Educational Studies: A.A., A.S.

This program has been updated for the Spring 2026 term.

There is an increasing need for individuals who can help others both learn new things and apply what they know in various settings. Students who choose to design a degree program in educational studies have careers in diverse settings including training, teaching in certain settings or contexts, researching, and policymaking.

Students in educational studies will examine the processes involved in teaching and learning through courses that examine topics such as learning theories or the social context of learning, as well as be exposed to practical applications such as technology in the classroom and curriculum development. Through examination of current issues, innovations and research, students will build a foundation of historical, philosophical, sociological, political, and multicultural and gender perspectives in relation to education. Students will sharpen their skills in writing and research and critical reading and thinking.

Degree programs in Educational Studies offer students the opportunity to develop individualized degree plans based on their intellectual, professional, and personal interests. General program guidelines can be found on the “Program Details” tab, and students will work with an academic mentor to choose courses that meet the guidelines and address each student’s individual interests. Students can also work with their academic mentors to identify applicable transfer credit, prior college-level learning, and possible course equivalencies. Working with a mentor and using Empire State University’s educational planning process, students can develop a specialized concentration in Educational Studies by following the general program guidelines as well as any applicable concentration guidelines. Students may also develop their own concentrations. 

For more information about general undergraduate degree requirements, please visit Earning an Undergraduate Degree.

Note: A degree in Educational Studies from Empire State University does not lead to teacher certification at the undergraduate level. Students who are seeking teacher certification should consider either Early Childhood Education, or the Empire State University's Master of Arts in Teaching (MAT). All students need to submit an Undergraduate Teaching Certification Disclaimer.

NONDEGREE STUDENTS

Taking individual courses as a nondegree student is possible and will offer the same range of courses and rigorous standards as degree-seeking undergraduate students. Even if you’re not pursuing a degree, you can take courses to prepare for university-level study, stay current in your field, or improve your job skills.

Professional PREPARATION AND Credentials

New York State Early Childhood Credentials including the Infant Toddler Credential and the Children's Program Administration Credential are recommended for individuals planning to work with young children in settings such as childcare or Head Start. Students can complete these credentials as non-matriculated students, or as part of a degree program.
The Child Development Associate (CDA) is available. Students would begin by taking HUDV 1005 Child Development: Introductory, then ECET 2075 Early Childhood Curriculum Planning and Assessment, followed by ECET 2010 Early Childhood Professionalism where they will begin to develop the required portfolio in a Virtual Study Group, completing other required components on their own.

Professional PREPARATION and certification

Starting in Fall of 2024, SUNY Empire has a new program in Early Childhood Education leading to New York State B-2 Initial Certification. This is the only undergraduate program leading to initial certification at this time.
Teacher certification is available at the graduate level in a variety of content areas through the Master of Arts in Teaching. The M.A.T. program leads to Adolescent (grades 7-12) and Middle Childhood (grades 5-9) NYS Initial Certification in Biology, Chemistry, Earth Science, English Language Arts, Spanish, Mathematics, Physics, Social Studies, and Agricultural Education (pre-K to 12). Special Education is also available at the graduate level.
Certification Areas and Content Requirements web page includes information about how degree study at the university can be relevant to certification, and outlines all content area requirements that should be included in the undergraduate degree.
Combined Degree Programs in the Master of Arts in Teaching allow students to take specified master’s level courses during their bachelor’s degree and complete their program at an accelerated rate.

Program Details

Degree Guidelines for Associate of Arts and Associate of Science

Associate degree programs in Educational Studies are required to meet the first five essential foundations established for all students in this area of study. Students will explain how they meet each relevant learning outcome in their rationale essay. Knowledge of each outcome can be demonstrated through transcript credit, individual credit for prior learning (iCPL), prior learning evaluation (PLE), or credit by examination, or specific courses at Empire State University. While many students will take one or more courses for each essential foundation, some courses may meet more than one essential foundation.

Foundation #1: Professional Standards

Course List
Code	Title	Credits
ECET 1005	Exploring the Professions: Children & Child Care	2
ECET 1010	Introduction to Early Childhood Education	4
ECET 2010	Early Childhood Professionalism Family & Culture	4
EDST 1005	Introduction to Teaching	2
EDSP 2025	Introduction to Special Education	4

Foundation #2: Foundations

Course List
Code	Title	Credits
SOSC 2005	Schooling in America	4

Foundation #3: Human Development

Course List
Code	Title	Credits
HUDV 1005	Child Development: Introductory	4
HUDV 1015	Lifespan Development: Introductory	4
HUDV 2005	Adolescent Development: Introductory	4
HUDV 2015	Adult Development: Introductory	4
HUDV 2025	Infant/Toddler Development: Introductory	4

Foundation #4: Curricular Design, Instructional Strategies, and Assessment

Course List
Code	Title	Credits
ECET 2075	Early Childhood Curriculum Planning and Assessment	4
EDST 3015	Curriculum Instruction & Assessment	4

Foundation #5: Diversity

Course List
Code	Title	Credits
ECET 2010	Early Childhood Professionalism Family & Culture ^*	4
SOCI 1005	Exploring Society: An Introduction to Sociology	4
SOCI 2010	Introduction to Race Class & Gender	4
ANTH 1010	Introduction to Cultural Anthropology	4
GSST 3008	LGBTQ+ Youth & Education	4
HIST 2015	Native American Histories & Cultures: Introduction	4
LITR 2006	African American Literature: Intro	4
LITR 2040	World Literature: Introductory	4

*: ECET 2010 does not meet Diversity General Education requirements

Learning Outcomes

Foundation 1: Professional Standards: Students will be able to identify the professional standards including ethics, related to the chosen concentration.
Foundation 2: Foundations: Students will be able to analyze the foundations of education from either a historical or sociological perspective with attention to how learning is shaped by the relationships between home, school, and the community.
Foundation 3: Human Development: Students will be able to apply stages of human development appropriate to the chosen concentration.
Foundation 4: Curricular Design, Instructional Strategies, and Assessment: Students will be able to describe curriculum design appropriate to the concentration.
Foundation 5: Diversity: Students will be able to examine how historical and contemporary social factors shape identity, the dynamics of power, privilege, and oppression within social systems.

CONCENTRATION GUIDELINES

All associate degree concentrations in Educational Studies begin with the first five essential foundations to prepare the student for more advanced-level work. Associate degree seeking students should review options below to guide course selection for either an Early Childhood Studies or Educational Studies concentration. Courses should be selected from those areas which are most relevant to the specific concentration design and to the specific organizing framework. Specific guidelines have been developed for a concentration core in the following areas:

EARLY CHILDHOOD STUDIES

Make a difference in the lives of young children and their families with a concentration in early childhood studies. This concentration is designed for students who wish to provide high-quality early learning for all young children, birth through age 8, in formal and informal settings such as childcare, Head Start, and private preschool programs. By connecting early childhood practice, policy, and research, students will be prepared to serve as leaders in this exciting field. Within the first five essential foundations, students in Early Childhood Studies should specify in their rationale essay how they met the Program’s Student Learning Objectives within their concentration of early childhood studies.

EDUCATIONAL STUDIES

Degree programs in Educational Studies offer students the opportunity to develop individualized degree plans based on their intellectual, professional, and personal interests. Students will work with an academic mentor to choose courses that meet the guidelines and address each student’s individual interests. Students can also work with their academic mentors to identify applicable transfer credit, prior college-level learning, and possible course equivalencies.

On This Page

CHILD DEVELOPMENT ASSOCIATE (CDA)
INFANT-TODDLER EARLY CARE AND EDUCATION CREDENTIAL

CHILD DEVELOPMENT ASSOCIATE (CDA)

A Child Development Associate (CDA) is for:

A qualified caregiver that works with children from birth to age 5 years;
Able to meet the specific needs of children;
Works with parents, families, and other adults to nurture children’s physical, social, emotional, and intellectual growth in a child development framework;
Evaluated using the CDA Competency Standards: 6 Competency Goals and 13 Functional Areas.

The CDA process is based upon 3 parts:

Training:

Complete 480 hours (about 1-year full time) of experience working with infants, toddlers, or young children within the past 5 years.
Complete 120 clock hours of formal education/training/coursework.

Assessment:

Assessment is done through a combination of observation, parent opinion questionnaires, and written and oral evaluation. Students will be required to locate and arrange for support of these components on their own.

Credentialing:

Upon recommendation of the Local Assessment Team, the CDA National Credentialing Program will either award the credential or invite the applicant to reapply for assessment.

Students complete the required 120 clock hours of formal education/training/coursework by taking the following sequence of courses at SUNY Empire University. Students will begin writing the required competencies for the application process in courses, but they will need to arrange for the required observation by an authorized observer, parent opinion questionnaires, and written and oral evaluation through their employer within their local communities. Students are required to be employed and working in an age-appropriate childcare setting for the required observation.

Course List
Code	Title	Credits
Required Courses
ECET 2075	Early Childhood Curriculum Planning and Assessment ^{Fall, Spring, Summer}	4
HUDV 1005	Child Development: Introductory ^{Fall, Spring, Summer}	4
ECET 2010	Early Childhood Professionalism Family & Culture ^{Fall, Spring}	4
Total Credits		12

It is recommended that students begin by taking HUDV 1005 Child Development: Introductory, then ECET 2075 Early Childhood Curriculum Planning and Assessment, followed by ECET 2010 Early Childhood Professionalism where students will begin to develop the required portfolio in a Virtual Study Group.

For registration information, go to https://www.sunyempire.edu/admissions/

INFANT-TODDLER EARLY CARE AND EDUCATION CREDENTIAL

The Infant-Toddler Early Care and Education Credential has been developed by the New York State Association for the Education of Young Children to assure that professionals have the specialized knowledge and skills needed to provide excellent programs for infants and toddlers.

The credential requires a combination of formal education and practical experience bound together by an individual portfolio. SUNY Empire State has all of the courses needed to meet the formal education requirements. Please visit https://nyaeyc.org/ for information about how to apply for the credential and submit the portfolio.

ELIGIBILITY REQUIREMENTS

College Coursework in infant toddler development and professional practice:

Twelve (12) credits from a nationally accredited college in early childhood coursework that covers the standards of the New York State Infant Toddler Competencies. Three of these 12 credits must have been completed within the last five years.
Experience: One year caring for infants and/or toddlers in NYS licensed center, family child care home or formal program serving infants and/or toddlers, or two semesters of supervised field work course with infants and toddlers and six months work experience in the above, or Floater or substitute with 480 hours of documented experience.

Course List
Code	Title	Credits
Required Courses
ECET 2010	Early Childhood Professionalism Family & Culture	4
HUDV 2025	Infant/Toddler Development: Introductory	4
ECET 3030	Curriculum & Environments for Infants & Toddlers	4
Total Credits		12