introduction to early childhood education online course

College of Education

Early Childhood Certificate

Certificate of Completion

Online Early Childhood Education

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Quick Facts

12 credits towards a certificate of completion
Less than one year
Fully online, asynchronous
Classes start every quarter. Take courses in any order
Open to degree and non-degree students as well as graduate and undergraduate levels
Take courses that may be used as credit toward a bachelor’s or master’s degree or count towards your Child Development Associate Credential (CDA) or required upper division credits on the Oregon Registry (Steps 9–10)

The Online Early Childhood Education certificate of completion develops your practice as an early childhood professional with in-depth, research-based, and innovative professional practices. It is a unique, interdisciplinary, early childhood series and develops the strength and expertise needed to expand your knowledge of children, birth to eight years.

Program coordinator

Will Parnell [email protected] 503-725-4619

Admissions Advisor

Tatiana Nochevnaya [email protected] 503-725-9786* Book an appointment

*You can text me!

Program Benefits

Enhance your knowledge and skills in working with infants, toddlers, preschoolers, and young children through research-based practice
Early Childhood Wellbeing
Equity and Inclusive Education
Guiding Young Children
Infants and Toddlers
Inquiry-Based Curriculum
Indigenous First Steps
Leading in Early Childhood
Learn from experienced teachers who have scholarly expertise and advanced degrees—and do so fully online and at an accessible price

Program Specifics

Upon completion of 12 ECE credits in the series, students are eligible to receive an Early Childhood Education Series Certificate of Completion (non-licensure).
Continue working as you learn in this fully online program

About the program

The Early Childhood Education Certificate of Completion is focused on inclusive education for young children, birth through age 8, and their families. Engage in early childhood courses reflecting an inquiry-based, constructivist approach to teaching and learning, framed by the pursuit of equity.

Our online classes align with NAEYC and DEC standards.

Our graduates

Earning the 12-credit certificate will guide and support you in your work with children, prenatal through age six, and their families. Focus on the skills needed for your work as educators, parents, home visitors, administrators, and other early childhood professionals. Our graduates become better prepared in their roles as:

Child care educators and teachers
Family child care professionals
Head Start and Early Head Start professionals
Program directors and administrators
Home visitors and home visitor supervisors

PSU’s individual support resources and real-world applications incorporate the needs of the whole person. This nurtures the strong convictions and confidence critical to academic success. PSU is also the public research university for the Portland metro area.

The Online Early Childhood Education certificate program draws on the practice of early childhood researchers and the educators at the PSU laboratory school, the Helen Gordon Child Development Center . We have an anti-bias and inquiry-based education focus.

Our program serves regional, national and international communities who are creative and engaged with colleagues outside Portland, Oregon, and the Pacific Northwest—with online learning, your work becomes part of a global collaboration. Our online classes have a strengths-based approach to learning with real-world applications. In coming together as a community of learners, you will share a deeper understanding of the topic with your classmates. We are passionate about early childhood education and are committed to supporting equity and inclusion in education.

Course of Study
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Introduction to Early Childhood Education

Ecet-1010-1, empire state university.

Cost & Fees
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Semester Spring 2024
Start Date 01-16-2024
Total Credits 4
Call to Register 800-847-3000

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introduction to early childhood education online course

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Early Childhood Development Courses and Certifications

Learn Early Childhood Development, earn certificates with paid and free online courses from Harvard, The Open University, SUNY, University of Reading and other top universities around the world. Read reviews to decide if a class is right for you.

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Graduate Programs
BC Early Childhood Education Assistant & Basic Certificate
Deaf/Hard of Hearing Basic Certificate
Certificates & Diplomas
Graduate Special Topics Course
Graduate Student Funding
Program Completion
ECE Certification Application
Kickstart ECED
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How to Apply

ECED 400: Introduction to Early Childhood Education and Care

Course outline (online 3.0 credits).

Assignment 1: Weekly reflections and responses to readings

Assignment 2: Observation – rights and responsibilities

Assignment 3: Final paper

This course is not eligible for Credit/D/Fail grading.

DESCRIPTION

This online course will introduce students to contemporary principles related to early learning and care with a particular focus on discovering points of connection between theory, research, policy and professional practice. Through readings, observation, critical reflection and discussion, students will explore perspectives and tensions in early learning and care framed within human rights, ethical practice, governance, advocacy and leadership. Students will learn to identify ways in which these influences connect, combine and affect the daily lives of young children, families, educators and communities in professional early learning and care environments.

ECED 400 is a core course for the Minor in Education – Early Childhood Education and the BC ECE Basic Certificate Program. This online course is an elective for the Certificate in Early Years Education and the Diploma in Early Years Education.

To become knowledgeable about theoretical influences on early childhood education and care (ECEC)
To learn about different types of early learning and care settings
To understand the complexity of governance and responsibilities in ECEC in Canada and BC
To engage with the notion of ethical practice in ECEC (including children’s rights)
To become familiar with modes of leadership and advocacy in ECEC
To understand systems and connections in ECEC in Canada and BC
To learn to use professional reflection as an effective support for continual growth, learning, and improvement of professional practice as it pertains to early childhood education and care in Canada

This course will be offered online on Canvas – http://canvas.ubc.ca

WEEK	TOPICS
1	: explores types of ECEC environments and invites critical examination of the purpose and responsibilities of professional ECEC settings.
2	: reviews of significant theoretical perspectives on ECEC with opportunity for reflection on how theory relates to practice.
3	: introduces to the contributions of contemporary Canadians to the field of ECEC.
4	: investigates some of the current philosophical approaches to ECEC commonly found in Canada (specifically British Columbia); identifies the ways these approaches link to theory, research and social policies.
5	: introduces the concept of young children’s human rights and highlights respect of these inherent rights within professional practice, explores the ways rights may be supported on a daily basis, and the links between rights and responsibility.
6	: reviews the notion of play as a valuable learning process with focus on the features, characteristics, stages and types of play. This is followed by inquiry into the role of the educator in children’s play.
7	: presents the multiple levels of governance and responsibilities in ECEC with opportunities to identify links and discover connections with theory and research.
8	: introduces the concept of systems with identification of the significant participants in ECEC systems.
9	: explores the ways in which children, families, learning communities, larger social communities and the natural world may link as interconnected and supportive systems.
10	: introduces the BC Early Childhood Educator Code of Ethics that guide professional practice with reflection on how ethical decision making, personal values, and beliefs impact practice.
11	: initiates discussion surrounding leadership in ECEC, including agents of leadership and advocacy.
12	: A final discussion of the ideas from this course that held particular interest and meaning to each student, how it has influenced their perspectives and how they plan to carry these ideas forward into practice.

COURSE REQUIREMENTS

This is an online course. Students are required to have a computer, access to the Internet, and a Campus Wide Login ID and password to access the course website.

There is no textbook required.

LIBRARY RESOURCES: Connect From Home

Your EZproxy connection will allow you to access library resources from your computer on or off campus. For more information, go to https://services.library.ubc.ca/electronic-access/connect/

MORE INFORMATION

Telephone: 604.822.2013, or toll-free in North America: 1.888.492.1122 Email: [email protected]

Latest Revision on: November 5, 2019

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MOOC: The Best Start in Life: Early Childhood Development for Sustainable Development

This SDG Academy massive open online course (MOOC) draws from research in neuroscience, psychology, economics, anthropology, and program implementation and evaluation in order to discuss early childhood development (ECD) and explore its role in achieving the United Nations’ Sustainable Development Goals . Completing the course will lead to understanding:

The ways in which children grow during this most rapid phase of development (physical, social, cognitive, emotional)
How the environment interacts with the body to build brain architecture and influence children’s growth and development
Milestones of child development: what is it that children know and can do at birth, by the second year, by preschool age?
How child development and its contexts vary across cultures and societies
How can programs and policies support children’s development?
How can they best be implemented to achieve the Sustainable Development Goals related to children and youth?
How can innovation push forward the field of ECD program development and how can you participate?

“The Best Start in Life” course is led by Professor Hirokazu Yoshikawa (New York University, Global TIES for Children), along with Center Director Jack Shonkoff , Catherine Tamis-LeMonda (New York University), Aisha Yousafzai (Harvard T.H. Chan School of Public Health), and UNICEF Senior Advisor and Chief of Early Childhood Development Pia Rebello Britto.

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Early childhood education

Free Online Early Childhood Education Courses

These free online early childhood education courses will teach you about this educational program designed to serve children in the preschool years. Early childhood education is a branch of education theory relating to the teaching of children from birth up to the age of eight. You will learn about how you can help form a child's social, emotional, cognitive, and physical development.... …Read More These free online early childhood education courses will teach you about this educational program designed to serve children in the preschool years. Early childhood education is a branch of education theory relating to the teaching of children from birth up to the age of eight. You will learn about how you can help form a child's social, emotional, cognitive, and physical development. Read Less

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Frequently asked questions.

Early Childhood Studies Development and Education

How do you nurture cognitive abilities and critical thinking in little ones? This popular course looks at different models and theories of early childhood education for an all-round understanding of this important topic.

Early Childhood Special Needs Education

Children with special needs require approaches that align with their developmental ability and that take into consideration their circumstances. This course looks at creating an inclusive programme and how families can take a supportive role in their child’s education.

Project-based Learning in Early Childhood Education

PBL or project-based learning is an effective pedagogic method. The Reggio Emilia approach of ‘emergent’ and holistic education is unpacked and explained in a way that makes it easy to apply in the classroom where appropriate.

Early childhood education is considered to start at birth and continue until the child is about eight years old. This is generally the time of nursery, preschool or kindergarten up until about third grade or early primary or elementary school. It covers everything from developing gross and fine motor skills, physical or hand-eye co-ordination to numeracy, language skills and even emotional and social development. Parents and families cover many of these aspects (teaching a child to talk and walk, for example) but may not have the time, knowledge or resources to go further and teach a child to read, write, count, begin to think critically and so forth. This is where professional and trained ECE educators come in. Research shows that children who are part of ECE programmes can have better outcomes later in life as the stimulation they receive builds their cognitive, language and social skills.

Yes, there are many different philosophies when it comes to early childhood education although there may be overlap between them. Some of the most well-known are: Montessori, Reggio Emilia, play-based learning, Waldorf and cognitive-based learning. We have free online courses in some of these approaches - be sure to return to this page often as we constantly add to our course selection and there may be new options that interest you later.

Montessori Teaching - Fundamental Concepts and Principles

One of our most popular ECE options, this course explains the observations that led Dr Maria Montessori to develop this teaching style that is used across the world. It helps children uncover their natural talents and interests in an informal way and setting.

Preschool Education: The Reggio Emilia Approach

This philosophy centres the child and allows them to take a self-guided approach to experiential learning in settings that favour relationships and connections. Enrol in this course to learn more and see if it will work for you.

Childcare and EYFS

A highly recommended course, EYFS stands for Early Years Foundation Stage, which covers birth to five years old in England. Its lessons, however, are universal and you will see how to bring out the best in very young children.

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Early Childhood Education Degree Online Courses

Curriculum details.

81—82 credit hours required in the major

In the bachelor’s in early childhood education online degree at SMSU, you’ll study essential topics like child growth and development, early literacy, classroom management, and more. A supervised semester-long student teaching experience is built into the curriculum, so you have the opportunity to apply your studies in real ECE classroom contexts. You’ll present your professional portfolio at a final conference at the end of your program.

Graduates of SMSU’s early childhood education program meet all requirements for Minnesota Early Childhood Education licensure upon completion.

Required Education Courses

An introduction to early childhood, elementary, and secondary education for students interested in teaching. Students will explore their potential for teaching in light of admission criteria and licensure requirements. Includes study of historical and social foundations of education; topics such as inquiry into the teaching and learning process, schools in a multicultural and diverse society, the profession of teaching; principles of cooperative group learning; and cultural differences, communication, and stereotyping. Fifteen hours of field experience is included.

The focus of this course is educational uses of technology. Students will explore computer applications as tools for their own learning, as well as the ethics of electronic communications, and will begin developing a Teacher Education portfolio using LiveText software.

Emphasis will be on constructivist approaches to hands-on creative activities, expressive arts, and discovery learning for young children that is inclusive. Facilitating children’s development through planning implementing, and evaluating learning experiences in the visual arts, music, movement, dance, and dramatic play will be the heart of this integrated curriculum course. A lab experience is included.

The course focuses on various developmentally appropriate and best curricula in the field of early childhood education in which instructional strategies, theories of curriculum development, and integrated curriculum for traditional/thematic types, to newer experimental and/or research-based models are explored. Approaches to anti-bias curriculum and inclusion of all children will be studied. A lab experience is included.

This course develops a framework for establishing and maintaining high quality programs for infants and toddlers and their families. Students will develop techniques for care giving, facilitating learning, and assessment that are developmentally appropriate and culturally sensitive. Attention to infants and toddlers with special needs is included.

In order to teach young children it is necessary to be familiar with patterns of growth concerning physical, mental, social, emotional, and aesthetic development of this age group. And to know both methods and materials is essential in order to create a living/learning environment where children can experience the best possible educational program. This course requires a 15-hour field experience.

Note: For the BS in Educational Studies program, students may take either take MATH 129 or ED 418 to fulfill the requirement.

This course provides information on the various exceptionalities and facilitates understanding of the basic special needs education services provided to children with disabilities, and includes gifted and talented. Topics include federal and state mandates, planning with parents, team approaches, teaching methodologies, and curriculum modifications and adaptations. A portfolio, reflective journal, and field experience will assist students in valuing diversity and inclusion.

Causes and consequences of prejudice, discrimination, and segregation; relationships of ethnic, racial, and religious minorities to dominant categories in the United States and globally; remedial programs to reduce racial, ethnic, and religious tensions.

Exploration of parent-child relationships within diverse family and cultural settings. Examination of parenting styles, attitudes, and behaviors and their effects on children’s development.

This course is a study of children’s literature at pre-primary, kindergarten, and elementary levels, with emphasis on diversity.

Candidates will complete a supervised field experience in an agency that serves young children and their families. Candidates will have opportunities to understand the infrastructure of the Early Childhood field and to demonstrate professional and ethical behaviors.

This course is designed to provide the student with an overview of health, safety, and nutritional issues of the child from birth to grade three in preparation for a profession of working with children. The prenatal environment and its impact on the health of the individual will be given great emphasis.

An understanding of the issues, resources, and techniques of communication, collaboration, consultation, and transitions for children, their families, the school, and all stakeholders in regular and special education settings. This includes professional reflection and development. The role of mental health professionals and agencies is included.

This course is designed to introduce TESL teacher candidates to fundamental theories in the field of teaching ESL. The course builds a foundation of understanding of English learners and topics impacting the academic experiences of language minority students in the United States. TESL teacher candidates will participate in a 15 hour lab field experience with focus on culturally and linguistically diverse learners.

The required preparation includes two years of HS foreign language or one year of foreign language in a post-secondary setting.

This course is an introduction to early literacy and linguistics, which is the scientific study of language. The theory of linguistics and teaching methods will be investigated. Topics taught in this course are language development, including the sounds of language and how they are produced (phonology); the structure of words (morphology); sentence structure (syntax); and how meaning is expressed (semantics). Early literacy topics addressed in this course include concepts about print, alphabetic principle, phonemic awareness, phonics, spelling, fluency, and written language. Emphasis will be placed on teaching techniques, strategies, and assessment tools used to instruct beginning readers, with special focus on the need to differentiate instruction to accommodate the needs of all learners, particularly the struggling reader and students for whom English is a second language. There is a 15-hour field experience attached to this course.

The course enables teacher candidates to improve communication proficiency as language develops in the child from early childhood through adolescence. With consideration of the academic ELA standards and inclusion of the ELA literacies: reading, writing, listening, speaking, viewing, and visually representing – including media/digital literacy, the focus of the content of English language arts includes: literature, writing, vocabulary, spelling, grammar/language conventions & effective usage, poetry, phonics, and handwriting. This course explores the process of language development and appropriate strategies to stimulate and encourage the continuation of language growth, and includes focus on understanding interrelationships among culture, language, and thought, with emphasis on technology, diversity, and the needs of English learners. Teacher candidates will complete an informal (self-placed) eight-hour field experience.

This course addresses the total spectrum of an inclusive P-6 developmental literacy program, including a study of phonemic, graphemic, and semantic systems, as well as strategies for teaching fluency, vocabulary, writing, and comprehension skills to learners. This course includes a field experience with structured assignments for teaching reading skills to diverse learners in grades P-6.

Provide education teacher candidates an understanding of the principles of effective classroom management and an opportunity to use a range of strategies to promote positive relationships, cooperation, and purposeful learning in the classroom; grow in their knowledge on how to create learning environments that contribute to the self-esteem of all persons and to positive interpersonal relations, establish a positive climate in the classroom and participate in maintaining a positive climate in the school as a whole. Participants will professionally grow in their development of skills necessary to lead with confidence, compassion, creativeness and commitment and team planning and teaching with multi-age grouping for K – 6 diverse learners. Teacher candidates cooperatively plan and teach content and skill objectives during a special two-day clinical lab experience in a K – 6 setting with diverse learners.

This course focuses on the central concepts and tools of inquiry for effective standards-based teaching and learning of mathematics from pre-kindergarten through grade 8. The course will address concept development, skill attainment, problem solving, lesson planning, assessment procedures, and techniques for accommodating different learning styles. Fifteen hours of classroom visits for guided practice and teaching a unit using appropriate methods for diverse learners are included.

This course focuses on the central concepts and tools of inquiry for effective standards-based teaching and learning of science from pre-kindergarten through grade 8. This course will address concept development, skill attainment, problem solving, lesson planning, assessment procedures, and techniques for accommodating different learning styles. Fifteen hours of classroom visits for guided practice and teaching a unit using appropriate methods for diverse learners are included.

This course includes the study of pedagogy, standards, teaching strategies and assessments for social studies concepts at the preprimary, kindergarten and elementary levels for PreK – 6 diverse learners. Early Childhood and Elementary Education teacher candidates teach social studies content and skill objectives during a 15 hour lab experience in an elementary school for PK -6 diverse learners.

This course focuses on the exploration, discussion, and critical analysis of contemporary issues regarding children, families, and early childhood programming. Areas will include advocacy; understanding legislation, rules, and regulations; child abuse; parenting roles; and professionalism.

The purpose of this course will be to learn research techniques and applications by participating in action research, specifically the performance assessment required by the State of Minnesota for teacher candidates who want to obtain a Minnesota teaching license. This course will focus on action research and researching learning strategies in preparation for teaching.

This required course will help the teacher education student begin a plan for professional development. A portfolio will be an ongoing project for the course, as well as discussions and activities related to preparing for the teaching profession. Students taking the course will complete their Pre-Student Teaching Experience.

A supervised semester-long field experience evaluated by a classroom supervisor and a University supervisor, in Birth-Grade 3 classrooms, required for ECE licensure fields. Students demonstrate Teacher Education program outcomes and present a portfolio at a final conference.

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EARLY CHILDHOOD PROGRAMS

Degrees, licenses and certificates.

There’s no more important job in the world than teaching, caring for and mentoring the youngest generation. At UW-Whitewater, we deeply share your calling and commitment to nurture children.

Our Early Childhood program offerings include bachelor's degrees with options to specialize, from dual licensure to non-license. Looking for flexibility? We have options to learn in person or online. Whether you’re passionate about supporting diverse learners or incorporating nature-based learning into your teaching , we have add-on credentials for you to personalize your education. Dive deeper into the field of early childhood education with our high-quality and experiential master’s degree.

Get started on your journey by exploring the options below to learn more.

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Add-on licenses

Have you already earned a Wisconsin teaching license? Broaden your education and make yourself more marketable with one of our high-quality add-on licenses.

Early Childhood Education Special Education

Credential certificates

If you’re looking to specialize, we offer credential certificates — bundles of courses on specific topics that last eight weeks per course.

Course 1 | EARLYCHD 332 – What is Culturally Responsive Teaching This course will require students to explore the historical context of racism and discrimination, reflect deeply on their own identity, culture, intersectionality and biases, and begin to consider steps they can take toward growth.

Course 2 |EARLYCHD 334 – Building on the Assets of Families and Cultures Throughout this course, students will learn about how to build on the assets of diverse families. They will learn how to engage families while respecting their different backgrounds, welcome families and solicit their involvement so teachers and families can work collaboratively in the best interest of their child.

Course 3 | EARLYCHD 336 – Culturally Appropriate Interactions and Guidance Throughout this course, students will learn about culturally appropriate interactions and guidance for young children. Students will explore their own biases; reflect on their intentional and unintentional beliefs that lead to their responses when working with children from backgrounds different from their own. Students will also begin to recognize the disparity of equity that may impart a cumulative emotional and historical trauma across generations while learning how to interact and guide children that may be affected by such.

Course 4 | EARLYCHD 338 – Authentic Curriculum that connects with Children (Capstone) Throughout this course, students will learn about the importance of creating curriculum that connects with children from diverse backgrounds. Students will also explore their role as leaders in the classroom and their program in creating a culturally competent environment for children and families. Students will create a capstone project as a summative assessment intended to demonstrate and display what they have learned throughout the four courses comprising this credential.

How to apply: If you are NOT enrolled in the major, you must apply to UW-Whitewater as a Special/non-degree student. If you are already enrolled in the Early Child Care and Education major, simply email [email protected] with your name, UW-Whitewater ID number and the name of course(s) you wish to take.

Course One | EARLYCHD 320 – Introduction to Dual Language in Early Childhood As the first course in the Supporting Dual Language Learners Credential, this course provides a historical overview of dual language programs in the United States and offers evidence to support the importance of home language maintenance in a dual language setting. It provides a foundation for understanding dual language learners, as well as strategies to effectively meet the needs of dual language learners in an early childhood setting, including classroom environments, teaching recommendations, and methods of assessment.

Course Two | EARLYCHD 322– Components of a Quality Dual Language Program As the second course in the Supporting Dual Language Learners Credential, students will learn about the components of a quality dual language program, including assessment and accountability, curriculum, instruction, classroom environments, staff quality, program structure, family and community involvement, and support and resources. Students will investigate and evaluate each component and how it affects dual language learning.

Course Three | EARLYCHD 324 – Supporting Language Acquisition in Early Childhood Dual Language Learners As the third course in the Supporting Dual Language Learners Credential, students will develop understanding about the characteristics of an effective teacher of children who are dual language learners. Students will learn and apply strategies to effectively support all dual language learners in an early childhood setting from infancy to preschool.

Course Four | EARLYCHD 326 – Assessment of Dual Language Learners in Early Childhood Throughout this final Capstone course, students will learn about the components of a quality dual language program, including assessment and accountability, curriculum, instruction, classroom environments, staff quality, program structure, family and community involvement, and support and resources. Students will investigate and evaluate each component and how it affects dual language learning.

EARLYCHD 400 | The Personal Dispositions of a Leader This is the first of four courses and will cover definitions of leadership and leader roles, the role of vision, emotional intelligence, resilience, optimism, and reflective practice in successful leadership of early childhood programs. For credentialing, it is required that the Leadership Credential courses must be taken sequentially, however this course can be taken individually.

EARLYCHD 401 | Leading in your Program This is the second of four courses in early childhood leadership. Through this three-credit course, students in early education will cover the leadership roles, responsibilities, and skills necessary for excellence in early childhood programs. Various leadership models will be presented. The role of leadership in staff development will be examined, including coaching and mentoring. Overarching themes include the importance of excellence, equity, inclusion and belonging in early care and education programs, and the role of vision and reflective practice in reaching these goals. For credentialing, it is required that the Leadership Credential courses are taken sequentially, however this course can be taken individually.

EARLYCHD 402 | Leading in your Community This is the third of four courses in early childhood leadership. This course will cover the leadership skills necessary to go beyond individual programs to leadership in communities and in the profession. The focus will be on collaboration, interconnections, relationships, transformation and advocacy. Overarching themes include the importance of excellence and diversity in early childhood programs, and the role of vision and reflective practice in reaching these goals.

EARLYCHD 403 | Leading for Change This is the fourth of four courses in early childhood leadership. This course will cover the use of transformational leadership, theories on change, action research, and strategies for successful advocacy. As the final course in the leadership series, students will participate in a research project to effect change. Overarching themes include the importance of excellence and diversity in early childhood programs, and the role of vision and reflective practice in reaching these goals.

This course requires the student to complete a major project that demonstrates the ability to integrate and apply the knowledge and skills taught in the first five courses as described in Project Preparation Guide , from The Registry.

EARLYCHD 341 | Introduction to Nature-Based Early Childhood Education (NBECE) This is course one out of four in a series which must be taken in sequence to earn a certificate or credential, or can be taken individually. Nature-based early childhood education has its roots in early childhood education and environmental education. Understanding the foundation and history of both will help support this new profession that integrates these two varied disciplines. This course will introduce students to the field of nature-based early childhood education including its history, theories, benefits for children, the variety of programs possible, the teacher’s role, high quality practices, and resources available.

EARLYCHD 342 | Exploration of Nature-Based Early Childhood Curriculum and Assessment This is course two out of four in a series which must be taken in sequence to earn a certificate or credential, or can be taken individually. This course is designed to help students develop a deeper understanding of what a Nature-Based Early Childhood (NBEC) curriculum entails as well as how to unite early childhood learning standards with age-appropriate nature content. Students will explore how a Nature-based curriculum supports the developmental domains of early childhood. They will also evaluate different approaches to assessment in a NBED classroom while examining the relationship between assessment and curriculum.

EARLYCHD 343 | Navigating the Benefits, Risks, and Challenges in Nature-Based ECE This is course three out of four in a series which must be taken in sequence to earn a certificate or credential, or can be taken individually.There are enormous benefits to nature-based play and learning – for children, teachers, administrators and families. With these benefits, as with all things, come risks and challenges. As the adults in children’s lives, it is up to us to seek and understand the benefits and to mitigate and manage the risks and challenges.

This course looks at the benefits of nature-based early childhood programming and how nature-based environments support children’s learning and development. The course explores benefit and risk assessment, regulations, the role of teachers and management and the importance of shared vision and principles.

EARLYCHD 344 | Designing for and Implementing Nature-Based Early Childhood Learning This is the fourth course in the four-course series; it must be taken last and cannot be taken individually. This course will be implementation focused, providing students the opportunity to integrate what they have learned in the previous 3 courses through planned projects.

While nature-based early education topics will be reviewed; primary course content will aim to help students plan and carry out projects implementing the provision of nature-based early childhood education.

Students will explore aspects of nature-based early learning to determine the character and scope of action project they will undertake. They will learn about proposal writing and project management, creativity and problem solving, and various other things, depending on the scope and character of their action project.

Students will prepare project proposals for, 1) a course project to be completed at the end of the scheduled course, and, 2) an action project that will be submitted to authorities or partners.

As part of their course project, students will do the necessary research, analysis, planning and decision making to determine and propose actions required to achieve their action goals. This will take the form of an action project proposal to be presented to initiate implementation and as completion of the course.

How to apply: If you are NOT enrolled in the major, you must apply to UW-Whitewater as a Special/non-degree student. If you are already enrolled in the Early Child Care and Education major, simply email Anne Tillett at [email protected] with your name, UW-Whitewater ID number and the name of course(s) you wish to take.

EARLYCHD 354 | Introduction to Program Development This first course in a series of four provides an overview of definitions, roles, responsibilities, and ethics involved in program development and sets the context for the other three courses. Students explore what it means to develop and implement a high-quality early care and education or youth care program. The course includes the application of the Wisconsin Model Early Standards or your state’s Early Learning Standards to guide expectations for supervisory and teaching staff and support continuous quality improvement. The content is intended for those in positions that involve program development, implementation, and supervision such as directors, assistant directors, lead teachers, family childcare providers, program coordinators, site coordinators, and group leaders.

EARLYCHD 355 | Observation, Assessment and Evaluation This is the second of four courses in a series of four. This course includes discussions and practical application of techniques and tools for observation, assessment, and evaluation of individual children, curriculum, learning environments. Systems for planning, goal setting, and monitoring provide continuous information on the quality of the program, educators, and child outcomes. The course meets the requirements for Wisconsin Model Early Standards, or your state’s Early Learning Standards which is used to guide expectations for supervisory and teaching staff and support continuous quality improvement. The content is intended for those in positions that involve program development, implementation, and supervision such as directors, assistant directors, lead teachers, family childcare providers, program coordinators, site coordinators, and group leaders.

EARLYCHD 356 | Designing Environments for Learning This is the third course in the Program Development Credential. Environments are both physical and cultural and are an important part of producing excellent quality programs. They reflect the program’s philosophy and either assist or hinder children’s learning.

This course uses the Wisconsin Model Early Standards, or your state’s Early Learning Standards as a framework for program quality and for both supervisory and teaching staff expectations. The content is intended for those in positions that involve program development, implementation, and supervision such as directors, assistant directors, lead teachers, family childcare providers, program coordinators, site coordinators, and group leaders.

EARLYCHD 357 | Supervision, Coaching and Professional Development This is the fourth course in the Program Development series. The quality of the program for children is dependent on the knowledge skills and dispositions of the staff working directly with children. Staff are supported by individualized, ongoing professional development programs and effective coaching and supervision. This course provides program supervisory and lead personnel with the tools to develop cultural responsiveness and supportive learning environments through staff development, coaching, supervision, and community building. This course uses Early Learning Standards as a framework for program development.

Master's degree program

The Master of Science in Education in Professional Development provides you with advanced academic work focused on the improvement of teaching and learning. Develop skills and knowledge in three core areas: research, practice and professional voice.

Learn more about the master’s degree.

Hired Before Graduation

Megan Nennig, from Milwaukee, Wisconsin, earned a B.A. in early childhood education and was accepted to graduate school at the University of Minnesota pursuing a Master of Applied Child and Adolescent Development in St.Paul, Minnesota.

"I'm proud of achieving what I thought to be impossible as a working mother, to find my passion in early childhood mental health. Carmen Rivers was the most understanding and encouraging person and she helped me to believe I could be where I am today."

Jen Szymkowiak, from Amherst, Wisconsin, earned a BSE in early childhood education and was hired as an early childhood special education teacher with Riverside Elementary in Wautoma, Wisconsin.

For more information on our Early Childhood programs: Contact us »

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Associate of Applied Science in Early Childhood Care & Education

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UC Online’s Associate of Applied Science in Early Childhood Care & Education (ECE) offers a program that prepares professionals to provide high-quality educational experiences for all children. The program emphasizes working with young children and their families from a variety of cultural and ethnic backgrounds.

Whether you are in a preschool, Head Start program, child-care center, family childcare environment, or just interested in getting started in the field, our 100% online program is designed with working professionals in mind who want to advance their career without sacrificing responsibilities at work and at home. Our courses give you information and strategies that you can learn today and apply in the classroom tomorrow! This degree does not lead to Pre-Kindergarten – Grade 5 licensure.

Early Childhood Care & Education Program Highlights:

Start-to-Graduation Support: Every student enrolled online is assigned a dedicated Academic Advisor and also a Student Success Coordinator providing one-on-one support. They are your on-campus partners who can help you manage your time and ensure you’re meeting degree requirements to get you to graduation.
Associate Degree Scholarship: All students in the Early Childhood Care & Education Associate program will receive the Associate Degree Scholarship in the amount of 24% off instructional fees only.
T.E.A.C.H. Early Childhood® OHIO Scholarship: Current Ohio early childhood professionals may be eligible to receive financial assistance for the cost of tuition, books, and related education expenses. Visit OCCRRA to apply.
100% Online: All coursework is completed online – no campus visits are required!
Flexible Scheduling: Offering part-time and full-time options, our online program is designed with busy, working professionals in mind.
Three Start Dates per Year: With courses offered year-round, students are offered the convenience of beginning their degree in Fall, Spring, or Summer.
CDA Coursework: Through UC’s online Early Childhood Education program, students have the opportunity to meet the education requirements for obtaining the Child Development Associate (CDA) Credential™ while receiving advanced standing in the Associate degree program.
Accredited: The University of Cincinnati and all of its regional campuses are accredited by the Higher Learning Commission . Additionally, UC’s College of Education, Criminal Justice & Human Rights (CECH) is accredited by the Council for the Accreditation of Educator Preparation (CAEP).
Nationally Ranked: UC Online’s AAS in Early Childhood Care & Education is consistently ranked as a Top 15 Best Online Associate in Early Childhood Education by TheBestSchools.org .

Our Guiding Principles:

To provide accessible education to early childhood teachers.
To support teachers, families, staff, administrators, and children they serve.
To help programs meet state and federal mandates and quality initiatives.
To help teachers meet educational goals.
To strengthen workplace learning.
To create technology-proficient teachers.
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Tuition is calculated on a per-credit basis. Refer to the Tuition and Fees Chart for more details.

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Early Childhood Education Online Certificate Programs

THE INDUSTRY LEADER FOR ONLINE PROFESSIONAL DEVELOPMENT

CCEI’s certificate programs are an excellent opportunity for educators to expand their knowledge and skills. Our programs are designed to help teachers stay current in their field, meet state licensing requirements, and enhance their effectiveness in the classroom. Our online format allows you to learn at your own pace, on your own schedule, and from anywhere with internet access.

CCEI’s certificate programs cover a wide range of topics in early childhood education. Our courses are research-based and developed by experts in their field designed to be both informative and engaging. In addition, our programs are affordable.

Earning a certificate from CCEI can help you advance your career and give you the tools you need to be a successful educator. At CCEI, we are committed to providing quality professional development opportunities for teachers. We are confident that our programs will meet your needs. Don’t miss this chance to invest in your professional development and take your teaching to the next level. Learn more about our certificate programs and register today.

To view all CCEI Certificate Program offerings, please review our extensive Certificate Programs Catalog here .

Online Child Care Certificate Programs & CDA Courses

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Instructor-Supported CDA Family Child Care Certificate
Instructor-Supported CDA Infant-Toddler Certificate
Instructor-Supported CDA Preschool Certificate
El certificado de cuidado infantil familiar de CDA apoyado por un instructor
El certificado de bebé-niño de CDA apoyado por el instructor
El certificado preescolar CDA apoyado por un instructor
Self-Study CDA Family Child Care Certificate
Self-Study CDA Infant-Toddler Certificate
Self-Study CDA Preschool Certificate
Programa de Autoaprendizaje y Certificación CDA para Bebés y Párvulos
Programa de Autoaprendizaje y Certificación CDA para Preescolares
Programa de Autoaprendizaje y Certificación CDA para Hogares de Cuidado Infantil Familiar
CDA Credential Renewal Certificate – Infant-Toddler
CDA Credential Renewal Certificate – Preschool
CDA Credential Renewal Certificate – Family Child Care
CDA Credential Renewal Certificate – Infant-Toddler – Spanish
CDA Credential Renewal Certificate – Preschool – Spanish
CDA Credential Renewal Certificate – Family Child Care – Spanish
Florida Child Care Professional Credential (FCCPC)
Florida Child Care Professional Credential (FCCPC) – Spanish
Florida Child Care Professional Credential (FCCPC) School-Age Certificate
Florida Child Care Professional Credential (FCCPC) Renewal Certificate
Florida Child Care Professional Credential (FCCPC) Renewal Certificate – Spanish
Infant-Toddler Certificate

Administrator Programs

Director’s Certificate
Director’s Certificate Renewal
Florida Director’s Certificate Renewal
Georgia Director’s Certificate
Texas Director’s Credential
Texas Director’s Credential Renewal

Professional Development Certificate Programs

Basic Center Management Certificate
Basic Principles of Child Development
Budgeting and Risk Management Certificate
CCDBG Health & Safety Training for ECE Professionals in Nevada
Child Care Orientation Certificate
Communication and Interpersonal Skills Certificate
Diversity and Multiculturalism Certificate
Georgia Health and Safety Orientation Certificate – 10 Hours
Health and Hygiene Certificate
Infant-Toddler Orientation Certificate
Mandated Reporter Certificate
Oklahoma Health and Safety Pre-Service Certificate
Positive Guidance Certificate
Special Needs and Inclusive Education Certificate
Staff Leadership Certificate

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NAEYC’s online professional development introduces early childhood educators to core ideas from NAEYC’s position statements, books, journals, and more. Designed with busy educators in mind, our online resources provide self-paced, interactive learning that connects professional knowledge to daily practice through practical strategies that bolster best instructional approaches.

Get started today! Explore available courses below and learn about group discounts .

Already completed your purchase? Visit the NAEYC Learning Lab to log-in and begin your course!

Please Note: NAEYC online courses can only be purchased on the naeyc.org website. NAEYC is not currently offering free courses with the U.S. Department of Education or advertising these courses on Facebook. If you have received these fake ads on your feed, please report them as spam.

New to the NAEYC Learning Lab!

Context: understanding the child, educator, and program (on demand).

Join DAP thought leaders Susan Friedman and Lorena Mancilla as we focus on one of the 3 Core Considerations: Context.

DAP & The Nine Principles of Child Development and Learning (On Demand)

Hear from DAP thought leader, Dr. Iheoma Iruka as she shares her perspective on taking an equity-focused approach to understand and support child development.

DAP & Teacher Decision Making (On Demand)

Hear from DAP thought leaders, Sue Bredekamp and Barbara Willer, as they reflect on the importance of the core considerations to teacher decision making.

Emergent Curriculum and the Cycle of Inquiry (On Demand)

NAEYC’s Emergent Curriculum and the Cycle of Inquiry Approach course, is the first step on your journey to guiding children through an emergent curriculum.

Rethinking Circle Time: Effective Communication with Young Children (On Demand)

Rethinking Circle Time provides clear communication strategies, from a behavioral psychology perspective, to help teachers succeed and have a stress-free classroom.

Choose Your Topic!

Ampliando el aprendizaje de los niños a través del juego guiado (a pedido).

En este taller de 1 hora aprenderemos cómo el juego guiada amplía el pensamiento de los niños y las oportunidades de aprendizaje. También describiremos cómo los adultos guían el juego de los niños aplicando tres estrategias. Este módulo se presentó en el Instituto Virtual de NAEYC.

Classroom-Based Assessment (On Demand)

The course is divided into three, 1-hour online modules that help to answer basic questions teachers have about classroom-based assessment, such as:

What do preschool teachers need to know about assessment?
When & how should preschool teachers collect work samples & photos as evidence of learning?
How can teachers use assessment to guide decisions about curriculum & instruction?

Culturally Appropriate Positive Guidance (On Demand)

This 1-hour online module covers:

Classroom examples and practical strategies to enhance awareness of how cultural practices are deeply embedded in children and families behavior.
A deeper understanding of culture in family practices (things families think, say, and do)
Strategies to be more responsive to the diverse families and children in our programs

Developmentally Appropriate Practice: What do higher education faculty need to know? (On Demand)

Understand the key revisions to the DAP Position Statement
Hear recommendations from higher education faculty

Developmentally Appropriate Practice: What do professional development providers need to know? (On Demand)

Hear recommendations for PD Providers from thought leaders in the field

Developmentally Appropriate Practice: What Do Program Leaders Need to Know? (On Demand)

Listen as early childhood education experts Sue Bredekamp, PhD, Marie Masterson, PhD, and Iheoma Iruka, PhD reflect on NAEYC’s newly revised Developmentally Appropriate Practice (DAP) position statement.

Developmentally Appropriate Practice: What do teachers need to know? (On Demand)

Understand the key revisions to the DAP Position Statement
Hear how two teachers are implementing DAP in their classrooms

Each & Every Child: Teaching Preschool with an Equity Lens (Facilitated)

Registration has closed.

Interested in participating in future facilitated events like this? Let us know here

This faciliated online mini-course explores the six parts of the book, Each and Every Child: Teaching Preschool with an Equity Lens and includes 4 hours of self-paced learning and 3 hours of face-to-face video meetings with a facilitator over the course of 4 weeks:

October 5th, 2020 at 5:00 PM Eastern
October 19th, 2020 at 5:00 PM Eastern
November 2nd, 2020 at 5:00 PM Eastern

Each & Every Child: Teaching Preschool with an Equity Lens (On Demand)

The 4 hours of self-paced learning include:

Key practices in combating implicit bias
Strategies and tips for how to support the learning and development of each and every child
Examples of intentional play opportunities and guided instructional supports

HOT: Big Questions (On Demand)

This online learning experience includes a webinar segment by authors Janis Strasser and Lisa Mufson Bresson, and discusses real classroom scenarios, the different types of questions that engage children, and how they can be used in different activities throughout the day.

HOT: Creativity (On Demand)

HOT Creativity is a self-paced, 1-hour online module that provides preschool teachers with innovative ideas to incorporate the following aspects into their classroom:

Open-ended art activities
Higher order thinking skills and "big" questions
Active, intentional technology engagement

HOT: Tinkering (On Demand)

HOT Tinkering is a self-paced module which explores concepts of making, tinkering and engineering for preschoolers while connecting higher order thinking skills to everyday interactions.

This 1-hour online module provides:

Teacher facilitation strategies
An in-depth look at ways to scaffold higher order thinking with young children
Tips for implementing a tinker station in your classrooms

Higher Order Thinking Bundle (On Demand)

This collection of higher-order thinking modules brings together three of NAEYC’s popular modules into one convenient package:

HOT: Big Questions,
HOT: Creativity, and
HOT: Tinkering.

The bundle also includes supplemental articles to reinforce your learning and a Message in a Backpack™ handout for families to encourage curiosity at home.

Resource Library on Trauma and Young Children

This resource library explores key concepts of trauma and sensitive strategies for working with young children who have experienced trauma.

Earn up to 5.25 hours of training exploring the following resources:

An interactive module that includes a presentation from author Sarah Erdman
The E-Book: Trauma & Young Children: Teaching Strategies to Support and Empower
A digital copy of Young Children , July 2020 edition " From Good Guidance to Trauma-Informed Care"
3 bonus presentations on trauma

Self-Study: 1, 2, 3! (On Demand)

NAEYC is the world’s preeminent organization dedicated to early childhood education. Hear from NAEYC’s professional development team about the self-study process to improve program quality.

Serious Fun! (On Demand)

This online learning experiences offers guidance on how to:

interact with children during play
carefully evaluate teaching strategies,
incorporate meaningful play opportunities into rigorous and developmentally appropriate practices that can result in deep, rich learning for children.

Strengthening Relationships With Families (On Demand)

This online module will introduce the 6 principles of family engagement and practical strategies for strengthening program-family relationships.

The Path to Quality Early Learning Services (On Demand)

The Path to Quality Early Learning Services is a self-paced, 1-hour online module designed for early childhood program leaders. This online module provides an overview of:

NAEYC's history, mission, and goals
The foundations of developmentally appropriate practice, and
NAEYC's Early Learning Program Standards, which provide a framework to achieving a high-quality program

This module includes a PDF of Teaching Young Children , “Defining and Recognizing High-Quality Early Learning Programs: NAEYC's 10 Accreditation Standards.”

Bulk Purchases: Online Learning

Premium Member Benefit: Online Learning

Professional development.

What you need to know about early childhood care and education

Why is early childhood care and education so important.

Early childhood care and education (ECCE), covering the period from birth to 8 years old, is crucial because it leverages a time of significant brain development in children. Quality ECCE can set the foundation for good health, nutrition, learning success, social-emotional development, and economic productivity throughout life.

Despite these benefits, ECCE often receives low priority in education policies and investment and may exclude marginalized groups. Much of ECCE is privately provided, adding to its vulnerability. Extending education rights to include early childhood care can significantly impact developmental outcomes for children. Evidence suggests that legal provisions for compulsory pre-primary education can boost early development.

However, there's no international framework that currently enshrines these rights, which limits global progress. Quality improvement in ECCE can be driven by better training for caregivers, more robust community engagement, and improved infrastructure, such as better water and sanitation services in early learning settings. Additionally, extending family-friendly policies like parental leave and childcare benefits can significantly enhance early learning environments.

What is the global situation for ECCE?

Meeting SDG 4, which aims for inclusive and quality education for all, requires integrating ECCE. The Transforming Education Summit highlighted this integration to address the equity and relevance crises in education. Significant challenges include fragmented ECCE policies and services, insufficient funding, and a lack of comprehensive data.

Extending the right to education to include ECCE could greatly enhance early learning, yet no international legal framework currently ensures this right. Addressing these issues is critical for supporting foundational learning and ensuring equitable access to quality early education, essential for preparing children for primary education and beyond. This effort aligns with the objectives of the Tashkent Declaration to transform and improve global ECCE practices.

Disparities and Financing in ECCE

Disparities in child development begin early and are pronounced among disadvantaged groups. Approximately 30% of children worldwide are not on track developmentally, with those from poorer households and rural areas facing significant challenges. In contrast, 78% of children in wealthier households are developmentally on track compared to only 55% in the poorest ones. These children often lack access to early stimulation and educational resources, with only a fraction having books or playthings at home. ECCE is crucial for developing foundational skills necessary for lifelong learning.

However, it faces significant challenges including underfunding, lack of cohesive policies, and insufficient data. There is a pressing need to improve access and quality of ECCE to ensure that children are ready for primary education by 2030. Despite calls for increased funding, actual investment in ECCE remains low, with global median spending on pre-primary education at just 0.4% of GDP. Closing this financing gap is critical, especially considering that the required investment to meet pre-primary education goals by 2030 is estimated at USD 354 billion for low and middle-income countries.

What is the basis for UNESCO’s approach to this work?

UNESCO regards ECCE as a fundamental and integral part of the education system and a solid foundation on which to build lifelong education, lives, and careers. All of its work in this area is aligned with target 4.2 of Sustainable Development Goal 4, which aims to ‘By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education.’ To further advance this target, UNESCO established a Global Partnership Strategy to bridge the gap and ensure that quality ECCE, early primary school years, and family education are available for all children.

UNESCO’s work is based on the idea that ‘Learning begins at birth,’ introduced in the World Declaration on Education for All Jomtien declaration . As inscribed in the Convention on the Rights of the Child (1989), young children have the right not only to survive but to thrive and develop to their fullest potential. In 2000 the international community at the World Education Forum (Dakar 2000) committed itself to ‘expanding and improving comprehensive early childhood care and education, especially for the most vulnerable and disadvantaged children.’ Ten years later, UNESCO’s World Conference on Early Childhood Care and Education (Moscow 2010) warned that the EFA Goal on ECCE was ‘at great risk of not being achieved by 2015 unless urgent and resolute action is taken’ and highlighted ECCE as a social, human, and economic development imperative.

With only six years left to achieve Sustainable Development Goal 4 (SDG 4) on inclusive and quality education, the world remains significantly off-track. Millions of children are falling behind in their developmental milestones and many lack access to pre-school education, putting their future learning opportunities at risk. Addressing these educational deficits is crucial to ensuring that every child has the opportunity to thrive and succeed.

A significant step forward to addressing these needs was taken with the adoption of The Tashkent Declaration for Early Childhood Care and Education , the outcome of the World Conference on Early Childhood Care and Education ( WCECCE ), held in November 2022. As the first high-level intergovernmental event in the field of education to be organized after the Transforming Education Summit (TES), the conference served as a platform for diverse stakeholders to discuss experiences, challenges, practices and innovations. UNESCO’s member states have pledged to invest at least 10% of their total education spending on pre-primary education. The discussion focused on achieving SDG target 4.2. The conference propelled efforts to nurture foundational skills for socialization, well-being, and lifelong learning, recognizing that inequalities in learning and development start early in life.

To further support these goals, one of the commitments of the Tashkent Declaration is the first Global Report on Early Childhood Care and Education , jointly prepared by UNESCO and UNICEF, with the support of GPE, ILO, OECD, WHO, and The LEGO Foundation. Building on new findings on the key issues facing ECCE, the report provides recommendations to governments and the international community to promote an integrated ECCE ecosystem that better supports children and families.

How does UNESCO work to promote ECCE?

UNESCO collaborates with governments and other key stakeholders concerned with the care and education of young children from birth until primary school entry. Its ECCE activities focus on promoting holistic and quality pre-primary education for all children over the age of 3, ensuring the use of developmentally appropriate pedagogies and emphasizing the links with primary education as well as early childhood health, nutrition and social services.

Concretely it works with Member States at national, regional and international levels by influencing policies and practices through evidence-based advocacy, knowledge generation and sharing, partnership-building, capacity-building and technical assistance. These include work in teacher development through projects like STEPP (The Survey of Teachers in Pre-Primary Education), parenting education and family literacy, and measurement and monitoring.

UNESCO promotes the integration of an ECCE component in countries’ education sector plans to address the needs of different age groups and includes the marginalized. Partnerships that involve working with health, nutrition and social sectors as well as civil society and private sector actors help widen the reach to children.

UNESCO regards ECCE as a fundamental part of the education system and a solid foundation for building lifelong education, lives, and careers. Its work in this area aligns with SDG target 4.2, which aims to ensure that all children have access to quality early childhood development, care, and pre-primary education by 2030. UNESCO promotes the integration of ECCE in countries’ education sector plans, addressing the needs of various age groups, including marginalized populations.

Key recommendations to ensure a robust foundation for children's rights in ECCE include promoting ECCE for school readiness, prioritizing vulnerable children, supporting parents and caregivers, valuing ECCE personnel, investing in data, leveraging research, increasing investments by governments, enhancing international efforts and partnerships, and expanding the right to education through a legally binding international framework. By implementing these recommendations, stakeholders can address the comprehensive needs of young children globally, setting a foundation for better educational outcomes and lifelong benefits.

What are the recommendations highlighted in the global report on ECCE?

Promote ECCE for school readiness: Countries must develop early learning opportunities that include a strong focus on foundational skills such as emerging literacy, numeracy, and social-emotional skills to better support educational outcomes.
Prioritize Vulnerable Children: Extend access to quality early childhood care and education, particularly to the most vulnerable and disadvantaged.
Support Parents and Caregivers: Governments must take a whole of-society approach and include parental support programmes and family-friendly policies to improve children’s early learning experiences.
Value ECCE Personnel: Governments must invest more in recruiting and training ECCE personnel to have the skillsets for creating safe, healthy, and stimulating early learning environments.
Invest in Data: The international community must develop new indicators and mechanisms to better support and monitor the development of the ECCE sector, particularly for children younger than 3.
Leverage Research: Governments must adopt a multidisciplinary and scientific understanding of learning and development to improve the relevance and quality of ECCE curriculum and pedagogy.
Increase Investments by Goverments: Governments are called on to allocate at least 10% of national education budgets to pre-primary education.
Enhance International Efforts and Partnership: The international community must establish a global initiative or alliance to better work together for children from (before) birth to 8 years. Leverage ECCE through the Global Partnership Strategy (GPS).
Expand the right to education: The creation of a legally binding international framework establishing the right to ECCE is needed to articulate states’ obligations, promote accountability and monitoring, as well as ensure minimum resource allocation for ECCE. By implementing these recommendations, stakeholders can effectively address the comprehensive needs of young children globally, setting a foundation for better educational outcomes and lifelong benefits.

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Quality care and education for young children is critically important, and demand for teachers is great. You will study teaching methods, explore child development and family relations, and learn about special education strategies in real-world settings. Upon completion, you are eligible for the Idaho Blended Early Childhood Education/Early Childhood Special Education (Birth — Grade 3) teaching certification.

Program is offered in Moscow and Coeur d'Alene
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ECE 101
Provides an introduction to the profession of Early Childhood Education (ECE). Course content includes eight key areas of professional knowledge related to working with young children and their families in early care and education settings: child growth and development; health, nutrition and safety; developmentally appropriate practices; guidance; family and community relationships; diversity ...
Education 106: Introduction to Early Childhood Education Course
Course Summary Education 106: Introduction to Early Childhood Education has been evaluated and recommended for 3 semester hours and may be transferred to over 2,000 colleges and universities.
Online Early Childhood Education Degree (BA)
What is a Bachelor of Arts in Early Childhood Education? Start your path toward becoming a proponent of education and child development with your Bachelor of Arts in Early Childhood Education (ECE) from the University of Arizona Global Campus. In this ECE online degree program, you will discover all the wonders of early childhood education as you learn ways to support children during a pivotal ...
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Early Childhood Education Courses and Certifications Learn Early Childhood Education, earn certificates with paid and free online courses from Harvard, Stanford, University of Washington, The Open University and other top universities around the world.
Early Childhood Certificate
The Early Childhood Education Certificate of Completion is focused on inclusive education for young children, birth through age 8, and their families. Engage in early childhood courses reflecting an inquiry-based, constructivist approach to teaching and learning, framed by the pursuit of equity. Our online classes align with NAEYC and DEC ...
ECE101
A. Demonstrate an understanding of professionalism in Early Childhood Education including: following the National. Association for the Education of Young Children (NAEYC) Code of Ethical Conduct; demonstrating professional. oral and written communication skills; working collaboratively as a team; identifying ways to advocate for early.
Introduction to Early Childhood Education (EDU 5750)
This course will introduce students to the biological, cognitive, and socio-cultural theories of early childhood education from the period of prenatal growth through age eight. This course will examine topics including prenatal growth, infant health, language development, childcare and schooling, play, family life, learning assessment, differentiated instruction, and multicultural perspectives ...
Introduction to Early Childhood Education
Take your class online with SUNY. This course provides an introduction to the core body of knowledge, skills, values, and dispositions early childhood educators must demonstrate to effectively promote the development, learning, and well-being of all young children, birth through grade 2. Topics include historical influences, program types ...
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Education 106: Introduction to Early Childhood Education Explore foundational theories, development stages, curriculum design, and instructional strategies in early childhood education.
EDU-119 Introduction to Early Childhood Education
This course introduces the foundations of early childhood education, the diverse educational settings for young children, professionalism and planning intentional developmentally appropriate experiences for each child. Topics include theoretical foundations, national early learning standards, NC Foundations for Early Learning and Development, state regulations, program types, career options ...
ECED 400: Introduction to Early Childhood Education and Care
DESCRIPTION This online course will introduce students to contemporary principles related to early learning and care with a particular focus on discovering points of connection between theory, research, policy and professional practice. Through readings, observation, critical reflection and discussion, students will explore perspectives and tensions in early learning and care framed within ...
10 Free Online Early Childhood Education (ECE) Courses
The Introduction to Early Childhood course taught by instructors from the State University of New York is part of a larger education program for people aspiring to run daycare centers. Coursework includes six modules using videos, reading assignments, and assessments to cover family engagement, diversity, and behavioral science.
MOOC: The Best Start in Life: Early Childhood Development for
This SDG Academy massive open online course (MOOC) draws from research in neuroscience, psychology, economics, anthropology, and program implementation and evaluation in order to discuss early childhood development (ECD) and explore its role in achieving the United Nations' Sustainable Development Goals. Completing the course will lead to understanding: The ways in which children grow during
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These free online early childhood education courses will teach you about this educational program designed to serve children in the preschool years. Early childhood education is a branch of education theory relating to the teaching of children from birth up to the age of eight. You will learn about how you can help form a child's social ...
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In the bachelor's in early childhood education online degree at SMSU, you'll study essential topics like child growth and development, early literacy, classroom management, and more. A supervised semester-long student teaching experience is built into the curriculum, so you have the opportunity to apply your studies in real ECE classroom contexts. You'll present your professional ...
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EARLYCHD 341 | Introduction to Nature-Based Early Childhood Education (NBECE) This is course one out of four in a series which must be taken in sequence to earn a certificate or credential, or can be taken individually. Nature-based early childhood education has its roots in early childhood education and environmental education.
AAS in Early Childhood Care & Education|UC Online
The AAS in Early Childhood Care & Education prepares students to work with young children and their families from a variety of cultural backgrounds.
Online Child Care Certificate Programs & CDA Courses
Our online format allows you to learn at your own pace, on your own schedule, and from anywhere with internet access. CCEI's certificate programs cover a wide range of topics in early childhood education. Our courses are research-based and developed by experts in their field designed to be both informative and engaging.
Online Learning
NAEYC's online professional development introduces early childhood educators to core ideas from NAEYC's position statements, books, journals, and more. Designed with busy educators in mind, our online resources provide self-paced, interactive learning that connects professional knowledge to daily practice through practical strategies that bolster best instructional approaches.
What you need to know about early childhood care and education
Early childhood care and education (ECCE), covering the period from birth to 8 years old, is crucial because it leverages a time of significant brain development in children. Quality ECCE can set the foundation for good health, nutrition, learning success, social-emotional development, and economic productivity throughout life.
Bachelor's in Early Childhood Education
Early Childhood Education, B.S. Quality care and education for young children is critically important, and demand for teachers is great. You will study teaching methods, explore child development and family relations, and learn about special education strategies in real-world settings. Upon completion, you are eligible for the Idaho Blended ...

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