Teacher


Labor Market Statistics (Richmond, MSA)

Projected number of jobs by 2026: 5,351

Current Wage Range (Entry - Experienced): $16,400 - $21,200


Common Job Titles1: Administrator; Child Care Director; Childcare Director; Director; Early Head Start Director; Education Coordinator; Education Director; Executive Director; Preschool Director; Site Coordinator


Labor Market Statistics (Richmond, MSA)

Projected number of jobs by 2026: 328

Current Wage Range (Entry - Experienced): $41,500 - $72,500


Common Job Titles1: Early Childhood Teacher; Group Teacher; Head Start Teacher; Headstart Teacher; Lead Teacher; Pre-Kindergarten Teacher (Pre-K Teacher); Preschool Teacher; Teacher; Teacher Assistant; Toddler Teacher


Labor Market Statistics (Richmond, MSA)

Projected number of jobs by 2026: 2,297

Current Wage Range (Entry - Experienced): $20,700 - $48,700


Common Job Titles1: Educational Technician; Instructional Aide; Instructional Assistant; Paraeducator; Paraprofessional; Special Education Paraprofessional; Special Education Teaching Assistant; Teacher Aide; Teacher Assistant; Teaching Assistant


Labor Market Statistics (Richmond, MSA)

Projected number of jobs by 2026: 5,986

Current Wage Range (Entry - Experienced): $18,300 - $27,600


Bright Outlook Bright Outlook occupations are expected to have rapid growth over the next 10-years (employment increase of 14% or more over the period of 2016-2026), are expected to have a high demand (projected to have 500 or more job openings in the Richmond, MSA over the period of 2016-2026), or are new and emerging occupations in high growth industries.

1 This program may prepare you for one or more of the listed jobs; however, graduates may not be qualified for all of the jobs listed in this section.

Reynolds Community College makes every attempt to provide students with the best, most accuarate information possible. The data was sourced from external agencies (O*NET and JobsEQ) on February 08, 2017.