Initial teaching license

Early Childhood Education

Program Description

The VT-HEC Early Childhood Educator Initial Licensure Program is an 18-credit sequence of coursework, field experiences (including student teaching), and a seminar series designed to prepare participants without a Vermont license in any field to fulfill the requirements for an early childhood educator license.

Upon successful completion of all program requirements, the VT-HEC will recommend educators to the Agency of Education for an initial early childhood educator license.

New cohorts begin every summer. This program is affiliated with Vermont State University.

If you already have a Vermont teaching license, learn more about adding an early childhood endorsement.

Application and Program Requirements

Applicants must have:

  • A completed a bachelor’s degree with an overall GPA of 3.0 or better,
  • A minimum of one year’s experience working with children between the ages of 0-8 years OR two years of experience in a related field, and
  • Support from a current supervisor or employer.

Applicants should first contact Manuela Fonseca, the VT-HEC EC/ECSE program director, to arrange a meeting to discuss the program and whether it is a good fit. Applications are accepted during the summer and fall semesters.

For questions or to request an application, contact Manuela Fonseca at [email protected]

Program Timeline + Course Descriptions

These courses are designed to meet the competencies for licensure as a special educator in Vermont. Candidates are required to attend an initial licensure seminar that runs from July through May of year two. The seminar is offered virtually, once every three weeks, in the late afternoon or evening

Year One

This course is designed to provide current and aspiring early childhood and early childhood special educators with an opportunity to acquire in-depth knowledge of children’s typical and atypical development across all domains, from conception through middle childhood.  The course will assist educators to develop a deep understanding of how children develop and apply this knowledge not only in classroom assignments, but more importantly in their work as early childhood educators. 

We will study child development by observing children, examining the research, and considering various theoretical perspectives that have formed our interpretations of how and why children develop in both similar and unique ways. We will explore the cultural and familial contexts in which children develop, and the factors that impact their development through readings, discussions, multimedia, child observations, and personal experiences.  In addition, participants will develop a better understanding of research methods and refine their observational skills.

In this course, students will conduct observations of children at different stages of development and then analyze and interpret their observations by applying what they are learning in this course. Students will also do in-depth research into a topic in child development that interests them and teach others what they have discovered.   

This course focuses on five major areas of teaching and learning:

  1. Examining various curriculum models and approaches to early childhood education,
  2. Designing inclusive, safe, and engaging physical and social environments based on and supporting children’s growth and development,
  3. Creating developmentally and individually appropriate learning opportunities and assessment  strategies that are evidence-based and address Vermont’s Early Learning Standards,
  4. Understanding the importance of building relationships with children, their families, and colleagues, and
  5. Becoming a professional by articulating a personal philosophy of teaching and learning, using ethical standards, and adhering to state and federal regulations and requirements.

In this course, participants will learn how to plan a curriculum that integrates various disciplines, including the visual arts and creative expression. Strategies for promoting young children’s social and emotional development, and for including children of all abilities will be explored.

This course is designed to address the literacy related competencies of the early childhood educator (PreK-3rd grade) endorsement and initial licensure. It delves into how children construct knowledge about literacy and develop the ability to read and write. It also focuses on how teachers can support the early literacy development of children in preschool, kindergarten, and the primary grades by creating literacy rich environments and using developmentally appropriate instructional and assessment strategies.

Year Two

Covering a range of topics, the purpose of the yearlong seminar is to:

  • provide specific guidance and support to candidates drafting their Vermont Licensure Portfolio, and
  • build a collaborative, supportive community of candidates. 

This course focuses on the nature of language development from infancy through grade three. It examines the developmental progression of phonology, semantics, morphology, syntax, and pragmatics as well as various theoretical perspectives of how language develops. This course also provides a basic overview of the neurological underpinnings of language along with an understanding of cultural and linguistic aspects of first and second language acquisition and communication disorders. The connections between oral speech and language skills to early literacy development and later literacy skills are examined, as well as a preliminary introduction to early writing strategies. This course includes an overview of assistive technologies used for communication and literacy in early childhood. The Vermont Early Learning Standards will be utilized as a tool for creating developmentally appropriate language learning opportunities.

This course is designed to provide educators with a deeper understanding of the foundational concepts of number and operations, measurement, geometry and spatial reasoning. It will examine how children develop these understandings and explore ways of promoting mathematical reasoning in pre-K through grade three (preK-3). Individuals will have the opportunity to develop and implement appropriate assessment and instructional strategies in a (preK-3rd grade) setting, emphasizing the importance of establishing a culture in which mathematics occurs in relevant, authentic ways and in which children have the opportunity to reason, examine relationships, and communicate their ideas with others.

This course is required for individuals seeking the early childhood educator (PreK-3rd grade) endorsement or initial licensure. Educators in this class will explore strategies for engaging young children in meaningful explorations of the world around them. The social studies component will focus on historical, geographical, and social science tools and practices that enable children to learn about and connect with the larger community. The science component will help build skills and foundational knowledge necessary to support children’s developing scientific thinking about the natural world. A shared vision for quality instruction of science and social studies will be constructed through an analysis of our work in class as well as opportunities to discuss relevant readings, classroom observations, practicum experiences, and videos of children.

GUIDING YOU WITH EXPERTISE

Course Instructors

  • Suzan Locke

  • Christine Hertz Hausman

  • Alison Matot

  • Danielle Kent, M.S., CCC-SLP

  • Cathy Siggins, M.Ed.

  • Kate Boursiquot

Upcoming Courses

View All Courses

  • Integrating STEM, Play, Literacy, and SEL in Early Childhood

    Integrating STEM, Play, Literacy, and SEL in Early Childhood

    November 20,

    2024

    8:30 am