Early Childhood Studies

San Antonio College Early Childhood Studies Program

Conceptual Framework

The San Antonio College Early Childhood Studies program mission is to prepare early childhood educators, provide quality educational experiences, advocate for children and families, and collaborate with the community we serve.

Developmentally appropriate practice is at the core of our program.  First and foremost, students are taught to always consider the child’s age, individual interests, abilities, and cultural background. We prepare students with a strong knowledge base in growth and development along with the understanding of how young children learn. Diversity, in all forms, is valued and welcome in our program. Each child and student is appreciated for their unique qualities.  Faculty provide all students equitable learning opportunities so they may be successful.  In support of the research, play is an indispensable component of childhood and recognized as the way children develop in all domains. Acknowledging the importance of accountability, the state standards for early childhood are utilized to plan meaningful curriculum and playful learning experiences. We educate our students not only what to teach, but how to teach.

Hands-on experience is an important part of our curriculum.  Our AAS degree plan requires two field experiences and three practicums working with children in order for students to connect theory with practice.  The field experiences expose students to how specific course information is implemented in the field. Our practicums involve practicing teaching and guidance strategies as they work directly with young children. We have two early childhood settings on-campus, our early childhood center, which is accredited by NAEYC and an Early Head Start program. Students can learn under the guidance of early childhood educators who model intentional teaching. Students receive individual feedback from faculty after their scheduled observations. These experiences prepare students to teach in a variety of early childhood settings. Working students may use their center for their lab setting. Our classes are designed to foster a community of learners through many active learning opportunities such as group projects, case studies, role-playing, and class presentations.

We recognize the importance of teacher and family relationships. When working with young children, early childhood educators collaborate with their families, respect their role in development of their children, and involve them as partners in decision making. The three R’s, being respectful, reciprocal, and responsive, guide students as they engage in meaningful, nurturing relationships with children and families.  Students are challenged to create an antibias approach to working with children and families. Class activities and field experiences engage students in understanding the rich diversity of our community.

Professionalism is interwoven throughout the program.  The NAEYC Code of Ethics is explored throughout our courses. Faculty model professionalism by being engaged in the community and the field, at the local, state and national level.  We are committed to advocating for quality early childhood programs, engaging in community initiatives, serving on boards, and providing training in the ECE community.  Students are also encouraged to be active participants in the early childhood field.  The Early Childhood Studies student club participates in on-campus service learning, as well as advocacy and professional organization experiences with our state affiliate (TXAEYC).   

The program is guided by the NAEYC Accreditation of Early Childhood Higher Education Programs Standards which have been adopted as our program learning outcomes (Advancing the Early Childhood Profession, NAEYC Standards and Guidelines for Professional Development, NAEYC, 2012).  Also directing our program are the NAEYC position statements which are embedded in our lectures, courses, and assignments.

It is our utmost goal that graduates embrace the profession with a disposition of joy in learning and teaching.  We want students to be passionate about working with young children and their families. We stress the importance of being life-long learners as new research findings and practices evolve in our field.

The Early Childhood Studies program operates within the context of San Antonio College’s mission and values.

Mission:

To empower our community for success by meeting the postsecondary learning needs of all San Antonio College Students through equitable educational practices for diverse populations in a globally networked society. To help students achieve their full potential by preparing them to graduate, transfer, or enter the workforce with effective critical thinking skills, communication proficiency, leadership ability, personal and civic responsibility, empirical and quantitative understanding, performance proficiency, and the ability to work effectively in teams.

Values:

• Students First
• Respect for All
• Collaboration
• Community Engaged
• Can Do Spirit
• Data-Informed

Outcome Measure #1 The Number of Program Completers

Outcome Measure #2:  The Program Completion Rate

Published timeframe for full-time students to complete

the early childhood program: Two years (4 semesters)

Outcome Measure #3:  Institutional Selected Data:

The fall-to-fall retention rate in the program for each

of the three most recently completed academic years

Program Outcomes with Fall 21 Data (Based on Key Assessments)

Standard 1 Promoting Child Development and Learning

1a. Knowing and understanding young children’s characteristics and needs, from birth through age 8.
83% of students met or exceeded the expectations

1b. Knowing and understanding the multiple influences on early development and learning.
83% of students met or exceeded the expectations

1c. Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments for young children.
100% of students met or exceeded the expectations

Standard 2 Building Family and Community Relationships

2a. Knowing about and understanding diverse family and community characteristics.
100% of students met or exceeded the expectations

2b. Supporting and engaging families and communities through respectful, reciprocal relationships.
100% of students met or exceeded the expectations

2c. Involving families and communities in their children’s development and learning.
100% of students met or exceeded the expectations

Standard 3 Observing, Documenting, and Assessing to Support Young Children and Families

3a:  Understanding the goals, benefits and uses of assessment-including its use in development of appropriate goals, curriculum, and teaching strategies for young children.
100% of students met or exceeded the expectations

3b. Knowing about and using observation, documentation and other appropriate assessment tools and approaches, including the use of technology in documentation, assessment and data collection.
90% of students met or exceeded the expectations

3c. Understanding and practicing responsible assessment to promote positive outcomes for each child, including the use of assistive technology for children with disabilities.
88% of students met or exceeded the expectations

3d. Knowing about assessment partnerships with families and professional colleagues to build effective learning environments.
100% of students met or exceeded the expectations

Standard 4 Using Developmentally Effective Approaches

4a. Understanding positive relationships and supportive interactions as the foundation of their work with young children.
100% of students met or exceeded the expectations

4b. Knowing and understanding effective strategies and tools for early education, including appropriate uses of technology.
88% of students met or exceeded the expectations

4c. Using a broad repertoire of developmentally appropriate teaching/learning approaches.
100% of students met or exceeded the expectations

4d:  Reflecting on own practice to promote positive outcomes for each child.
100% of students met or exceeded the expectations

Standard 5 Using Content Knowledge to Build Meaningful Curriculum Spring 21 Data (course is only taught in spring)

5a. Understanding content knowledge and resources in academic disciplines:  language and literacy; the arts-music, creative movement, dance, drama, visual arts; mathematics; science, physical activity, physical education, health and safety; and social studies.
88% of students met or exceeded the expectations

5b. Knowing and using the central concepts, inquiry tools, and structures of content areas or academic disciplines.
100% of students met or exceeded the expectations

5c. Using own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate developmentally meaningful and challenging curriculum for each child.
100% of students met or exceeded the expectations

Standard 6 Becoming a Professional

6a. Identifying and involving oneself with the early childhood field.
100 % of students met or exceeded the expectations

6b. Knowing about and upholding ethical standards and other early childhood professional guidelines.
100 % of students met or exceeded the expectations

6c. Engaging in continuous, collaborative learning to inform practice; using technology effectively with young children, with peers, and as a professional resource.
100 % of students met or exceeded the expectations

6d. Integrating knowledgeable, reflective and critical perspectives on early education.
100 % of students met or exceeded the expectations

6e. Engaging in informed advocacy for young children and the early childhood profession.
100 % of students met or exceeded the expectations