Early Childhood: Non-Licensure Transfer Track A.A.S.

The Early Childhood Education curriculum prepares individuals to work with children from birth through eight in diverse learning environments. Students will combine learned theories with practice in actual settings with young children under the supervision of qualified teachers.

Coursework includes child growth and development; physical/nutritional needs of children; care and guidance of children; and communication skills with families and children. Students will foster the cognitive/language, physical/motor, social/emotional, and creative development of young children.

Graduates are prepared to plan and implement developmentally appropriate programs in early childhood settings. Employment opportunities include child development and child care programs, preschools, public and private schools, recreational centers, Head Start Programs, and school-age programs.

Specific Requirements

General college admission requirements.
According to GS 110-91, “No person shall be an operator of nor be employed in a child care facility who has been convicted of a crime involving child neglect, child abuse, or moral turpitude, or who is a habitually excessive user of alcohol or who illegally uses narcotic or other impairing drugs, or who is mentally or emotionally impaired to an extent that may be injurious to children.”
Prior to the second semester of coursework, students must submit an Early Education Criminal Record Check Qualification Letter from the Division of Child Development and Early Education.
Students who take EDU 284 must have a current Criminal Record Check Qualification letter and must provide results of a Tuberculin Test Indicating that the individual Is free of active tuberculosis (within the 12 months prior to the first day of the course) in order to receive placement in a practicum classroom. (10A NCAC 09 .0701)

See advisor about bilateral transfer agreements with select universities.

Courses requiring a grade of “C” or better: ART, BIO, COM, EDU, ENG, MAT, PHY, PSY, and SOC

Course Code	Course	Credit Hours	Link to course details
EDU-119		4
This course introduces the foundations of early childhood education, the diverse educational settings for young children, professionalism and planning intentional developmentally appropriate experiences for each child. Topics include theoretical foundations, national early learning standards, NC Foundations for Early Learning and Development, state regulations, program types, career options, professionalism, ethical conduct, quality inclusive environments, and curriculum responsive to the needs of each child/family. View course details for Intro to Early Childhood Education ‌‌
EDU-144		3
This course includes the theories of child development, observation and assessment, milestones, and factors that influence development, from conception through approximately 36 months. Emphasis is placed on knowledge, observation and assessment of developmental sequences in approaches to play/learning, emotional/social, health/physical, language/communication and cognitive domains. View course details for Child Development I ‌‌
EDU-145		3
This course includes the theories of child development, observation and assessment, milestones, and factors that influence development, from preschool through middle childhood. Emphasis is placed on knowledge, observation and assessment of developmental sequences in approaches to play/learning, emotional/social, health/physical, language/communication and cognitive domains. View course details for Child Development II ‌‌
EDU-146		3
This course introduces evidence-based strategies to build nurturing relationships with each child by applying principles and practical techniques to facilitate developmentally appropriate guidance. Topics include designing responsive/supportive learning environments, cultural, linguistic and socio-economic influences on behavior, appropriate expectations, the importance of communication with children/families including using technology and the use of formative assessments in establishing intentional strategies for children with unique needs. View course details for Child Guidance ‌‌
ENG-111		3
This course is designed to develop the ability to produce clear writing in a variety of genres and formats using a recursive process. Emphasis includes inquiry, analysis, effective use of rhetorical strategies, thesis development, audience awareness, and revision. Upon completion, students should be able to produce unified, coherent, well-developed essays using standard written English. This is a Universal General Education Transfer Component (UGETC) course that satisfies English Composition. View course details for Writing and Inquiry ‌‌

Course Code	Course	Credit Hours	Link to course details
EDU-131		3
This course covers the development of partnerships among culturally, linguistically and ability diverse families, children, schools, and communities through the use of evidence-based strategies. Emphasis is placed on developing skills and identifying benefits for establishing and supporting respectful relationships between diverse families, programs/schools, and community agencies/resources reflective of the NAEYC Code of Ethical Conduct and the Code of Ethics for North Carolina Educators. View course details for Child, Family, and Community ‌‌
EDU-151		3
This course introduces developmentally supportive creative learning environments with attention to divergent thinking, creative problem-solving, evidence-based teaching practices, and open-ended learning materials while applying NC Foundations for Early Learning and Development. Emphasis is placed on observation of process-driven learning experiences in art, music, creative movement, dance, and dramatics for every young child age birth through eight, integrated through all domains and academic content. View course details for Creative Activities ‌‌
EDU-153		3
This course covers promoting and maintaining the health and well-being of every child. Topics include health and nutritional guidelines, common childhood illnesses, maintaining safe and healthy learning environments, health benefits of active play, recognition, and reporting of abuse/neglect, and state regulations. Upon completion, students should be able to apply knowledge of NC Foundations for Early Learning and Development for health, safety, nutritional needs, and safe learning environments. View course details for Health, Safety, & Nutrition ‌‌
EDU-221		3
This course covers atypical patterns of child development, inclusive/diverse settings, evidenced-based educational/family plans, differentiated instruction, adaptive materials, and assistive technology. Emphasis is placed on the characteristics of exceptionalities and delays, early intervention/special education, transitions, observation, developmental screening, formative assessment of children, and collaborating with families and community partners. View course details for Children with Exceptionalities ‌‌
MAT-143		3
This course is designed to engage students in complex and realistic situations involving the mathematical phenomena of quantity, change and relationship, and uncertainty through a project and activity-based assessment. Emphasis is placed on authentic contexts which will introduce the concepts of numeracy, proportional reasoning, dimensional analysis, rates of growth, personal finance, consumer statistics, practical probabilities, and mathematics for citizenship. View course details for Quantitative Literacy ‌‌

Course Code	Course	Credit Hours	Link to course details
ART-111		3
This course introduces the origins and historical development of art. Emphasis is placed on the relationship of design principles to various art forms including but not limited to sculpture, painting, and architecture. Upon completion, students should be able to identify and analyze a variety of artistic styles, periods, and media. This is a Universal General Education Transfer Component (UGETC) course that satisfies Humanities/Fine Arts. View course details for Art Appreciation ‌‌
COM-231		3
This course provides instruction and experience in preparation and delivery of speeches within a public setting and group discussion. Emphasis is placed on research, preparation, delivery, and evaluation of informative, persuasive, and special occasion public speaking. Upon completion, students should be able to prepare and deliver well-organized speeches and participate in a group discussion with appropriate audiovisual support. This is a Universal General Education Transfer Component (UGETC) course that satisfies Communication. View course details for Public Speaking ‌‌

Course Code	Course	Credit Hours	Link to course details
BIO-110		4
This course provides a survey of fundamental biological principles for non-science majors. Emphasis is placed on basic chemistry, cell biology, metabolism, genetics, evolution, ecology, diversity, and other related topics. Upon completion, students should be able to demonstrate increased knowledge and a better understanding of biology as it applies to everyday life. This is a Universal General Education Transfer Component (UGETC) course that satisfies Natural Sciences. View course details for Principles of Biology ‌‌
EDU-234		3
This course covers the development of high-quality, individualized, responsive/engaging relationships and experiences for infants, toddlers, and twos. Emphasis is placed on typical and atypical child development, working with diverse families to provide positive, supportive, and engaging early learning activities and interactions through field experiences and the application of the NC Foundations for Early Learning and Development. View course details for Infants, Toddlers, & Twos ‌‌
EDU-261		3
This course introduces principles and practices essential to preparing and supporting child care administrators. Topics include program philosophy, policies and procedures, NC Child Care Law and Rules, business planning, personnel, and fiscal management, and NAEYC Code of Ethical Conduct Supplement for Early Childhood Program Administration. Upon completion, students should be able to articulate a developmentally appropriate program philosophy, locate current state licensing regulations, analyze a business plan and examine comprehensive program policies and procedures. View course details for Early Childhood Admin I ‌‌
EDU-262		3
This course focuses on advocacy/leadership, public relations/community outreach and program quality/evaluation for diverse early childhood programs. Topics include program evaluation/accreditation, involvement in early childhood professional organizations, leadership/mentoring, family, volunteer and community involvement, and early childhood advocacy. Upon completion, students should be able to define and evaluate all components of early childhood programs, develop strategies for advocacy and integrate community into programs. View course details for Early Childhood Admin II ‌‌
ENG-112		3
This course, the second in a series of two, introduces research techniques, documentation styles, and argumentative strategies. Emphasis is placed on analyzing data and incorporating research findings into documented argumentative essays and research projects. Upon completion, students should be able to summarize, paraphrase, interpret, and synthesize information from primary and secondary sources using standard research format and style. This is a Universal General Education Transfer Component (UGETC) course that satisfies English Composition. View course details for Writing/Research in the Discipline ‌‌

Course Code	Course	Credit Hours	Link to course details
EDU-280		3
This course provides evidence-based strategies for enhancing language and literacy experiences that align with NC Foundations for Early Learning and Development. Topics include developmental sequences for children's emergent receptive and expressive language, print concepts, appropriate observations/assessments, literacy enriched environments, quality selection of diverse literature, interactive media, and inclusive practices. View course details for Language and Literacy Experiences ‌‌
EDU-284		4
This course is designed to allow students to demonstrate acquired skills in a three-star (minimum) or NAEYC accredited or equivalent, quality early childhood environment. Emphasis is placed on designing, implementing and evaluating developmentally appropriate activities and environments for all children; supporting/engaging families; and modeling reflective and professional practices based on national and state guidelines. View course details for Early Child Capstone Prac ‌‌
PHY-110		3
This course provides a conceptually-based exposure to the fundamental principles and processes of the physical world. Topics include basic concepts of motion, forces, energy, heat, electricity, magnetism, and the structure of matter and the universe. Upon completion, students should be able to describe examples and applications of the principles studied. Nonmathematical discussions of concepts and practical applications will be stressed. This is a Universal General Education Transfer Component (UGETC) course that satisfies Natural Sciences. View course details for Conceptual Physics ‌‌
PHY-110A		1
This course is a laboratory for PHY 110. Emphasis is placed on laboratory experiences that enhance materials presented in PHY 110. Upon completion, students should be able to apply the laboratory experiences to the concepts presented in PHY 110. This course has been approved to satisfy the Comprehensive Articulation Agreement general education core requirement in natural science/mathematics. This is a Universal General Education Transfer Component (UGETC) course that satisfies Natural Sciences. View course details for Conceptual Physics Lab ‌‌
PSY-150		3
This course provides an overview of the scientific study of human behavior. Topics include history, methodology, biopsychology, sensation, perception, learning, motivation, cognition, abnormal behavior, personality theory, social psychology, and other relevant topics. Upon completion, students should be able to demonstrate a basic knowledge of the science of psychology. This is a Universal General Education Transfer Component (UGETC) course that satisfies Social/Behavioral Sciences. View course details for General Psychology ‌‌
SOC-210		3
This course introduces the scientific study of human society, culture, and social interactions. Topics include socialization, research methods, diversity and inequality, cooperation and conflict, social change, social institutions, and organizations. Upon completion, students should be able to demonstrate knowledge of sociological concepts as they apply to the interplay among individuals, groups, and societies. This is a Universal General Education Transfer Component (UGETC) course that satisfies Social/Behavioral Sciences. View course details for Introduction to Sociology ‌‌

Total Credit Hours Required:

Curriculum is based on the 2024-2025 catalog.

Why General Education?

You may be asking yourself, “Why do I have to take (course name) when it is not directly related to my major?”

General Education courses will help you develop skills necessary to be successful in your major and in life. General Education can teach you how to talk to your employer, write a paper in a major course, understand interest rates on your car, and much more. General Education can also give you the skills to be a better member of society and a more informed citizen. Critical thinking, global understanding, and appreciation for the human experience are hallmarks of a well-rounded education.

How many hours of General Education do I have to take?

If you are enrolled in an Associate of Applied Science Degree program, a minimum of 15 general education hours are required in the following categories:

Six hours from Communication
Three hours from Humanities & Fine Arts
Three hours from Social & Behavioral Science
Three hours from Natural Science & Mathematics

General Education courses have been pre-selected for you by your faculty from the following list:

Communication	Humanities & Fine Arts	Social & Behavioral Science	Natural Science & Mathematics
COM-110	ART-111	ECO-251	BIO-161
COM-120	ART-114	ECO-252	BIO-163
COM-231	ART-115	HIS-111	BIO-168
ENG-110	HUM-110	HIS-112	MAT-110
ENG-111	HUM-115	HIS-131	MAT-121
ENG-112	MUS-110	HIS-132	MAT-143
ENG-114	MUS-112	POL-120	MAT-152
	PHI-215	PSY-150	MAT-171
	PHI-240	SOC-210	PHY-110/110A
		SOC-225	PHY-121

Degrees designed to transfer to universities require more general education hours. If you are enrolled in the Associate in Arts or Associate in Science, you are required to take 45 hours of General Education from the following categories:

Six hours in English Composition
Six to nine hours in Communication/Humanities & Fine Arts
Six to nine hours in Social & Behavioral Sciences
Three to eight hours in Mathematics
Four to eight hours in Natural Sciences
11 to 14 additional General Education hours

If you are enrolled in the Associate in Engineering, you are required to take 42 general education hours from the following:

Six hours in English Composition
Six hours in Communication/Humanities & Fine Arts
Six work hours in Social & Behavioral Sciences
12 hours in Mathematics
12 hours in Natural Sciences

If you are enrolled in the Associate in Fine Arts in Visual Arts, you are required to take 25 general education hours from the following:

Six hours in English Composition
Six hours in Communication/Humanities & Fine Arts
Six hours in Social & Behavioral Sciences
Three to four hours in Mathematics
Four hours in Natural Sciences

Additional information about General Education for transfer degrees, including courses that satisfy each category, may be found in the current College Catalog.

What will I learn in General Education?

At A-B Tech, our faculty have designed a general education core so that A-B Tech graduates will learn the following:

Students will critically evaluate information:

Students will demonstrate information literacy.
Students will critique works of human expression.
Students will analyze scientific literature.

Students will solve problems:

Students will identify processes.
Students will analyze problems.
Students will interpret the results.
Students will recommend appropriate strategies or solutions.

Students will effectively communicate.

Students will communicate appropriately about the subject.
Students will communicate appropriately with the audience.
Students will communicate appropriately for the medium.

Ever wonder how A-B Tech awards credit for a certain course?

A-B Tech complies with the North Carolina State Board of Community Colleges Code, so your courses are assigned the course level and receive the same amount of credit as courses at all 58 North Carolina Community Colleges.

If you want to read more about this, see the A-B Tech Policy and Procedure for the Assignment of Course Level Credit.