Child Development
About the Program
The Child Development AAS Degree Program is designed to provide academic background and practical work experience necessary for successful care and guidance of young children.
Our mission is to provide both the academic background and practical work experience that prepares early childhood educators in their work with individual young children and their diverse families in the 21st century.
AWARD TYPES: Associate of Applied Science, Certificate Level 1, Certificate Level 2
AREA OF STUDY: Liberal Arts & Humanities
Degrees and Certificates
Learn more about the Degrees and Certificates offered by this program by visiting the HCC Catalog.
View Degrees & Certificates by ProgramProgram Outcomes
STUDENTS WILL BE ABLE TO:
Child Development and Learning in Context: Develop an understanding of child development and learning (in context.)
Family–Teacher Partnerships and Community Connections: Examine Family–Teacher Partnerships and Community Connections.
Child Observation, Documentation, and Assessment: Explain the observation, documentation, and assessment process needed to support young children and their families.
Developmentally, Culturally, and Linguistically Appropriate Teaching Practices: Construct developmentally, culturally, and linguistically appropriate teaching practices.
Knowledge, Application, and Integration of Academic Content in the Early Childhood Curriculum: Know, apply, and integrate essential academic content in the early childhood curriculum.
Professionalism as an Early Childhood Educator: Identify and conduct themselves as members of the early childhood profession.
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 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 Child Development program is accredited by the National Association for the Education of Young Children (NAEYC) Commission on the Accreditation of Early Childhood Higher Education Programs, 1401 H St. NW Suite 600, Washington DC 20005, from March, 2024 - December, 2026.
Program Effectiveness Data
As part of the program’s achieving and maintaining NAEYC accreditation, it must report annually on at least three of the following measures and display these data via an easily located link on the program’s website.
Outcome Measure #1: The Number of Program Completers
Program name: Child Development
|
Academic Year |
Number of program completers |
% of program completers who were attending full-time (at the time of completion) |
% of program completers who were attending part-time[1] (at the time of completion) |
|---|---|---|---|
|
2023-2024 |
21 |
||
*Note: Last year report based FT/PT status on first term status vs at time of completion.
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.[1] The program must complete the information for the 150% indicator and choose to report on either the 100%, 200%, or 300% indicator. The academic years selected must fall within eight years of the date this report is submitted. (Copy and paste additional charts for each program if submitting multiple programs).
Program Name: Child Development
|
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 timeframe |
Percentage of those candidates who completed the program within (select one measure): |
|---|---|---|
|
Fall 2022 |
0% |
0% |
|
Fall 2021 |
33% |
0% |
|
Fall 2020 |
25% |
25% |
- A program may (but is not required to) insert below a short narrative description (150 words maximum) of the data reflected in Outcome Measure #2 to provide context.
The graduation rate is based on the cohort of full-time, first-time in college students (FTFTIC) in the selected major program (AAS Child Development Plan 00005100). This is congruent with the way the graduation rate is measured for the IPEDS 150 / 200 Percent Graduation Rate surveys.
While IPEDS methodology works fairly well for the cohorts of all FTFTIC students at the college, it poses problems when applied to specific majors. Where the cohort is very small, the graduation rate is very sensitive to student behavior. A student who begins as part time and excluded from the cohort may become full-time and finish within the 150% time limit. The reverse is also true. The student may begin with the desired 5100 major and change to another one. A student who graduates with a related certificate would also be excluded from the cohort, but may complete a related award within the specified time limit.
[1] “The Commission defines the published time frame as the number of terms an individual candidate 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 candidate was enrolled in the program. Candidates taking longer due to reasons other than institution-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 athttp://caa.asha.org/news/calculating-program-completion-rates/.
C. 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 Year |
Outcome Measure |
Performance Data |
|
2023 |
Average Cumulative GPA |
3.34 |
|
2022 |
Average Cumulative GPA |
3.34 |
|
2021 |
Average Cumulative GPA |
3.34 |
Standard 1: Child Development and Learning in Context
Data Table for Standard 1: Spring 2024
Program name: Child Development Program, Houston Community College
Date of Application: Spring, 2024
Standard 1, Child Development and Learning in Context
Key Assessment 1: Case Study, Birth- 8 years
N=29
|
Key Competency of Standard 1 |
Meets Standard |
Approaches Standard |
Falls Below |
Not Addressed |
|---|---|---|---|---|
|
Key Competency 1a |
N= 20 %= 70 |
N= 7 %= 24 |
N= 1 %= 3 |
N= 1 %= 3 |
|
Key Competency 1b |
N=15 %= 52 |
N= 9 %=31 |
N= 4 %= 14 |
N= 1 %= 3 |
|
Key Competency 1c |
N= 17 %= 59 |
N= 8 %= 28 |
N= 3 %= 10 |
N=1 % =3 |
|
Key Competency 1d |
N= 11 %= 38 |
N= 13 %= 48 |
N =3 %= 8 |
N=2 %= 6 |
Date of Application: Spring, 2024
Standard 1, Child Development and Learning in Context
Key Assessment 2 Family Profile Project
N = 31
|
Key Competency of Standard 1 |
Meets Standard |
Approaches Standard |
Falls Below |
Not Addressed |
|---|---|---|---|---|
|
Key Competency 1b |
N= 14 %= 45 |
N= 5 % =16 |
N= 7 %=23 |
N= 5 %= 16 |
|
Key Competency 1c |
N = 18 %= 58 |
N= 6 %= 19 |
N= 2 %= 6 |
N= 5 %= 16 |
Date of Application: Spring, 2024
Standard 1, Child Development and Learning in Context
Key Assessment 3 Observation Portfolio
N=25
|
Key Competency of Standard 1 |
Meets Standard |
Approaches Standard |
Falls Below |
Not Addressed |
|---|---|---|---|---|
|
Key Competency 1d |
N= 13 % = 52 |
N = 6 %= 24 |
N= 1 % =4 |
N= 5 % =20 |
Standard 2: Family–Teacher Partnerships and Community Connections
Data Table for Standard 2: Spring, 2024
Program name: Child Development Program, Houston Community College
Date of Application: Spring 2024
Standard 2, Family-Teacher Partnerships and Community Connections
Key Assessment #2: Family Profile Project
N=33
|
Key Competency of Standard 2 |
Meets Standard |
Approaches Standard |
Falls Below |
Not Addressed |
|---|---|---|---|---|
|
Key Competency 2a |
N = 31 % =94 |
N= 1 % =3 |
N= 1 % = 3 |
N= 0 %= 0 |
|
Key Competency 2b |
N = 30 % = 91 |
N = 1 % = 3 |
N = 2 % =6 |
N= 0 %= 0 |
|
Key Competency 2c |
N = 25 % = 76 |
N = 6 % = 18 |
N = 2 % = 6 |
N= 0 %= 0 |
Date of Application: Spring 2024
Standard 2, Family-Teacher Partnerships and Community Connections
Key Assessment #3: Observation Portfolio
N = 25
|
Key Competency of Standard 2 |
Meets Standard |
Approaches Standard |
Falls Below |
Not Addressed |
|---|---|---|---|---|
|
Key Competency 2a |
N= 17 %= 68 |
N= 8 %= 32 |
N= 0 %= 0 |
N= 0 %= 0 |
|
Key Competency 2b |
N= 23 %= 92 |
N= 2 %= 8 |
N= 0 %= 0 |
N= 0 %= 0 |
|
Key Competency 2c |
N = 7 % = 28 |
N = 2 % = 8 |
N = 12 % = 48 |
N= 4 %= 16 |
Standard 3: Child Observation, Documentation, and Assessment
Data Table for Standard 3: Spring 2024
Program name: Child Development Program, Houston Community College
Date of Application: Spring, 2024
Standard 3, Child Observation, Documentation and Assessment
Key Assessment #3: Observation Portfolio
N= 25
|
Key Competency of Standard 3 |
Meets Standard |
Approaches Standard |
Falls Below |
Not Addressed |
|---|---|---|---|---|
|
Key Competency 3a |
N =4 % = 16 |
N 5 % = 20 |
N =11 % = 44 |
N = 5 % = 20 |
|
Key Competency 3b |
N = 15 % = 60 |
N = 8 % = 32 |
N = 2 % = 8 |
N = 0 % = 0 |
|
Key Competency 3c |
N = 9 % = 36 |
N = 5 % = 20 |
N =6 % = 24 |
N = 5 % = 20 |
|
Key Competency 3d |
N =18 % = 72 |
N= 4 % =16 |
N = 3 % =12 |
N=0 % = 0 |
Date of Application: Spring, 2024
Standard 3, Child Observation, Documentation and Assessment
Key Assessment # 5, Thematic Curriculum Unit
N= 13
|
Key Competency of Standard 3 |
Meets Standard |
Approaches Standard |
Falls Below |
Not Addressed |
|---|---|---|---|---|
|
Key Competency 3a |
N =13 % =100 |
N= 0 % =0 |
N= 0 % = 0 |
N= 0 % = 0 |
Date of Application: Spring, 2024
Standard 3, Child Observation, Documentation and Assessment
Key Assessment # 2 Family Profile Project
N=31
|
Key Competency of Standard 3 |
Meets Standard |
Approaches Standard |
Falls Below |
Not Addressed |
|---|---|---|---|---|
|
Key Competency 3d |
N =14 %= 45 |
N= 5
%=16 |
N= 1 % = 3 |
N= 11 % =35 |
Standard 4: Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
Data Table for Standard 4: Spring, 2024
Program name: Child Development Program, Houston Community College
Date of Application: Spring, 2024
Standard 4, Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
Key Assessment #4 Activity Resource Notebook
N=4
|
Key Competency of Standard 4 |
Meets Standard |
Approaches Standard |
Falls Below |
Not Addressed |
|---|---|---|---|---|
|
Key Competency 4a |
N= 4 % = 200 |
N= 0 % = 0 |
N= 0 % = 0 |
N= 0 % = 0 |
|
Key Competency 4b |
N= 4 % = 100 |
N=0 % = 0 |
N= 0 % = 0 |
N= 0 % = 0 |
|
Key Competency 4c |
N= 4 % = 100 |
N= 0 % = 0 |
N= 0 % = 0 |
N= 0 % = 0 |
Program name: Child Development Program, Houston Community College
Date of Application: Spring, 2024
Standard 4, Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
Key Assessment # 5 Curriculum Planning Project
N=13
|
Key Competency of Standard 4 |
Meets Standard |
Approaches Standard |
Falls Below |
Not Addressed |
|---|---|---|---|---|
|
Key Competency 4b |
N =7 % = 54 |
N= 3 % = 23 |
N= 3 % = 23 |
N= 0 % = 0 |
|
Key Competency 4c |
N= 10 %= 77 |
N= 2 %= 15 |
N= 1 % = 8 |
N= 0 % = 0 |
Standard 5: Knowledge, Application, and Integration of Academic Content in the Early Childhood Curriculum
Data Table for Standard 5: Spring, 2024
Program name: Child Development Program, Houston Community College
Date of Application: Spring, 2024
Standard 5, Knowledge, Application, and Integration of Academic Content in the Early Childhood Curriculum
Key Assessment #5 Curriculum Planning Project
N= 13
|
Key Competency of Standard 5 |
Meets Standard |
Approaches Standard |
Falls Below Standard |
Not Addressed |
|---|---|---|---|---|
|
Key Competency 5a |
N= 12 %= 92 |
N = 0 %= 0 |
N= 1 %= 8 |
N= 0 %= 0 |
|
Key Competency 5b |
N =8 %=62 |
N= 5 % =39 |
N=0 %= 0 |
N=0 %= 0 |
|
Key Competency 5c |
N =12 %= 92 |
N= 1 %= 8 |
N =0 %= 0 |
N =0 %= 0 |
Date of Application: Spring, 2024
Standard 5, Knowledge, Application, and Integration of Academic Content in the Early Childhood Curriculum
Key Assessment # 4 Activity Resource Notebook
N = 4
|
Key Competency of Standard 5 |
Meets Standard |
Approaches Standard |
Falls Below |
Not Addressed |
|---|---|---|---|---|
|
Key Competency 5a |
N = 4 %= 100 |
N =0 %= 0 |
N= 0 %= 0 |
N =0 %= 0 |
Date of Application: Spring, 2024
Standard 5, Knowledge, Application, and Integration of Academic Content in the Early Childhood Curriculum
Key Assessment # 6 Professional Capstone e-Project
N= 10
|
Key Competency of Standard 5 |
Meets Standard |
Approaches Standard |
Falls Below |
Not Addressed |
|---|---|---|---|---|
|
Key Competency 5c |
N= 7 % = 70 |
N =3 %= 30 |
N= 0 %=0 |
N= 0 %=0 |
Standard 6: Professionalism as an Early Childhood Educator
Data Table for Standard 6: Spring, 2024
Program name: Child Development Program, Houston Community College
Date of Application: Spring, 2024
Standard 6, Professionalism as an Early Childhood Educator
Key Assessment #6 Professional Capstone e-Project
N= 10
|
Key Competency of Standard 6 |
Meets Standard |
Approaches Standard |
Falls Below Standard |
Not Addressed |
|---|---|---|---|---|
|
Key Competency 6a |
N= 5 %= 50 |
N= 5 %= 50 |
N= 0 %= 0 |
N= 0 %= 0 |
|
Key Competency 6b |
N= 7 %= 70 |
N= 3 %= 30 |
N= 0 %= 0 |
N= 0 %= 0 |
|
Key Competency 6c |
N= 8 %= 80 |
N= 2 %=20 |
N= 0 %= 0 |
N= 0 %= 0 |
|
Key Competency 6d
|
N= 8 %= 80 |
N= 2 %= 20 |
N= 0 %= 0 |
N= 0 %= 0 |
|
Key Competency 6e |
N= 8 %= 80 |
N= 2 %= 20 |
N= 0 %= 0 |
N= 0 %= 0 |
Date of Application: Spring, 2024
Standard 6, Professionalism as an Early Childhood Educator
Key Assessment #1 Case Study B-8 years
N= 29
|
Key Competency of Standard 6 |
Meets Standard |
Approaches Standard |
Falls Below Standard |
Not Addressed |
|---|---|---|---|---|
|
Key Competency 6e |
N=20 %= 67 |
N= 4 %= 15 |
N= 2 %= 7 |
N= 3 %= 10 |
Date of Application: Spring, 2024
Standard 6, Professionalism as an Early Childhood Educator
Key Assessment #3, Observation Portfolio
N=25
|
Key Competency of Standard 6 |
Meets Standard |
Approaches Standard |
Falls Below Standard |
Not Addressed |
|---|---|---|---|---|
|
Key Competency 6c |
N= 6 %= 24 |
N= 2 %= 8 |
N= 8 %=32 |
N= 9 %=36 |
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.
Marketable Skills
Learn more about the marketable skills—skills valued by employers that can be applied in variety of work settings—so you can communicate these to potential employers. Click on the relevant award title below to see descriptions of marketable skills for that area.
Child Development - Administration, C1
Career Opportunities
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Resources
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Get in touch
Dr. Leslie Comfort
Child Development
Hours of Operation: Mon.-Fri. 8am-5pm