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

Program Eligibility

To qualify for admission applicants must:

• Have completed 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 prior to 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.
• Offical transcripts from regionally accredited college or university, 
• A cumulative grade point average (GPA)  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 from a regionally accredited college or university. Unofficial transcripts will be accepted for the application, but official transcripts will be required.

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.

Total Program Credits: 180 Credits

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

Notes

• Not all classes are offered every quarter. It’s important to create a plan with your advisor 
• A grade of 2. 0 in each class is required to apply it to the degree.
• Some classes require fieldwork, for example, program observations, practicum hours, and/or service learning. These may require a criminal history background clearance (fingerprinting is typically required), a negative TB test, vaccinations, and/or other site specific requirements.
• Education coursework older than 5 years may not apply. General education credits will be accepted regardless of age.
• Some classes have entry requirements not listed here.
• A minimum of 50 credits of General Education courses are required to receive a BAS degree
• A minimum of 60 credits of 300/400 level courses are required to receive a BAS degree