The mission of the Early Childhood Education Department is to provide students with the skills and knowledge needed to work effectively and professionally with young children, their families, and their communities. The Department’s goals are to educate students in the following areas: child development and education, family and community relationships, interagency cooperation and referrals, cross-cultural awareness, curriculum development and implementation, child assessment, and professional behavior. The GBC Early Childhood Program combines practicum experience with coursework so students can practice learned skills, obtain reflective feedback, and grow professionally.
Successful completion of the Early Childhood Education degree is designed to qualify students for such employment opportunities as assistants, teachers, and directors in child care centers, preschools, and as home day care providers.
Prospective Students
Below you'll find the current Program Requirements and Suggested Course Sequence.
Currently Enrolled Students
Links in the charts below may be useful to you in determining course availability. However, for your specific program requirements, please see the appropriate GBC Catalog, which may differ from the following. If in doubt, confer with your adviser.
Program Requirements
| Program Outcomes |
Outcomes based on the Nevada’s Core Knowledge Areas:
- Human Growth and Development: Understand individual variations and potential special needs of developing children and the many factors that can influence their physical, cognitive, social and emotional growth. Apply commonly accepted research and human development theories regarding child growth and development and early brain development.
- Positive Interaction and Guidance: Understand developmentally appropriate guidance techniques in accordance with children’s ages and developmental levels.
Seek successful approaches to help children develop self-control, self-esteem, coping, and positive interactions with their peers and adults.
- Observation and Assessment: Understand the goals, benefits and uses of assessment in early childhood environments through the implementation of systematic observation, documentation and other appropriate assessment strategies.
- Environment and Curriculum: Plan and implement developmentally appropriate curriculum based on knowledge gained through an eclectic study of curriculum models. Utilize strategies that are characteristic of high quality early childhood environments to include schedule, routines, transitions, materials, activities and room arrangement.
- Health, Safety and Nutrition: Ensure children’s safety, promote sound health practices, recognize and respond to child abuse and neglect.
- Family and Community Relationships: Build respectful, reciprocal relationships through a shared understanding with families. This includes implementing culturally sensitive practices.
- Leadership and Professional Development: Follow ethical guidelines and standards related to Early Childhood Education and serve as role models and advocates for best educational practices and policies.
- Management and Administration: Plan, organize, and implement best business practices through a shared understanding with staff and families. Promote relationships and positive communication between colleagues, especially those working together to create a nurturing environment for children.
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| General Education Requirements |
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| Program Requirements |
| 1 | Health & Nutrition for Young Children: ECE 123 |
| 3 | Introduction to the Young Child: ECE 250 |
| 1 | Child Abuse & Neglect: ECE 167 |
| 1 | Infectious Disease & First Aid in Child Care:
ECE 168 |
| 3 | The Exceptional Child: ECE 200 |
| 3 | Principles of Child Guidance: ECE 204 |
| 6 |
Preschool Practicum: Early Childhood Lab (Field Experience): ECE 231 |
| 3 |
Administration of the Preschool: ECE 240 (3) or
Professionalism in Early Care: ECE 190B (2) and
Parent/Caregiver Relationships: ECE 121 (1)
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| 3 | Curriculum in Early Childhood Education:
ECE 251 |
| 3 |
Early & Literacy Development: ECE
262 |
| 3 |
Life span Human Development: HDFS 201 |
| 3 | Diversity in Children: HDFS 232 |
| 1 | Electives (select with adviser): ABC 123 |
Recommended Courses |
| 3 | Human Nutrition: NUTR 121 |
| 3 | Introduction to Microsoft Word: COT 151 or
Introduction to Information Systems: IS 101 |
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Suggested Course Sequence
| NOTICE: The following sequence is simply a suggestion and may not be appropriate for all students. For example, some students will have to take from one to four developmental courses before they are prepared to take specific college level courses. Many students will need to take fewer courses each semester due to obligations in their lives. Full-time status is 12 credits per semester, but many programs provide students with the flexibility of taking fewer credits. Meeting with an adviser is crucial to establishing the best course sequence for each student. |
| Year 1 |
| Fall Semester |
| INT 100 |
0.5 |
| ECE 250 |
3 |
| ECE 204 |
3 |
| EDU
214 |
3 |
| English (select with adviser) |
3 |
| Humanities General Education |
3 |
| Total Year 1 Fall Credits |
15.5 |
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| Spring Semester |
| COT 151 or IS 101 |
3 |
| ECE 123 |
1 |
| ECE 251 |
3 |
| ECE 200 |
3 |
| English (select with adviser) |
3 |
| Mathematics (select with adviser) |
3 |
| Elective (select with adviser) |
1 |
| Total Year 1 Spring Credits |
17 |
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