Pre-Birth to Kindergarten, A.A. (Grand Valley State University)

General Transfer Notes

The coursework needed to complete this program is listed below.  The courses transfer and satisfy requirements at Grand Valley State University. 

Students should contact Grand Valley State University to obtain additional detailed information about transfer requirements. Grand Valley State University ultimately makes the decisions about how each course will be used to meet the bachelor’s degree requirements. Students should also review the specific admission requirements for Grand Valley State University and this Grand Valley program.

GRCC advisors and faculty are available to help students navigate transfer resources and create an individualized transfer plan, including selection of elective courses, which meets all GRCC and Grand Valley State University requirements.

Graduates of this program will earn an Associate of Arts degree from GRCC and may be eligible to earn the Michigan Transfer Agreement (MTA) credential.

General Education Courses

Select a minimum of 30 credit hours of coursework from the General Education course list. Select coursework as directed below.  Use transfer resources available and advising to select coursework based on Grand Valley State University requirements.

Program Courses

• EDU 105 - Foundations of Early Childhood Education Credit Hours: 3
• EDU 118 - Human Growth and Development I Credit Hours: 4
• EDU 200 - Introduction to Education Credit Hours: 3
• EDU 205 - Foundations of Early Literacy Instruction Credit Hours: 4
• EDU 210 - Infant/Toddler Development Credit Hours: 4
• EDU 212 - Observation, Documentation, and Assessment Credit Hours: 3
• EDU 215 - Adult-Child Interaction Credit Hours: 3
• EDU 227 - Early Childhood Curriculum and Implementation Credit Hours: 4
• EDU 230 - Introduction to Early Childhood Special Education and Inclusion Credit Hours: 4
• MA 240 - Geometry and Measurement for Elementary Teachers Credit Hours: 3

Total Credit Hours

65 (min)

Program Notes

1) Students enrolled in Child Development Lab classes (EDU 118 , EDU 205 , EDU 210 ,  EDU 230 ) automatically undergo a Criminal Background Check and a Public Sex Offender Registry Check. Being convicted of ANY FELONY, or being listed on the Public Sex Offender Registry will result in refusal of lab placement and removal from the course.

Complete policy information is provided on the GRCC Website.

2) Other courses that can be used to meet the MA 107  requirement include: MA 108 , MA 110 , MA 127 , MA 129 , MA 131 , MA 133  

In What Order Should I Take Courses?

Please select courses from the Priority I list.  Select courses based on the number of credits you are taking in the semester, for example, if you are a part time student you do not have to take all of the courses listed.  If you are unable to schedule Priority I courses, move to and select from the list of Priority II, Priority III, and Priority IV courses.

NOTE: This priority schedule assumes the student is prepared to take the courses listed. If prerequisites are required, additional semesters may be required to complete this degree.

Meet with an Academic Program Advisor and consult my Academic Progress for specific degree requirements.

Essential Abilities/Technical Standards

The Grand Rapids Community College Child Development & Education faculty has specified essential abilities and technical standards critical to the success of students in GRCC’s Child Development & Education program. Students must demonstrate these essential abilities to succeed in their program of study. Qualified applicants are expected to meet all admission criteria and matriculating students are expected to meet all progression criteria, as well as these essential abilities and technical standards with or without reasonable accommodations.

1. Essential judgment skills to include:  Ability to identify, assess, and comprehend child care, child safety, and classroom teaching situations for the purpose of problem solving with regard to child care, child safety and teaching in a classroom and coming to appropriate conclusions and/or course of actions. These skills include:  maintaining confidentiality, problem solving, reasoning and completing Child Abuse and Neglect Mandated Reporter Training.

2. Essential physical/neurological functions to include:  Ability to use the senses of seeing, hearing, touch, and smell to make correct judgments regarding the health, safety, and learning by young children and their families and meet physical expectations to perform required interventions for the purpose of demonstrating competence to safely engage in the practice of early childhood care and education.

Behaviors that demonstrate essential neurological and physical functions include, but are not limited to:  observation, listening, understanding relationships, writing, and psychomotor abilities consistent with course and program expectations.

Other physical demands include: consistent attendance, bending at the waist, crouching, kneeling, cleaning, balancing, lifting and carrying up to 50 pounds, reaching, twisting, sitting, standing, talking, hearing, handling, fingering, mobility and seeing.

3. Essential communication skills to include: Ability to communicate effectively with fellow students, faculty, parents, children, and all members of the early childhood care and education field. Skills include verbal, written, and nonverbal abilities as well as information technology skills consistent with effective communication.

4. Essential emotional coping skills: Ability to demonstrate the mental health necessary to safely engage in the practice of early childhood care and education as determined by NAEYC standards of practice. Ability to handle multiple concurrent tasks with constant interruptions.

5. Essential intellectual/conceptual skills to include: Ability to measure, calculate, analyze, synthesize, and evaluate to engage competently in the safe practice of early childhood care and education.

6. Other essential behavioral attributes: Ability to engage in activities consistent with safe early childhood care and education practice without demonstrated behaviors of addiction to, abuse of, or dependence on alcohol or other drugs that may impair behavior or judgment.

Ability to demonstrate responsibility and accountability for actions as a student in the Child Development and Education programs and as a developing professional in the early childhood care and education field consistent with accepted standards of practice.

Grand Rapids Community College strives to be more than ADA compliant. We strive to be accessible and welcoming to all students of all abilities. After reviewing the Essential Abilities/Technical Standards for this program; your responsibilities as a student entail determining if you can complete all associated coursework either:

A. With Accommodation. I am otherwise qualified to meet the same academic standards as any other student entering the program. However, based on a medically documented condition or diagnosis, I would qualify for reasonable accommodation under the Americans with Disabilities Act (1990). I will meet with Disability Support Services on campus to arrange those accommodations in an interactive process with the department of Child Development and Education.

B. Without Accommodation. I am able to complete the program without need for reasonable accommodation or modification. In the event my medical documentation reveals otherwise or a condition manifests that would necessitate an accommodation; it is my responsibility to inform a responsible authority figure within the department of Child Development and Education and work with Disability Support Services to see if a reasonable accommodation or modification can be made.

If you have a medically documented condition or diagnosis, please contact the Child Development and Education office, or contact Disability Support Services (DSS) at disability@grcc.edu or by phone at 616.234.4140 to arrange accommodations through our interactive process.