Degrees and Certificates
Early Care and Education for Young Children with Disabilities,Associate of Science
Early Childhood Education,Associate of Science
Early Childhood Education,Certificate
Early Childhood Education Advanced,Certificate
Early Childhood Education Entry Level,Certificate
Young Children with Autism and Exceptionalities,Certificate
Major theories and research findings in the physical, cognitive, language, and social/emotional domains of development of young children from conception through age 8 are the focus of this course. The work of Piaget, Erikson, Montessori, Vygotsky, and Dewey are emphasized. Students use tools to observe and record the development of young children in early-care settings as they explore domains and theories. Emphasis is on understanding children’s development in the moment and the power of observations. An NHTI ECE lab fee is assessed for all students taking ECE 101C. Students will be expected to carry out 2 hours per week of observation and practice in a childcare setting.
Provides individuals interested in planning and implementing developmentally appropriate curriculum with a focus on before- and after-school care that covers kindergarten through grade 5. Topics include growth and development, learning environments and curriculum development, observation and assessment of youth, interactions and engagement; family, school and community relationships; safety and wellness, and professional development and leadership. Students learn these topics to promote respect for cultural diversity and create inclusive and respectful environments. This curriculum aligns with the National Afterschool Association and the N.H. After School Credential. Students are expected to complete 2 hours/week of observation and practice hours in an afterschool setting.
With emergent curriculum as the overarching approach to curriculum development, this course focuses on designing, implementing, and evaluating appropriate activities and environments for children in preschool and kindergarten with a focus on blocks, math, science, woodworking, and technology with literacy and art concepts integrated into each area. Emphasis is on the concrete, practical application of different philosophies, theories, and current research manifested in early childhood education curriculum models.
Students reflect together as they explore the cycle of inquiry and project work for developing, implementing, and assessing curriculum. Emphasis is on planning stimulating, age-appropriate classroom and outdoor learning environments that encourage child-initiated discovery and act as a tool in behavior management. These environments are child- and family-friendly, barrier free, and inclusionary, and meet state regulatory requirements. Students learn about and apply successful attributes of documentation panels that make children’s learning visible.
An NHTI ECE lab fee is assessed for all students taking this course. Students are expected to complete 2 hours per week of observation and practice in a preschool or kindergarten setting.
High-quality children’s books are used as a vehicle for supporting and applying current research on the acquisition of language and reading. This course provides an overview of exemplary authors and illustrators of children’s literature from birth to age 8. Students become familiar with Caldecott Award-winning books and the artistic techniques used to create these books. Poetry, multicultural books, and bibliotherapy as applied to early childhood education are studied. Students learn how to use children’s literature to highlight the literacy elements of characterization, plot, setting, and theme. They learn how to teach domains of language (phonology, semantics, syntax, morphology, and pragmatics) through shared storybook reading. Additionally, students explore the teacher’s role in promoting family literacy. An NHTI ECE Lab fee is assessed for all students taking this course. Students are expected to carry out 2 hours per week of observation and practice in a childcare setting.
By exploring theories of behavior management and functions in behavior, the role of positive behavioral supports in preparing young children to become competent and cooperative individuals with a strong social and emotional foundation is emphasized. Developmentally appropriate methods of guiding individual and group needs are shared as approaches to preventing disruptive behaviors in the classroom. Techniques for dealing with more challenging and explosive behaviors using functional assessment, identifying replacement skills, and creating and implementing behavior intervention plans are used. Partnering with families in developing these plans is emphasized. A study of the “Social Emotional Supports for Early Learning: Pyramid Model” give students tools for universal, primary, secondary, and tertiary prevention of challenging behaviors. They understand when and how to reach out for support in the community in dealing with issues beyond their expertise. An NHTI ECE lab fee is assessed for all students taking ECE 167C. Students are expected to carry out 2 hours per week of observation and practice in a childcare setting.
Offers an introduction to major issues affecting the health and safety of young children in early childhood settings. Nutrition and policy considerations about medication administration, infectious disease control, sick child care, universal precautions and liability, and health record keeping are discussed. Health regulations, best practices, and education for the prevention of child sexual abuse are highlighted. Students learn to integrate curriculum for young children related to health, safety, and nutrition into the overall program. Students complete the Health and Safety training certifications required by N.H. child care licensing. An NHTI ECE lab fee is assessed for all students taking this course. Students are expected to complete 2 hours per week of observation and practice in a childcare setting.
The student will work this practicum in an approved human service setting under the supervision of an approved professional. Periodic conferences between the supervisor and practicum coordinator are planned to evaluate the student’s progress. At the close of the semester, the student will submit documentation of the practicum activities/experience and demonstrate the ability to relate theory to practice in the chosen field of experience. The student will complete a total of 125 hours of field experience.
A study of important influences on infant and toddler development supported by research on brain development during the first three years of life. Emphasis is on the role and responsibilities of families, child care teachers, and specialists in creating high-quality supportive environments. Sensitivity to attachment and the importance of observation and communication skills to nurture positive family, caregiver, and child relationships through the roles of primary caregiving, transitions, and continuity of care are highlighted as students learn to design responsive programs for infants and toddlers and their families. An NHTI ECE lab fee is assessed for all students taking this course. Students are expected to complete 2 hours per week of observation and practice in an infant or toddler setting.
Examines the neurological underpinnings and behavioral characteristics of children from birth to age 8 with autism spectrum disorders. It focuses on an overview of the strengths and challenges of child-centered, developmental, research-based interventions used in natural environments. The centrality of the family is emphasized. Students shadow an interventionist working with a young child with autism for a minimum of 10 hours.
Provides an overview of families and family systems (including Bronfenbrenner’s Bioecological Theory) with emphasis on developing effective models of teacher/program/family partnerships. Students will identify their own biases as a precursor to exploring issues of power and privilege in society. Cultural dilemmas and their impact on early care and education will be identified as students begin to evaluate their own cultural competence. Students will learn how to identify and strengthen protective factors that empower families and reduce the risk of child abuse. Students will research various crises encountered by families and identify an action plan to positively address the crisis. Community resources will be identified and involved. Service learning is a component of this course.
A survey of organization and management of early childhood programs and/or child care centers for the practicing professional. Emphasis is on learning how to plan, organize, manage, and evaluate programs and facilities for children. Specific skills addressed include licensing procedures, hiring, motivating, and evaluating staff and parent involvement. Financial record-keeping to inform program management decisions are based on an understanding of Excel computer program use. Leadership and visioning skills are taught, and evidence of implementation is required. Students are required to spend 10 hours job shadowing and making practical connections to weekly content. This course meets the requirements for director certification from the state of New Hampshire and accreditation by the National Association for the Education of Young Children.
Broadens students’ awareness of the theoretical and legal foundations for programs serving young children (infancy through age 8) with a range of special educational needs. Students examine the causes, symptoms, social consequences, and behavior characteristics of children with exceptionalities. Students learn how to develop curriculum modification/accommodation strategies in all domains of development in an inclusive classroom setting or other natural environment including the use of appropriate assistive technologies and how to create a supportive environment for children learning to use these technologies. Emphasis is on collaboratively working with a child’s classroom teacher, interventionist, and the child’s family to understand the benefit of working together on behalf of the child. Students develop an understanding of child and family needs and develop a resource file of state, local, and national supports.
Students work in NHTI-approved early childhood education settings for children in infant/toddler care, preschool, or kindergarten under the supervision of early childhood mentor teachers. Students conduct an in-depth child study that includes documenting, interpreting, and assessing child observations. Students create, manage, and use portfolio documentation to generate invitations that support a child’s individuals goals (set by the student, mentor teacher, and family of the child). Students summarize, in narrative form, a child’s growth in developmental domains. All of this is used to plan and carry out two parent conferences. NHTI ECE faculty schedule site visits to review and evaluate student progress. If on-site visits are not applicable, videos of practicum students in action are required. The student will complete a total of 105 hours of field experience.
Students work in NHTI-approved early childhood education settings for children in infant/toddler care, preschool, or kindergarten under the supervision of early childhood mentors. NHTI faculty support students as they explore the characteristics of a responsive child-centered emergent curriculum projects. Students document and reflect on their experiences with children, families, and professional partners as they develop their skills in connecting theory to practice. Students have opportunities to help children develop an age-appropriate social competency through a class meeting and including the teaching team in follow-up, supportive guidance. Students assume lead teaching responsibilities and require flexibility in scheduling to allow for two full days at the site. NHTI ECE faculty schedule site visits to review and evaluate student progress. If on-site visits are not applicable, videos of practicum students are required. Service learning is a component of this course. The student will complete a total of 105 hours of field experience. Students must earn a C or higher in this practicum to graduate from the degree program.
Students work in NHTI-approved community-based settings with preschool children with special needs under the supervision of mentors. Students conduct in-depth observations of preschoolers with special needs using a variety of tools and observe, document, and create portfolios of a child’s development as it compares to IEP goals. They participate in IEP meetings and suggest and implement appropriate activity-based interventions that are part of a child’s IEP. NHTI program faculty schedule site visits to review and evaluate student progress. The student will complete a total of 105 hours of field experience. Students must earn a C or higher in this practicum to graduate from the degree program.
Provides students with a supervised opportunity to develop skills and demonstrate competencies necessary in early intervention/home visiting in natural settings (child care, homes, public schools). Supervisors provide guidance and support needed to enhance students’ development as early intervention paraeducators or home visiting specialists. Through participation in an IFSP or IEP team, students learn how to partner with families in the education of their children. Identifying biases to support families of varying race, culture, and socio-economic status is examined. Students demonstrate their ability to create a culturally competent resource binder that includes games, activities, and outings to be shared with a family to support the child’s development. Students complete a total of 105 hours of field experience. Students must earn a C or higher in this practicum to graduate from the degree program.
Explores the role of the early childhood professional in the workplace. Topics discussed include leadership, working in a team, and professional ethics. Students develop a resume and create a professional portfolio for interview purposes. Emphasis is placed on the role of ongoing professional development activities and involvement in the early childhood field through participation in boards and meetings around topics specific to the field. Students should plan on attending professional development opportunities as defined by the instructor.
The student continues field experience work in an approved human service setting under the supervision of an approved professional. Skills, knowledge, and personal characteristics are built on and integrated into the learning and supervision of this course, as well as second year coursework including criminology and elective options that fit the students’ field work. Students submit documentation of the practicum activities/experience and demonstrate the ability to relate theory to practice in the chosen field of experience. The student completes a total of 125 hours of field experience.