Transitional Kindergarten Certificate
QUALIFIES TO TEACH TRANSITIONAL KINDERGARTEN PROGRAMS
1. Complete 24 upper division ECE units if you have a B.A. or higher degree.
2. Receive a TK certificate - 24 units of lower division courses.
3. Complete 3 units of supervised field experience - ECED 132, ECED 460, or ECED 465 courses.
4. Receive a Child Development Master Teacher Permit
- CORE 110 - Vanguard Foundations of College Writing I: 3 units
- ECED 101 - Child Growth and Development: 3 units
- ECED 103 - Child, Family & Community: 3 units
- ECED 106 - Introduction to Curriculum for the Young Child: 3 units
- ECED 108 - Principles and Practices of Teaching Young Children: 3 units
- ECED 109 - Infant/Toddler: Development: 3 units
- ECED 121 - Administration of Early Education Programs I: 3 units
- ECED 123 - Administration of Early Education Programs II: 3 units
- ECED 126 - Teaching in a Diverse Society: 3 units
- ECED 132 - Early Education Practicum: 3 units
- ECED 135 - Health, Safety & Nutrition for the Young Child: 3 units
- ECED 137 - Observation and Assessment: 3 units
- ECED 139 - Adult Supervision and Mentoring: 3 units
- ECED 141 - Introduction to Transitional Kindergarten Programs: 3 units
- ECED 150 - Spiritual Formation of Young Children: 3 units
- ECED 160 - Infant/Toddler: Curriculum and Practicum: 3 units
Covers reading comprehension, technology and writing, and sentence-level (grammar) and paragraph-level issues. The course focuses on process-driven revision and peer collaboration while emphasizing critical thinking skills. This required course prepares Professional Studies and ECE students for college-level writing and studies. Students may petition to test out of this required course if they possess proficient college level writing ability. (Meets elective credit requirement only; not applicable to English Composition requirement)
This course covers the study of social, emotional, intellectual, physical, creative, and spiritual areas of development from conception through middle childhood with an emphasis on the preschool years. Theories of development are studied along with the various stages of growth. These concepts will be presented from a Biblical perspective.
This class will provide an overview of the planning, preparation, and delivery of a developmentally appropriate curriculum for young children. The role of the teacher and the curriculum in supporting the development of the whole child will be analyzed. The class will cover the basic components and developmentally appropriate implementation of curriculum across content areas. Though not required, completion of ECED 101 Child Growth and Development is recommended.
This course is an overview of the characteristic needs of infants and toddlers birth through age three. Appropriate learning environments and routine experiences will be discussed. Social, cognitive, physical, and sensory motor behavior patterns will be applied in theory and through observation in relation to the environment. A focus on the development of curriculum in meeting the individual needs of the children and the role of the teacher in facilitating growth through play experiences will be emphasized.
Application of the basic principles for the establishment, operation, supervision and evaluation of a preschool/ daycare program will be examined. This includes an overview and history of ECE programs, philosophy development, licensing standards, and assessment of management techniques. Christian philosophy and development will be integrated. This meets the minimum licensing course requirement for operating a licensed daycare program.
This course presents an overview of the historical development and philosophies of early education. Students will examine the relationship among developmental theory, philosophy, and practice in early education with an emphasis on infant and toddler programs. Students will explore a wide range of early childhood curriculum models. The ecological contexts and relationships affecting young children’s development will be analyzed. This course includes a review of teaching strategies supporting all children’s development. Though not required, completion of ECED 101 Child Growth and Development is recommended.
This course will examine current issues facing the early education professional in understanding diversity as it impacts the classroom. In many early childhood classrooms there has been an increase in the number of children with racial, ethnic, linguistic, and cultural diversity, as well as the numbers of children with disabilities or developmental delays. This diversity brings many challenges, as well as many opportunities to educators. Factors of working with and supporting diverse populations of young children and their families will be discussed including relevant teaching methods and materials.
This course is designed for the student to demonstrate practical application of developmentally appropriate early childhood teaching techniques and skills. Emphasis will be on designing, implementing, and evaluating classroom experiences for young children. Observation and evaluation of classroom experiences, environmental design, classroom management, and parent communication will be emphasized to promote optimal development for young children. Biblical perspectives will be integrated throughout the course. Fieldwork will be completed in the student’s own classroom or by approval of the instructor. Students will complete 60 hours in an early childhood setting. Students will videotape their teaching in order to be evaluated by the instructor and fellow classmates. Though not required, ECED 101 and ECED 106 are recommended prior to taking this course.
This course presents healthy practices that promote safety, nutrition, and wellness for the young child. Strategies will be introduced that include families in developing health awareness. In addition, safety issues inclusive of disaster and emergency planning along with creating safe environments within an early education setting will be emphasized.
This course will offer opportunities for students to develop in-depth knowledge and skills as early childhood professionals with a focus on research, policy, and best practices in early childhood assessment and to link assessment to curriculum planning and program evaluation. Focus will be on students acquiring knowledge about informal and formal developmental screening assessment instruments for young children, how to select and how to use the appropriate one to determine initial information that will facilitate individual learning environments and strategies. Though not required, completion of ECED 101 and ECED 106 are recommended.
This course will cover the methods and principles of supervising adults who are teachers, assistants, or volunteers in early childhood classrooms. Emphasis is on the role of experienced classroom teachers who function as mentors to new teachers while simultaneously addressing the needs of children, parents and other staff. Though not required, ECED 101 and ECED 103 are recommended prior to taking this course.
This course will explore how children develop between the ages of three and six and what programs are developmentally appropriate for this age group by examining principles and the best practices of early childhood education curriculum that promotes effective transition from preschool to kindergarten programs. Students will discuss different curricula and how to effectively integrate multiple content areas into one program. Current research on developmental milestones, preparing the classroom, and guiding children’s social behavior will be reviewed and discussed. Students will examine how school goals have changed over time, and the importance of getting parents involved in the early childhood classroom. Students will their own integrated curriculum plan and understand how to assess young children using multiple measures.
This course will further students’ own understanding and personal journey of spiritual formation and how that relates to the spiritual transformation of young children. The process of how the inner life is formed in young children towards an intimate relationship with God will be discussed. Particular emphasis will be placed on relationship, experience, and practice of the spiritual disciplines that create the context for spiritual formation to occur. A systematic approach will be given that lays the foundation for regular practices in the classroom. The relationship between the church, home, and the early education program will be explored as the foundational environments where spiritual transformation is developed.
This course is designed for the student to learn the uniqueness of infant and toddler curriculum and to demonstrate a practical application of developmentally appropriate infant & toddler teaching techniques and skills. Emphasis will be on designing, implementing, and evaluating classroom experiences for children 0 to 2 years old. Observation and evaluation of classroom experiences, environmental design, classroom management, and parent communication will also be emphasized to promote optimal development for young children. Biblical perspectives will be integrated throughout the course. Fieldwork will be completed in the student’s own classroom or by approval of the instructor. Students will videotape their teaching in order to be evaluated by the instructor and fellow classmates. Though not required, ECED 101 Child, Growth, and Development and ECED 109 Infant/Toddler: Development are recommended prior to taking this course.