Welcome to the Early Childhood: Education, Health
& Leadership Department at Pine Manor College!
The students who choose the Early Childhood: Education, Health and Leadership program are part of an amazing group of talented, bright, and creative individuals. Our Early Childhood students have a variety of interests, skills and goals related to, but not limited to: teaching, after school programs, community programs, coaching, tutoring, creative arts, Early Intervention, public policy, creating their own day care centers, curriculum, or pursuing different types of educational licensure. Students in our program have been successful in gaining employment - and if interested - entering graduate programs.
Our courses help students explore many subject areas and create projects that are often useful long after a course is completed. Students participate in a variety of field trips related to their classes, and have opportunities to participate in guided professional experiences in field placements.
The program's faculty is comprised of qualified and licensed educators who are committed to your learning. Dr. Sandra McElroy, Associate Professor and Director of the Education Programs, is a dedicated and accomplished educator who has many years of experience guiding and supporting students.
We invite you to explore the Early Childhood: Education, Health and Leadership major. Please do not hesitate to contact Dr. McElroy by email firstname.lastname@example.org or by phone at 617-731-7059 to further discuss the details of this Pine Manor program.
Early Childhood: Education, Health
& Leadership 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, program planning, health and nutritional issues unique to young 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 young children. Students may be a generalist, or elect to concentrate in an area related to the education, health or the leadership of Early Childhood programs. Students in the program will be provided many opportunities to observe and work with young children.
Students who complete this major will 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.
Students wishing to continue their studies to pursue a Massachusetts Department of Elementary and Secondary Teaching License in Early Childhood at a graduate level should contact Dr. McElroy. Specific requirements for different licenses are available from Dr. McElroy in the Education Department.
Learning Outcomes of the Early Childhood Program
Based on the NAEYC Standards/ Outcomes/Education area, Early Childhood graduates will develop the following skills:
"STANDARD 1. PROMOTING CHILD DEVELOPMENT AND LEARNING
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.
STANDARD 2. BUILDING FAMILY AND COMMUNITY RELATIONSHIPS
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.
STANDARD 4. USING DEVELOPMENTALLY EFFECTIVE APPROACHES
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.
STANDARD 5. USING CONTENT KNOWLEDGE TO BUILD MEANINGFUL CURRICULUM
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.
STANDARD 6. BECOMING A PROFESSIONAL
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.
STANDARD 7. EARLY CHILDHOOD FIELD EXPERIENCES
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 "