The Associate of Applied Science (AAS) in Infant and Toddler Development degree prepares students to work in a variety of educational and childcare settings, including preschools, public schools, private schools, Head Start, Relief Nurseries, and family home settings that serve infants and toddlers. This degree offers students the opportunity to gain enhanced practical experience through practicum and student teaching courses. This degree program is fully articulated with Southern Oregon University’s early childhood development program. Students who transfer to Southern Oregon University, and are accepted into the program, should be able to complete requirements for the bachelor's degree.

All coursework specific to childhood education and family studies degrees and certificates is offered online through Southwestern. Transfer courses that meet Southwestern's course outcomes are readily accepted into the program.

Entry Requirements

Students are required to complete the College's placement process to determine skill level and readiness in math, reading and writing. As part of their training program, students must begin with the courses within their skill level as determined by the placement process.

In Oregon, students must be listed on the Oregon Central Background Registry (CBR).  To begin this process, visit the State of Oregon Early Learning Division to be prepared to complete practicum work in a certified early learning center, apply for a background check, and receive additional information regarding how to comply with  fingerprinting requirements.

Students will also be required to have a current immunization record and background check to complete practicum requirements. The requirements will vary per state. Students whose home state is not Oregon, are encouraged to research the requirements for the state regulating organization regarding what will be required to complete the background check. 

Graduation Requirements

Students must complete a minimum of 91 credit hours with a cumulative Grade Point Average (GPA) of 2.0 or better. All courses must be completed with a grade of ‘C’ or better. Practicum and Student Teaching courses require students to pass CLASS assessments to successfully complete the courses. Twenty four (24) credits must be completed at Southwestern before the degree is awarded.

Courses that are developmental in nature, (designed to prepare students for college transfer courses), are not applicable to this degree.

Students must complete the graduation application process one term prior to the term of completion (e.g., spring term graduates must apply during winter term).

Credit for Prior Learning

Credit for prior learning options are available for students with a Preschool Child Development Associate (CDA) credential, an Infant Toddler Child Development Associate (CDA) credential, a Step Seven on the Oregon Registry, or a Certificate of Completion for First Connections that includes mentoring in an infant toddler learning environment. Contact ece@socc.edu for more information.

Program Student Learning Outcomes

Upon successful completion of this degree, students will have knowledge and skills in the following Standards developed by National Association for the Education of Young Children Early Childhood Associate Degree Accreditation (NAEYC) organization:

1. Promoting Child Development and Learning
   Students develop and use their understanding of child development – including young children's unique characteristics and needs, and the multiple interacting influences on children's development and learning – to create environments that are healthy, respectful, supportive, and challenging for each child.
   Key elements of Outcome 1;
   1. Describe young children's diverse characteristics and needs, from birth through age 8.
   2. Explain the multiple influences on early development and learning.
   3. Use knowledge of child development to create healthy, respectful, supportive, and challenging learning environments for young children.
2. Building Family and Community Relationships
   Students articulate the complex characteristics of children's families and communities and use this understanding to create respectful, reciprocal relationships that support and empower families, and to engage all families in their children's development and learning.
   Key elements of Outcome 2;
   1. Describe diverse family and community characteristics.
   2. Develop and implement strategies to support and engage families and communities through respectful, reciprocal relationships.
   3. Develop and implement plans to engage families and communities in young children's development and learning.
3. Observing, Documenting, and Assessing to Support Young Children and Families
   Students articulate the goals, benefits, and purposes of assessment and use systematic observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence the development of every child.
   Key elements of Outcome 3;
   1. State the goals, benefits, and purposes of assessment – including its use in development of appropriate goals, curriculum, and teaching strategies for young children.
   2. Use observation, documentation, and other appropriate assessment tools and approaches, including the use of technology in documentation, assessment and data collection.
   3. Practice responsible assessment to promote positive outcomes for each child, including an awareness of assistive technology for children with ability differences.
   4. Describe how assessment partnerships with families and with professional colleagues can be used to build effective learning environments.
4. Using Developmentally Effective Approaches
   Students implement a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect with children and families and positively influence each child's development and learning, which will vary depending on children's ages, characteristics, and the early childhood setting.
   Key elements of Outcome 4;
   1. Discuss how supportive relationships and positive interactions are the foundation of their work with young children.
   2. List and implement effective instructional and guidance strategies and tools for early education, including appropriate uses of technology.
   3. Use a broad repertoire of developmentally appropriate teaching/learning and guidance approaches.
   4. Reflect on their own practice to promote positive outcomes for each child.
5. Using Content Knowledge to Build Meaningful Curriculum
   Students develop and apply their knowledge of developmental domains and academic (or content) disciplines to design, implement, and evaluate meaningful, challenging curriculum that promotes comprehensive developmental and learning outcomes for each child.
   Key elements of Outcome 5;
   1. Begin to explain content knowledge and resources in academic disciplines: language and literacy; the arts – music, creative movement, dance, drama, visual arts; mathematics; science; physical education – physical activity, health, and safety; and social studies.
   2. Recognize and apply the central concepts, inquiry tools, and structures of content areas or academic disciplines.
   3. Use their own knowledge, appropriate early learning outcomes, and other resources to design, implement, and evaluate developmentally meaningful and challenging curriculum for each child.
6. Becoming a Professional
   Students are collaborative learners who continuously demonstrate knowledgeable, reflective and critical perspectives of their work, make informed decisions that integrate knowledge from a variety of sources, including ethical guidelines, and advocate for sound educational practices and policies.
   Key elements of Outcome 6;
   1. Identify as a member of the early childhood field and become involved in the professional community.
   2. Locate and apply ethical guidelines and other early childhood professional guidelines.
   3. Engage in continuous, collaborative learning to inform practice; using technology effectively with young children, with peers, and as a professional resource.
   4. Integrate knowledgeable, reflective, and critical perspectives on early education into their work.
   5. Engage in informed advocacy for young children and the early childhood profession.
7. Early Childhood Field Experiences
   Students engage in field experiences and clinical practice to develop the knowledge, skills and professional dispositions necessary to promote the development and learning of young children in a variety of early childhood settings and with multiple age groups.
   Key elements of Outcome 7;
   1. Observe and practice in at least two of the three early childhood age groups (birth – age 3, 3-5, 5-8).
   2. Observe and practice in at least two of the three main types of early education settings (primary school grades, child care centers and homes, ECEAP/Head Start programs).

Pre-Program Courses

Students are required to take the following courses prior to the program courses, depending on students' college placement information. See advisor for details:

Course List

Code	Title	Credits
MTH20	Basic Mathematics (or higher)	4
WR90R	Academic Literacy	4
CIS90	Computer Basics	2

Program Guide

Plan of Study Grid

First Year
Fall		Credits
ECE150	Introduction and Observation in ECE 1	4
ECE170	Health and Safety Early Childhood	3
HDFS225	Prenatal Infant and Toddler Development	3
WR121	English Composition	4
MTH60	Algebra I 2	4
	Credits	18
Winter
ECE263	Env and Guidance in ECE Inf/Todd 3	3
ECE263B	Practicum I Infant/Toddler 3	2
ECE152	Creative Activities in ECE	3
HDFS247	Child Development 0-8	3
ECE151	Guidance and Classroom Management	3
	Credits	14
Spring
ECE161	Theory and Practice I Inf/Tod 3	3
ECE161B	Practicum II Inf/Tod 3	2
ECE154	Children's Language and Lit Dev	3
CIS120	Concepts of Computing	4
SP218	Interpersonal Communication 7	3
	Credits	15
Second Year
Fall
ECE162	Theory and Practice II Inf/Tod 3	3
ECE162B	Practicum III Inf/Tod 3	2
ECE240	Lesson and Curriculum Planning	3
ED169	Overview of Student Special Needs	3
ED135	Teaching Math to Young Children	3
ED280K	Internship, Primary Grades K - 2 4	1
	Credits	15
Winter
ECE262	Student Teaching Infants/Toddlers 3	3
ECE262B	Practicum IV Infants/Toddlers 3	3
HDFS140	Contemporary American Families	3
HDFS227	Parents as Partners in Education	3
ED258	Multicultural Education	3
	Credits	15
Spring
HDFS285	Prof Issues in Early Childhood Ed	3
ED134	Children Who are Dual Lang Learners 5	2
BA285	Human Relations in Organizations 6	3
PE231	Wellness for Life 8	3
HDFS222	Understanding Families: Supporting Diversity Disability and Risk	3
	Credits	14
	Total Credits	91

1	One criminal background check and fingerprinting is required for ECE150 and all practicum courses.
2	A higher Math class may be substituted.
3	ECE263,ECE161, ECE162 and ECE262 must be taken in sequence with their co-requisite practicum courses. A criminal background check must be on file before enrolling in these classes.
4	ECE180HV or ED280P may be substituted for ED280K depending on Practicum placement. Please see the Internship Coordinator one month prior to the term. Call 541-888-7405 to schedule an appointment.
5	For students wishing to pursue a career in Parenting Education and Home Visiting ED134 may be substituted with HDFS297.
6	BA110, BA120, BA285, PSY100, PSY201, PSY202, PSY203 will satisfy this requirement.
7	SP100, SP111, SP218, SP219 will satisfy this requirement.
8	PE231, HE250, or three (3) credits of PE185 sport/activity courses will satisfy this requirement.
*	All Honors courses may substitute for their equivalent requirements.