Child Development

Child Development

About the Program

The Child Development curricula are designed to provide academic background and practical work experience necessary for successful care and guidance of young children.

AWARD TYPES: Associate of Applied Science, Certificate Level 1, Certificate Level 2

AREA OF STUDY: Liberal Arts, Humanities & Education

Degrees and Certificates

Child Development - AAS Combined Shape Created with Sketch.

Associate of Applied Science

Available on Campus Campus Available as a Hybrid Hybrid

Program Outcomes

STUDENTS WILL BE ABLE TO:

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Develop an understanding of child development and learning (Child Development and Learning).

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Examine family and community relationships (Family and Community).

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Explain the observation, documentation, and assessment process needed to support young children and their families (Observation and Assessment).

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Construct meaningful curriculum from content knowledge in early childhood, using developmentally effective approaches which connect children and their families (Teaching and Learning). Identify and conduct themselves as members of the early childhood profession (Professionalism).

Program Information

General Requirements

The Child Development curricula are designed to provide academic background and practical work experience necessary for successful care and guidance of young children. Students completing this program will be qualified to serve as the following: early childhood teachers or assistants, foster parents, paraprofessionals, or, with appropriate work experience, child development center directors. Some courses apply to EC-6 teacher certification. (See General Information, Academic Degrees and Certificates for field of study information.) The AAS degree requires completion of 60 semester hours. All of the courses in the Child Development Administration and Early Childhood Certificate programs may apply to this AAS degree. The Child Development AAS degree is approved for Tech Prep.


According to the Texas Department of Family and Protective Services: “No person with a conviction or who is under indictment for, or is the subject of an official criminal complaint alleging violation of any of the crimes listed as a felony against the person or a felony violation of the Texas Controlled Substance Act may be present while children are in care,” therefore the Child Development program is not appropriate for anyone who falls into this category.


The Child Development program is accredited by the National Association for the Education of Young Children (NAEYC), 1313 L. Street, NW, Suite 500, Washington DC 2005-4101 (www.naeyc.org).

The associate degree program seeks to sow and cultivate the knowledge, skills, and dispositions that highly qualified early education professionals are expected to possess if they are to be more effective in their care-giving and teaching efforts.

In addition, please note that a student may only earn one Occupational Skills Award (OSA) per academic year.

TSI testing required prior to first enrollment for all AAS degrees and Level II certificates.

 

Accreditation

The A.A.S. Child Development at Houston Community College is accredited by the Commission on the Accreditation of Early Childhood Higher Education Programs of the National Association for the Education of Young Children, 1313 L Street, NW, #500, Washington, DC 20005. (202) 232-8777. The accreditation term runs from beginning date March, 2017 through March, 2024.


NAEYC Accreditation of Early Childhood Higher Education Programs
Houston Community College Program Outcomes Data

 

Outcome Measure #1: The Number of Program Completers

In the chart below, please indicate the number and percentage of program completers for the three most recent academic years. Note: the percentages across each row must add up to 100%.

Academic YearNunber of program completers% of program completers who were attending full-time (at the time of completion)% of program completers who were attending part-time (at the time of completion)
2016-2017  0%  100%
2017-2018  28  46% 54%
2018-2019  22  45% 55%

The 200% graduation rate for the Fall 2011 cohort includes a completion for a student that had an incorrect academic plan code (00005120).  Without this adjustment, the 200% graduation rate would be 0% and the count of majors would be reduced to 7 total.

** The graduation rates for the Fall 2015 cohort now include a completion for a student that had an incorrect academic plan code (00005120).  This increased the cohort size to from 6 to 7 and increased the graduation rate by 7%.   

 
Outcome Measure #2: The Program Completion Rate
In the following chart, please indicate the percentage of full-time candidates completing the program within the program's published timeframe.2The program must complete the information for the 150% indicator and choose to report on either the 100%, 200% (or twice) or 300% (three times) indicator. The academic years selected must fall within eight years of the date this report is submitted.
 
1 Part-time status is defined by the institution.
2 “The Commission defines the published time frame as the number of terms an individual student was actually enrolled in the program. The terms do not have to be consecutive, but the total number of terms must meet the program’s expected time frame for completion. University-approved withdrawals (e.g., leaves of absence for reasons of health, maternity/paternity, mission work, military assignment) do not count toward the number of terms a student was enrolled in the program. Students taking longer due to reasons other than university-approved withdrawals (e.g., course repeats, remediation plans) cannot be considered as meeting completion expectations.” Language adapted from the Council on Academic Accreditation for Audiology, Speech Language Pathology of the American Speech Language Hearing Association at http://caa.asha.org/news/calculating-program-completion-rates/.
 
Example: A program with a published timeline of two years (four semesters at 15 credits a semester) to complete an A.A.S. in Early Childhood could select a Fall 2011 cohort on which to report. The 150% indicator, indicates all members of the Fall 2011 cohort (full-time at the time of enrollment) who completed the program by Spring 2014. The 100% indicator only contains members of the Fall 2011 cohort who completed the program by Spring 2013. The 200% indicator contains all members of the Fall 2011 cohort who completed the program by Spring 2015, including those already counted in the 150% indicator. Lastly, the 300% indicator contains all members of the Fall 2011 cohort who completed the program by Spring 2017, including those already counted in the 150% indicator.
 
 
Academic year in which a Fall cohort of full-time candidates enrolled in the program (select three sequential years)Percentage of those candidates who completed the program within 150% of the published timeframePercentage of those candidates who completed the program within 100%, 200% (twice) or 300% (three times) of the published timeframe (Please circle, underline or bold the indicator above on which the program will report.)
2014  0%  17% 
2015  57%  57% 
2016  25%  0% 

Sources: Data Source: IPEDS Fall Enrollment Survey, IPEDS Graduation Rate Surveys, Academic Histories

* Data to calculate the 200% rate for the fall 2016 cohort will not be available until the end of the academic year 2020.  The 150% graduation rate includes a student who had an incorrect academic plan code, but completed the AAS degree. 

Outcome Measure #3: Institutional Selected Data

(A) Institutionally designed measure that speaks to candidate outcomes in the program (list the measure and the data for the measure). The data must be reported for the most recent three academic years. Such measures might include the average GPA of the graduating class, the number of candidates who completed their courses with a “C” or above, the pass rate on national performance assessments such as edTPA, etc.

Academic YearOutcome MeasurePerformance Data
Fall, 2017 Candidate with >=C 85%
Fall, 2018 Candidate with >=C 86%
Fall, 2019 Candidate with >=C 79%

 

Employment

For the Child Development, AAS degree:

Infant and Toddler Teacher Certificate Level and Early
Childhood Certificate Level II, the Gulf Coast Wage and Job
Growth Projections are: Annual wage $34,287 with a job growth
rate of 24.2% (2012-2022), and 315 annual job openings.

Teacher Assistant / Aide Certificate Level II, the Gulf Coast Wage
and Job Growth Projections are: Annual Wage $20,951 with a
job growth rate of 26.5%(2012-2022) and 900 annual job
openings.

 

Online Programs Restrictions

Some online programs may require up to 15% of their curriculum be taken in-person on one of HCC’s campuses.  Please contact your advisor for more information about specific program requirements.

Language Option Restrictions

Some online programs require students to participate in foreign language courses as part of the program’s required curriculum. Please contact your advisor for more information about specific program requirements and available language options. If you would like to take courses in a language that is not offered online, you would have to do so on campus.

Elective Course Restrictions

Some online programs may have a limited number of elective options available, based on which of the designated electives are currently offered online.  Please contact your advisor for more information about specific program requirements.

Required Course Restrictions

Some online programs may require students to participate in one or more campus-based courses as part of a given program’s required curriculum. Please contact your advisor for more information about specific program requirements.  

Potential Course Restrictions

Some online courses may have face-to-face requirements for exams, laboratory sessions, and other activities. Please review your course syllabus to determine if your online course has an on-campus laboratory or examination requirement.

 

Hybrid Programs Restrictions

Hybrid programs allow students to take a mix of online and face-to-face courses. Hybrid programs offer 50% to 85% of their courses online and the remainder of the curriculum is taken in-person on one of HCC’s campuses. Please contact your advisor for more information about specific program requirements.

Language Option Restrictions

Some hybrid programs require students to participate in foreign language courses as part of the program’s required curriculum. Please contact your advisor for more information about specific program requirements and available language options. If you would like to take courses in a language that is not offered online, you would have to do so on campus.

Elective Course Restrictions

Some hybrid programs may have a limited number of elective options available, based on which of the designated electives are currently offered online.  Please contact your advisor for more information about specific program requirements.

Required Course Restrictions

Hybrid programs require students to participate in campus-based courses as part of a given program’s required curriculum. Please contact your advisor for more information about specific program requirements. 

Potential Course Restrictions

Some online courses may have face-to-face requirements for exams, laboratory sessions, and other activities. Please review your course syllabus to determine if your online course has an on-campus laboratory or examination requirement.

 

Resources

Search for a Child Development Professor or request more information

Get in touch

Saran Winters, MA.

Child Development

Hours of Operation: Mon.-Fri. 8am-5pm