Use knowledge of individual children and child development theory to promote learning
- Develop strategies to learn more about individual children (families, languages, abilities, culture, etc)
- Use knowledge of child development and individual children to create equitable, supportive, and challenging learning environments for young children
- Create curriculum that builds resilience in children, inclusivity, and pushes back against systems that may harm children (racism, classism, trauma, poverty, etc) -
Engage families and communities in the education of young children
- Value diverse family structures, languages, cultures and norms
- Create reciprocal and authentic family and community partnerships
Observe, document, and assess learning to support development
- Link the purpose of observation to curriculum planning and assessment to teaching strategies
- Explore how assessment can be harmful to children and how to use assessment responsibly
- Share information with families and other service providers
Use a wide array of developmentally, culturally, and linguistically sustaining approaches, strategies and tools to connect with children and families.
- Describe the importance of relationships in teaching and learning
- Use research based strategies, tools, and approaches that support the cultural, linguistic, and individual development of the children in the classroom
- Develop a habit of reflecting on practice, changing strategies and approaches as necessary to support children and families
Use content knowledge to build meaningful curriculum.
- Use the central concepts and tools of a wide range of academic disciplines: language and literacy; the arts - music, creative movement, dance, drama, visual arts; mathematics; science, physical activity, physical education, health and safety; and social studies.
- Use early learning standards, integrating anti-bias strategies
- Design, implement, and evaluate curriculum
Identify with the profession and conduct themselves professionally
- Uphold ethical standards in classroom and practicum communities
- Engage in advocacy for children, families, and the field
All outcomes are aligned with the NAEYC educator preparation standards and the Washington State Core Competencies for Early Childhood Educators.
Approved by the Education Department Advisory Committee on 2/5/20.
To qualify for admission to Highline’s BAS in Early Learning, eligible applicants must have:
- Completed a regionally accredited AAS degree in one of the following: Early Childhood Education (ECE) or Paraeducation.
- Completed another associate degree from a regionally associated institution:
o An associate degree with 30 quarter credits of general education courses is preferred (see the distribution below)
o Candidates without the AAS in ECE must also complete the following courses in addition to the BAS in T&EL requirements
- ECED& 160, Curriculum Development (5)
- EDUC& 115, Child Development (5)
- EDUC& 204, Exceptional Child (5)
- EDUC 230, The Democratic Classroom (5)
- Completed a background check
- Be within 30 credits of an acceptable associate degree (Early learning track only)
- Have met the state requirements for basic skills (Teacher certification only)
- A cumulative grade point average of 2.5 or better with no class lower than a 2.0 (preferred).
- Be within 30 credits of an AA/S degree from a regionally accredited institution
- AAS in ECE or Paraeducation from Highline is recommended
- BAS prerequisites:
- EDUC& 115 Child Development
- ECED& 160 Curriculum Development
- EDUC& 130 Guiding Behavior
- EDUC& 204 Exceptional Child
- EDUC 240 Education Practicum
- Cumulative grade point average (gpa) of 2.5 or better with no class under 2.0 (preferred)
- Application includes:
- Completed online application
- Submission of official transcript documenting AA/S completion or status
- Nonrefundable application fee
- There are two practicum courses in this program where you’re required to work at an early learning center, school, or agency serving families and children. In most cases, you’ll need to pass a criminal history background check. Fingerprinting is typically required.
Your BAS is built from general education requirements, core coursework, and program specific classes. Many of the requirements below will be met with your AA/S coursework. Work with your adviser.
General Education Requirements (60 credits)
Communication (10 credits)
Quantitative (Choose 5 cr)
Social Science (choose 10 cr)
Additional General Education Requirements (15 credits)
Recommended coursework includes American Ethnic Identity Studies (AEIS), Diversity and Global Studies (DGS), and Sociology (SOC). Consult an adviser.
Core Coursework (60 credits)
These are typically satisfied with credits from your AA/S degree.
Additional Program Specific Requirements (61 credits)