What characteristics and skills do I need to work in this field?
Child and youth educators must have patience and possess a genuine concern for children, and have a strong desire to help them learn and succeed. Child and youth educators must also have good communication and interpersonal skills when partnering with parents, children and other professionals to create a nurturing environment, respectful of culture and rich in experiences to promote the optimal growth and development of EVERY child.
Where can I work?
Child and youth educators typically work in schools and child care centers and out-of-school-time programs. However, to teach in the public school systems, you will need to obtain Professional teaching Certification.
What does Trident Technical College offer?
The Child and Youth Studies department is dedicated to preparing students for employment in settings that include, but are not limited to, any part-or full-day program in a child care center, school classroom or home care that serves young and school-age children and their families, including children with special developmental and learning needs. Each career path and certificate is designed for the child care professional who works with or is interested in working with children from birth through age 17.
The Early Care and Education program is nationally accredited through the National Association for the Education of Young Children (NAEYC).
T.E.A.C.H. Early Childhood ® SOUTH CAROLINA provides scholarships for teachers, directors, owners, and family/group providers working in childcare to complete coursework in early childhood education.
The Early Care and Education, Child Care Management, Child Care Professional and Special Education career paths are accredited by the National Association for the Education of Young Children, 1313 L St. N.W., Suite 500, Washington, DC 20005-4101.
Outcome Measure #1: The Number of Program Completers
The number of program completers for the three most recent academic years
|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* (at the time of completion)|
Program Name: AAS, Early Care and Education
|Academic year in which a Fall cohort of full-time students enrolled at the institution (select three sequential years)||Percentage of those students who completed the program within 150% of the published timeframe||Percentage of those students who completed the program within 100%, 200% (twice) or 300% (three times) of the published timeframe (Please circle or underline the indicator above on which the program will report.)|
The fall-to-fall retention rate in the program for each of the three most recently completed academic years
|Academic Year||Number of Part-Time Candidates Enrolled (% of Total Enrollment)||Retention Rate among Part-Time Candidates||Number of Full-Time Candidates Enrolled (% of Total Enrollment)||Retention Rate among Full-Time Candidates|
|2015-2016||196 (56%)||45%||164 (46%)||54%|
|2014-2015||195 (56%)||49%||169 (46%)||62%|
|2013-2014||224 (55%)||46%||180 (45%)||57%|
*Part-time status is defined by the institution.
The number and percentage of program graduates employed in the early childhood profession or pursuing further education in the profession within one year of graduation for each of the three most recent academic years for which information is available.
|Academic Year||Number of Graduates||Number of Graduates (and % of total) who are employed in the early childhood profession within one year of graduation*||Number of Graduates (and % of total) who are pursuing further education in the early childhood profession within one year of graduation*|
|2014-2015||34||30 (88%)||3 (9%)|
|2013-2014||29||27 (93%)||2 (7%)|
|2012-2013||24||15 (63%)||5 (21%)|
*The figures in these two columns do not need to add up to 100%.
Institutionally designed measure that speaks to candidate outcomes in the program (list the measure and the data for the measure)
|Academic Year||Outcome Measure||Performance Measure|