Early Childhood Education



Program Accreditation

The ECE program at TMCC is accredited by the National Association for the Education of Young Children (NAEYC), effective September 2009. The accreditation process involves a comprehensive self-study to align the program with the standards and supportive skills for early childhood associate degree programs. During self-study, the program reviews curriculum, program degrees, student learning outcomes and assessment, and gathers documentation.

Three degrees were accredited:

The mission of the NAEYC Early Childhood Associate Degree Program Accreditation System is to set a standard of excellence for associate degree early childhood programs and to recognize programs that have demonstrated to a peer review board that they meet this standard, thereby benefiting the early childhood profession, young children, families and communities. The standards are based on recent research in early childhood development and learning and describe what well-prepared graduates of associate degree programs should know and be able to do.

NAEYC Handbook for Programs in Self-Study, 2007

NAEYC Standards

Standard 1: Promoting Child Development and Learning
Standard 2: Building Family and Community Relationships
Standard 3: Observing, Documenting, and Assessing to Support Young Children and Families
Standard 4: Teaching and Learning
Standard 5: Becoming a Professional

NAEYC Supportive Skills:

Supportive Skill 1: Self-assessment and self-advocacy
Supportive Skill 2: Mastering and applying foundational concepts from general education
Supportive Skill 3: Written and verbal skills
Supportive Skill 4: Making connections between prior knowledge/experience and new learning
Supportive Skill 5: Identifying and using professional resources

Visit the NAEYC website for more information on accreditation of associate degree programs.

Program Outcomes

The following five Program Outcome Statements align with the NAEYC Accreditation Standards for two-year degree programs in Early Childhood Education.

Program Outcome for Standard 1: Child Development & Learning

Students will know, understand, and be able to apply research and theories of child growth and development, including characteristics/milestones of development, in their work with individual children and children in groups, "to create learning environments that are healthy, respectful, supportive, and challenging for all children" (NAEYC, 2003).

Program Outcome for Standard 2: Families & Communities

Students will know about, understand, and value the complex and diverse nature of families and the importance of communicating with and building relationships with families to appropriately involve them in their child(ren)'s development and learning; and to support families in their community with resources.

Program Outcome for Standard 3: Assessment

Students will know about, understand, and work responsibly with families and other professionals to appropriately use a variety of assessment strategies including observation, documentation, and assessment tools to evaluate children's development and learning.

Program Outcome for Standard 4: Teaching & Learning Strategies

Students will know about, understand, apply and integrate aspects of early childhood teaching and learning based on developmentally appropriate theories and practices including: the importance of supportive teacher-child relationships; the use of effective teaching strategies and approaches including a variety of curriculum models; the importance of the development of the whole child through play and active learning utilizing all curriculum areas and classroom learning centers; how to adapt and modify curriculum for individual children, including children from diverse backgrounds and those with special needs; and the use of positive guidance strategies.

Program Outcome for Standard 5: Professionalism

Students will know about, understand, and engage in activities that identify them as members of the early childhood education profession including: the importance of a personal professional development plan; participation in professional organizations and activities; upholding the key principles of the Code of Ethical Conduct; working in collaboration with other students and professionals to enhance knowledge and practice; reflecting on and critically evaluate a variety of perspectives on current issues in early care and education; the importance of informed advocacy for children and the profession.

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The shade structure that a TMCC professor envisioned is completed after his death.

Calendar of Events

SGA Finance Committee Meeting

Friday, October 24
RDMT 122, Dandini Campus

DRC Disability Awareness Coalition Event

Friday, October 24
Idlewild Park, 1900 Idlewild Dr., Reno