Early Childhood: Education, Health and Leadership (non-licensure program)

Early Childhood: Education, Health and Leadership (non-licensure program)

Pine Manor College provides students an opportunity to learn about the important, distinct, and unique period of development that is Early Childhood. Students will be provided the opportunity to prepare for a variety of Early Childhood career paths from their studies in children’s cognitive, physical and social- emotional development. Students take course work that addresses child development theories, educational practices, assessment, pedagogical approaches, English Language learners, program planning, health and nutritional issues unique to children, and early childhood afterschool programs and community resources. Students may also choose from a variety of electives in order to pursue a particular area of interest relating to children. Students in the program will be provided many opportunities to observe and work with young children.

Students who complete this major may be eligible to apply for a certificate of qualification from the Department of Early Education and Care as a Level I, or Level II teacher, and with additional electives will meet Director requirements.

Learning Outcomes of the Early Childhood Program

Based on the NAEYC Standards/ Outcomes/Education area, Early Childhood graduates will develop the following skills:

Students are grounded in a child development knowledge base. They use their understanding of a) young children’s characteristics and needs, and b) multiple interacting influences on children’s development and learning, to c) create environments that are healthy, respectful, supportive, and challenging for each child.

Students understand that successful early childhood education depends upon partnerships with children’s families and communities. They a) know about, understand, and value the importance and complex characteristics of children’s families and communities. They use this understanding to b) create respectful, reciprocal relationships that support and empower families, and c) to involve all families in their children’s development and learning.

STANDARD 3. OBSERVING, DOCUMENTING, AND ASSESSING TO SUPPORT YOUNG CHILDREN AND FAMILIES Students understand that child observation, documentation, and other forms of assessment are central to the practice of all early childhood professionals. They a) know about and understand the goals, benefits, and uses of assessment. They b) know about and use systematic observations, documentation, and other effective assessment strategies c) in a responsible way, d) in partnership with families and other professionals, to positively influence the development of every child.

Students understand that teaching and learning with young children is a complex enterprise, and its details vary depending on children’s ages, characteristics, and the settings within which teaching and learning occur. They a) understand and use positive relationships and supportive interactions as the foundation for their work with young children and families. b) know, understand, and use a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect with children and families and c) positively influence each child’s development and learning.

Students a) use their knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning for each and every young child. Students understand the importance of developmental domains and academic (or content) disciplines in early childhood curriculum. They b) know the essential concepts, inquiry tools, and structure of content areas, including academic subjects, and can identify resources to deepen their understanding. c) use their own knowledge and other resources to design, implement, and evaluate meaningful, challenging curriculum that promotes comprehensive developmental and learning outcomes for every young child.

Students a) identify and conduct themselves as members of the early childhood profession. They b) know and use ethical guidelines and other professional standards related to early childhood practice. They c) are continuous, collaborative learners who demonstrate knowledgeable, reflective and critical perspectives on their work, making informed decisions that d) integrate knowledge from a variety of sources. They are e) informed advocates for sound educational practices and policies.

Students have field experiences and clinical practice in a) at least two of the three early childhood age groups (birth – age 3, 3 through 5, 5 through 8 years) and in b) the variety of settings that offer early education (early school grades, preschools, after school programs, child care centers and homes, Head Start programs "

Stephanie Crawford ‘09


Teacher in the Boston Public Schools
Enrolled in a Graduate Program M.ED at Lesley University, in Special Education (PreK-8)


Pine Manor College, Major in Early Childhood: Education, Health and Leadership

"My liberal arts experiences at the college have enabled me to think about ideas from multiple perspectives. This background supports me every day in my work and my volunteer activities."

To learn more about Stephanie’s story and her career at Pine Manor and beyond,
visit: www.pmc.edu/stephanie-crawford-09

Hannah Kaplan ‘13


Teaches in a Kindergarten Classroom in the Brookline Public School System.


Pine Manor College, Major in Early Childhood: Education, Health and Leadership

"I gained a lot of valuable experiences in the field of education through PMC’S Early Childhood Program senior internships and practicums."

To learn more about Hannah’s story and her career at Pine Manor and beyond,
visit: www.pmc.edu/hannah-kaplan-13

For current information on College policies, organization, curriculum and academic courses, please see the Academic Catalog.


Department Faculty


  • Sarah Fennelly
  • Barbara Schwartz
  • Sarah Woolf


  • Lynne Love, Acting Supervisor of the Early Childhood Practicum and Placements lovelynne@pmc.edu; 617-731-7039

Department Courses

  • ED/HU 102 Foundations of Education
  • ED 110 Montessori Philosophy and Pedagogy
  • ED 117 The Teacher as Portrayed in Film and Literature
  • ECE 121 The Human Foundation: The Cognitive, Physical and Social Emotional Development of Children
  • ED 205 Teaching and Assessment of Language Acquisition, Reading and Language Arts
  • ED 206 Exploring Technology in the Classroom
  • MU/ED 210 Music and Movement for Children
  • ECE/ED 212 Picture Books, Literature for Young Children
  • ECE 214 Curriculum, Environment and Program Planning for Infants and Toddlers
  • ECE/ED 215 Curriculum Methods, Management and Program Planning for Early Childhood
  • ED 224 The Teaching of Math and Science
  • ED 227 Introduction to English Language Learners
  • ECE/ED 228 Recreation, Coaching and After School Programs for Children
  • ED 242 Multicultural Teaching for a Multicultural Society
  • ECE/ED 250 Policy and Program Issues in Child Care
  • ED/VA 281 Art Education: Materials & Process
  • CO/ED 285 Children and the Media
  • ECE 309 Health, Nutrition and the Safety of Young Children 
  • ECE 490 Senior Seminar:  Parent, Child, Teacher, Health and Community
  • ED 327 Curriculum Design: The Massachusetts Curriculum Frameworks
  • ED 333 Special Education, Assessment, and the Inclusionary Classroom
  • ED 350 Child Care Administration
  • ED 355 Diagnostic and Remedial Reading
  • ECE/ED 395 Practicum in Child Care/Early Education and Care/Student Teaching
  • ED 419 Sheltered English Immersion
  • ED/ECE 495
 Senior Internship in Early Childhood
  • ED/ECE 496 Senior Internship in Early Childhood

Click here for Course Descriptions