Bachelor of Applied Science in Early Learning (Early Childhood Education)

Learning Outcomes

Use knowledge of individual children and child development theory to promote learning

• Evaluate and make decisions about program practices that build resilience in children, inclusivity, and that push back against systems that may harm children (racism, classism, trauma, poverty, etc)
• Evaluate the limitations of child development theories and research based primarily on a normative perspective of white, middle-class children

Engage families and communities in the education of young children

• Value diverse family structures, languages, cultures, and norms articulating a strengths based approach to differences
• Independently and collaboratively engage families as partners for insight into their children for curriculum, program development, assessment, and planning for transitions into new programs

Observe, document, and assess learning to support development

• Use observations for the purpose of curriculum planning, assessment, and/or program improvement
• Articulate the developmental, cultural, and linguistic limitations of various assessment tools, when tools may be inappropriate, and advocate for appropriate and ethical use of assessment
• Advocate for families, partnering with other early childhood experts as needed, to connect families to culturally and developmentally appropriate resources

Use a wide array of developmentally, culturally, and linguistically sustaining approaches, strategies and tools to connect with children and families.

• Develop a variety of culturally sensitive strategies to create and sustain relationships with young children and families
• Evaluate and advocate for the use of research based strategies, tools, and approaches that support the cultural, linguistic, and individual development of the children
• Coach others in developing a habit of reflective practice

Use content knowledge to build a meaningful curriculum.

• Analyze models of engaging children in learning about foundational concepts in all areas of the curriculum with particular emphasis on culturally sustaining practices

Identify with the profession and conduct themselves professionally

• Critically analyze ethical dilemmas through an equity lens
• Advocate for resources and policies that support young children, families, and educators
• Practice research-base and theoretical perspectives related to continuous and collaborative learning and leadership

Program Eligibility

To qualify for admission to Highline’s BAS in Early Learning, eligible applicants must:

• Have completed (or be within 30 credits of completion of) a regionally accredited AAS or AA degree in one of the following: Early Childhood Education, Paraeducation, Human Services, or related field. Other associate degrees will be considered on a case by case basis and may require prerequisite coursework. Associate degrees and the following courses (or equivalents) must be completed before beginning senior level BAS coursework.
  • EDUC& 115   Child Development
  • ECED& 160   Curriculum Development
  • EDUC& 130   Guiding Behavior
  • EDUC& 204   Exceptional Child
  • EDUC 240   Education Practicum
• Evidence of clearance or ability to clear a criminal history background check through the state of Washington. Fingerprinting is typically required.
• A cumulative grade point average of 2.5 or better with no class lower than a 2.0 (preferred).

Application Process

• Complete the application for the BAS in Early Childhood Education.
• Upload your college transcripts showing a completed AA/S degree, or that you’re within 30 credits of completion. Unofficial transcripts will be accepted for the application, but official transcripts will be required.
• Submit the non-refundable application fee.

Requirements

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.