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Conceptual Framework
Division Dean
Karyn Boutin
Office: LA111
Ext: 1903
Full-time Faculty
Louise Marchionne,
Dept. Chair
Office: FA449
Ext: 1752
Debra Johnston-Malden
Office: FA449
Ext: 1755
Adjunct Faculty
Geralyn Dann
Susan Driscoll
Patricia Ferrell
Melodie Hanson
Nadia Jensen
Michelle Manganaro
Ann Poppenga
Mildred Rent
Colleen Reynolds
Nancy Ryan
Elizabeth Shedd
Conceptual Framework
for the Child Care Education Program

Child Care Home

Department Forms
NAEYC Key Assessments
Child Observation Instructions (PDF)
Child Observation Form (.doc)
Child Observation Rubric (PDF)
Initial Portfolio Instructions (PDF)
Initial Portfolio Rubric (PDF)
Lesson Plan Instructions (PDF)
Lesson Plan Form (.doc)
Lesson Plan Rubric (PDF)
Activities Catalog Directions (PDF)
Activities Catalog Rubric (PDF)
Final Student Teacher Competency Evaluation Instructions (PDF)
Final Student Teacher Competency Evaluation (PDF)
Other Forms
Infant Toddler Lesson Plan (.doc)
Infant Toddler Rubric (PDF)
Other Important Documents
Tips on Advising for CCED (PDF)
Course Outcomes (PDF)
NAEYC Standards (PDF)
Important Links
NAEYC Website
Dept. of Early Education & Care Website

The Massasoit Community College Child Care Education Department strives to prepare students to become Early Childhood Educators who are knowledgeable in child development, demonstrate an understanding of partnerships between home, school and the community, support diversity and inclusion, and advocate for children, families and the advancement of the early childhood field.

Consistent with its mission statement and the NAEYC standards and supportive skills, the program provides a comprehensive early childhood education that meets the diverse needs of the students enrolled and the children and families served in the community. Current theory is linked to best practices through a variety of learning opportunities in the classroom and in field placement experiences. The program is designed to be inclusive by providing a developmental approach to teaching and learning. Individual student needs are addressed directly by the child care faculty as well as through college support services. Support and resources are provided to promote optimal student success.

The purpose of the Child Care Education program is to train students to become professionals who will offer quality early childhood experiences in an effort to enable all children to learn. Students will learn to create environments that meet the diverse needs of children and families.  Long term studies have suggested that quality programs have the following characteristics in common: well educated staff, rich curriculum that emphasizes language and literacy skills, motor development, social-emotional development, STEM, and parent involvement. The faculty is committed to an emphasis on quality in education. Students are exposed to current research and expected to link it to best practices in the field.

Professionalism in the field of early childhood education is a priority for the department. Students must demonstrate professional competencies during field placement experiences and are evaluated on these competencies as outlined in the Child Care Education Department, Guidelines for Field Experience. Students are informed about community trainings, workshops, speakers, and conferences and encouraged to participate. The program stresses a professional ladder that includes a four course certificate program, a one year certificate program, an associate degree, a transfer option that meets the requirements of the Massachusetts Department of Education Transfer Compact and an articulation agreement with Eastern Nazarene College, Quincy, MA. and Mount Ida Newton, MA. currently exist. The faculty of the child care education department is committed to professionalism. They belong to many early childhood professional and community organizations. Faculty members attend conferences, meetings, and hold topic discussions in an effort to stay current in the field. The link between professionalism, quality, best practices, student outcomes and children's learning is recognized as the key to optimal teacher training. The department is always striving to make these connections.
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