Early Childhood Education

The Early Childhood Education curriculum prepares individuals to work with children from infancy through middle childhood in diverse learning environments. Students will combine learned theories with practice in actual settings with young children under the supervision of qualified teachers.

Coursework includes child growth and development; physical/nutritional needs of children; care and guidance of children; and communication skills with parents and children. Students will foster the cognitive/language, physical/motor, social/emotional and creative development of young children.

Graduates are prepared to plan and implement developmentally appropriate programs in early childhood settings. Employment opportunities include child development and child care programs, preschools, public and private schools, recreational centers, Head Start Programs and school-age programs.

Early Childhood Education (A55220)

Degree Awarded

The Associate in Applied Science degree in Early Childhood Education is awarded by the College upon completion of this program.

Admissions

  1. A high school diploma or equivalent is required.
  2. Complete admissions form and placement tests.
  3. Meet with a college counselor for interpretation of placement scores, declare program goals/major and receive the name of the assigned Early Childhood faculty advisor.
  4. Meet with your Early Childhood faculty advisor.

Program Accreditation

All Early Childhood courses may be applied for training/education hours required by the North Carolina Division of Child Development. Courses are offered for North Carolina Early Childhood, School-Age, Infant & Toddler Care, Career and College Promise and Administrative Credentials.

Four-Year Articulation Agreements--CPCC has an articulation agreement with UNC-Charlotte which allows students to transfer to UNC-C. Students planning to transfer to UNC-C should take PSY 150, Introduction to Psychology and a Science Course with a Lab (4 SHC). This agreement allows students to complete a B.A. in Child and Family Development and the Birth-Kindergarten teaching license at UNC-Charlotte in four to five additional semesters. Students interested in transferring to other higher education institutions should contact the admissions counselor at that individual school.

Beginning August 2013, CPCC graduates who have earned an associate of applied science degree in Early Childhood Education will be eligible to enroll in the Bachelor of Arts in Education (B.A.E.) degree through the Department of Teacher Education of Catawba College. This articulation agreement allows students to complete a B.A. in three to four semesters. Catawba College offers two concentrations in the B-K Education major: the Licensure concentration and the Non-Licensure concentration.

General Course Information

  1. Many courses have prerequisites or co-requisites; check the Courses section of this catalog for details.
  2. Students must successfully pass ENG 080 and RED 080 or ENG 085 or place out of those courses to take 100 level EDU courses with the exception of EDU 119.
  3. Students must successfully pass ENG 090 and RED 090 or ENG 095 or place out of those courses to register for 200 level EDU courses.
  4. Courses with a lab must register for the lab course as well as the lecture section. Ex. EDU 280 Language and Literacy Experiences and EDU 280A Language and Literacy Lab.
  5. Students must have faculty permission to register for EDU 184 and EDU 284.

Contact Information

The Early Childhood Education program is in the Nursing, Human Services and Early Childhood Education Division. For more information, check the Early Childhood webpage at www.cpcc.edu/ec or call 704.330.4762.

General Education Requirements
ENG 111Expository Writing3.0
COM 110Introduction to Communication3.0
SOC 213Sociology of the Family3.0
ENG 113Literature-Based Research3.0
or ENG 114 Professional Research & Reporting
MAT 115Mathematical Models3.0
or MAT 140 Survey of Mathematics
Select 3 credits of the following:3.0
Art Appreciation
Art History Survey I
Art History Survey II
Survey of American Art
Non-Western Art History
Dance Appreciation
Dance History I
Dance History II
Theatre Appreciation
Literature of the Theatre
Oral Interpretation
American Literature I
American Literature II
British Literature I
British Literature II
Western World Literature I
Western World Literature II
Myth in Human Culture
Introduction to Film
Humanities I
Humanities II
Music Appreciation
Introduction to Jazz
Opera and Musical Theatre
Western Philosophy I
Western Philosophy II
Introduction to Logic
World Religions
Eastern Religions
Introduction to Old Testament
Introduction to New Testament
Religion in America
History of Rock Music
Major Requirements
EDU 119Introduction to Early Childhood Education4.0
EDU 131Child, Family, and Community3.0
EDU 146Child Guidance3.0
EDU 151Creative Activities3.0
EDU 153Health, Safety and Nutrition3.0
EDU 221Children With Exceptionalities3.0
EDU 271Educational Technology3.0
EDU 280Language and Literacy Experiences3.0
EDU 284Early Childhood Capstone Practicum4.0
EDU 144Child Development I3.0
EDU 145Child Development II3.0
EDU 251Exploration Activities3.0
EDU 251AExploration Activities Lab1.0
EDU 280ALiteracy Experiences Lab1.0
EDU 259Curriculum Planning3.0
EDU 151ACreative Activities Lab1.0
EDU 184Early Childhood Introductory Practicum2.0
EDU 234Infants, Toddlers, & Twos3.0
Total Credits67

No diplomas offered.

Early Childhood Education Certificates (C55220)

Early Childhood Education Certificate with a Specialization in Early Childhood (C55220-C1)

The Certificate listed below can be earned in the Early Childhood Education program and can be applied toward the Early Childhood Education degree.

Major Requirements
EDU 146Child Guidance3.0
EDU 144Child Development I3.0
EDU 119Introduction to Early Childhood Education4.0
EDU 184Early Childhood Introductory Practicum2.0
EDU 151Creative Activities3.0
EDU 151ACreative Activities Lab1.0
Total Credits16

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Early Childhood Education Certificate with a Specialization in Administration (C55220-C2)

 

Major Requirements
EDU 131Child, Family, and Community3.0
EDU 145Child Development II3.0
EDU 146Child Guidance3.0
EDU 261Early Childhood Administration I3.0
EDU 262Early Childhood Administration II3.0
EDU 153Health, Safety and Nutrition3.0
Total Credits18

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Early Childhood Education Certificate Specialization in Beginnings in Early Childhood Education (For High School Juniors and Seniors Only) (C55220-C4)

 

Major Requirements
EDU 119Introduction to Early Childhood Education4.0
EDU 144Child Development I3.0
EDU 146Child Guidance3.0
EDU 153Health, Safety and Nutrition3.0
Total Credits13

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School-Age Care Certificate (C55450)

 

Major Requirements
EDU 131Child, Family, and Community3.0
EDU 158Healthy Lifestyles-Youth3.0
EDU 235School-Age Development and Programs3.0
EDU 263School-Age Program Administration2.0
EDU 146Child Guidance3.0
EDU 145Child Development II3.0
Total Credits17

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Infant/Toddler Care Certificate (C55290)

 

Major Requirements
EDU 119Introduction to Early Childhood Education4.0
EDU 144Child Development I3.0
EDU 131Child, Family, and Community3.0
EDU 153Health, Safety and Nutrition3.0
EDU 234Infants, Toddlers, & Twos3.0
Total Credits16

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Courses

EDU 119. Introduction to Early Childhood Education. 4.0 Credits. Class-4.0. Clinical-0.0. Lab-0.0. Work-0.0

This course covers the foundations of the education profession, the diverse educational settings for young children, professionalism and planning developmentally appropriate programs for all children. Topics include historical foundations, program types, career options, professionalism and creating inclusive environments and curriculum responsive to the needs of all children and families. Upon completion, students should be able to design career plans and develop schedules, environments and activity plans appropriate for all children. This course is also available through the Virtual Learning Community (VLC).

EDU 131. Child, Family, and Community. 3.0 Credits. Class-3.0. Clinical-0.0. Lab-0.0. Work-0.0

This course covers the development of partnerships between culturally and linguistically diverse families, children, schools and communities. Emphasis is placed on developing skills and identifying benefits for establishing, supporting, and maintaining respectful, collaborative relationships between diverse families, programs/schools, and community agencies/resources. Upon completion, students should be able to explain appropriate relationships between families, educators, and professionals that enhance development and educational experiences of all children.

Prerequisites: Complete one of the following options:

EDU 144. Child Development I. 3.0 Credits. Class-3.0. Clinical-0.0. Lab-0.0. Work-0.0

This course includes the theories of child development, needs, milestones, and factors that influence development, from conception through approximately 36 months. Emphasis is placed on developmental sequences in physical/motor, emotional/social, cognitive, and language domains and the impact of multiple influences on development and learning. Upon completion, students should be able to compare/contrast typical/atypical developmental characteristics, explain environmental factors that impact development, and identify strategies for enhancing development.

Prerequisites: Complete one of the following options:

EDU 145. Child Development II. 3.0 Credits. Class-3.0. Clinical-0.0. Lab-0.0. Work-0.0

This course includes the theories of child development, needs, milestones, and factors that influence development, from preschool through middle childhood. Emphasis is placed on developmental sequences in physical/motor, emotional/social, cognitive, and language domains and the impact of multiple influences on development and learning. Upon completion, students should be able to compare/contrast typical/atypical developmental characteristics, explain environmental factors that impact development, and identify strategies for enhancing development.

Prerequisites: Complete one of the following options:

EDU 146. Child Guidance. 3.0 Credits. Class-3.0. Clinical-0.0. Lab-0.0. Work-0.0

This course introduces principles and practical techniques including the design of learning environments for providing developmentally appropriate guidance for all children, including those at risk. Emphasis is placed on observation skills, cultural influences, underlying causes of behavior, appropriate expectations, development of self control and the role of communication and guidance. Upon completion, students should be able to demonstrate direct/indirect strategies for preventing problem behaviors, teaching appropriate/acceptable behaviors, negotiation, setting limits and recognizing at risk behaviors.

Prerequisites: Complete one of the following options:

EDU 151. Creative Activities. 3.0 Credits. Class-3.0. Clinical-0.0. Lab-0.0. Work-0.0

This course covers planning, creation and adaptation of developmentally supportive learning environments with attention to curriculum, interactions, teaching practices and learning materials. Emphasis is placed on creating and adapting integrated, meaningful, challenging and engaging developmentally supportive learning experiences in art, music, movement and dramatics for all children. Upon completion, students should be able to create, adapt, implement and evaluate developmentally supportive learning materials, experiences and environments.

Prerequisites: Complete one of the following options:Corequisites: EDU 151A

EDU 151A. Creative Activities Lab. 1.0 Credit. Class-0.0. Clinical-0.0. Lab-2.0. Work-0.0

This course provides a laboratory component to complement EDU 151. Emphasis is placed on practical experiences that enhance concepts introduced in the classroom. Upon completion, students should be able to demonstrate a practical understanding of the development and implementation of appropriate creative activities.

Prerequisites: Complete one of the following options:Corequisites: Take EDU 151

EDU 153. Health, Safety and Nutrition. 3.0 Credits. Class-3.0. Clinical-0.0. Lab-0.0. Work-0.0

This course covers promoting and maintaining the health and well-being of all children. Topics include health and nutritional guidelines, common childhood illnesses, maintaining safe and healthy learning environments, recognition and reporting of abuse and neglect and state regulations. Upon completion, students should be able to demonstrate knowledge of health, safety, and nutritional needs, safe learning environments, and adhere to state regulations.

Prerequisites: Complete one of the following options:

EDU 154. Social/Emotion/Behavior Development. 3.0 Credits. Class-3.0. Clinical-0.0. Lab-0.0. Work-0.0

This course covers the emotional/social development of children and the causes, expressions, prevention and management of challenging behaviors in all children. Emphasis is placed on caregiver/family/child relationships, positive emotional/social environments, developmental concerns, risk factors, and intervention strategies. Upon completion, students should be able to identify factors influencing emotional/social development, utilizing screening measures, and designing positive behavioral supports.

Prerequisites: Complete one of the following options:

EDU 158. Healthy Lifestyles-Youth. 3.0 Credits. Class-3.0. Clinical-0.0. Lab-0.0. Work-0.0

This course introduces the topics of health, safety, nutrition, physical activities and environments for the school-age child/youth that promote development, fitness and healthy lifestyles. Topics include the use of physical and nutritional/cooking activities (indoor/outdoor, teacher-directed/youth-directed) appropriate for youth developing typically/atypically; safe/healthy menu planning; safe/healthy environmental design, assessment and supervision. Upon completion, students should be able to plan/facilitate safe/healthy physical and nutritional/cooking activities, discuss safety policies/regulations and identify health/safety/nutritional needs of youth.

Prerequisites: Complete one of the following options:

EDU 163. Classroom Management and Instruction. 3.0 Credits. Class-3.0. Clinical-0.0. Lab-0.0. Work-0.0

This course covers management and instructional techniques with school-age populations. Topics include classroom management and organization, teaching strategies, individual student differences and learning styles, and developmentally appropriate classroom guidance techniques. Upon completion, students should be able to utilize developmentally appropriate behavior management and instructional strategies that enhance the teaching/learning process and promote students' academic success.

Prerequisites: Complete one of the following options:

EDU 184. Early Childhood Introductory Practicum. 2.0 Credits. Class-1.0. Clinical-0.0. Lab-0.0. Work-0.0

This course introduces students to early childhood settings and applying skills in a three star (minimum) or NAEYC accredited or equivalent, quality early childhood environment. Emphasis is placed on observing children and assisting in the implementation of developmentally appropriate activities/environments for all children; and modeling reflective/professional practices. Upon completion, students should be able to demonstrate developmentally appropriate interactions with children and ethical/professional behaviors as indicated by assignments and onsite faculty visits.

Prerequisites: Complete one of the following options:

EDU 188. Issues in Early Childhood Education. 2.0 Credits. Class-2.0. Clinical-0.0. Lab-0.0. Work-0.0

This course covers topics and issues in early childhood education. Emphasis is placed on current advocacy issues, emerging technology, professional growth experiences, and other related topics. Upon completion, students should be able to list, discuss, and explain current topics and issues in early childhood education.

Prerequisites: Complete one of the following options:

EDU 214. Early Childhood Intermediate Practicum. 4.0 Credits. Class-1.0. Clinical-0.0. Lab-9.0. Work-0.0

This course is designed to allow students to apply skills in a three star (minimum) or NAEYC accredited or equivalent, quality early childhood environment. Emphasis is placed on observing children and assisting with the implementation of developmentally appropriate activities and environments for all children; modeling reflective and professional practices. Upon completion, students should be able to demonstrate developmentally appropriate plans/assessments, appropriate guidance techniques and ethical/professional behaviors as indicated by assignments and onsite faculty visits.

Prerequisites: Complete one of the following options:

EDU 216. Foundations of Education. 4.0 Credits. Class-4.0. Clinical-0.0. Lab-0.0. Work-0.0

This course introduces the American educational system and the teaching profession. Topics include historical and philosophical foundations of education, contemporary educational, structural, legal, and financial issues, and experiences in public school classrooms. Upon completion, students should be able to relate classroom observations to the roles of teachers and schools and the process of teacher education.

Corequisites: Take DRE 098

EDU 221. Children With Exceptionalities. 3.0 Credits. Class-3.0. Clinical-0.0. Lab-0.0. Work-0.0

This course introduces children with exceptionalities, their families, support services, inclusive/diverse settings, and educational/family plans based on the foundations of child development. Emphasis is placed on the characteristics of exceptionalities, observation and assessment of children, strategies for adapting the learning environment, and identification of community resources. Upon completion, students should be able to recognize diverse abilities, describe the referral process, and depict collaboration with families/professionals to plan/implement, and promote best practice.

Prerequisites: Take one set:

EDU 234. Infants, Toddlers, & Twos. 3.0 Credits. Class-3.0. Clinical-0.0. Lab-0.0. Work-0.0

This course covers the unique needs and rapid changes that occur in the first three years of life and the inter-related factors that influence development. Emphasis is placed on recognizing and supporting developmental milestones through purposeful strategies, responsive care routines and identifying elements of quality, inclusive early care and education. Upon completion, students should be able to demonstrate respectful relationships that provide a foundation for healthy infant/toddler/twos development, plan/select activities/materials, and partner with diverse families.

Prerequisites: Complete one of the following options:

EDU 234A. Infants/Toddlers/Twos Lab. 1.0 Credit. Class-0.0. Clinical-0.0. Lab-2.0. Work-0.0

This course focuses on practical applications that support the healthy development of very young children by applying principles of quality inclusive early care and education. Emphasis is placed on recognizing the interrelated factors that impact children's development through planning, evaluating and adapting quality environments, including activities and adult/child interactions. Upon completion, students should be able to demonstrate the ability to engage in respectful, responsive care that meets the unique needs of individual children/families.

Prerequisites: Complete one of the following options:Corequisites: Take EDU 234

EDU 235. School-Age Development and Programs. 3.0 Credits. Class-3.0. Clinical-0.0. Lab-0.0. Work-0.0

This course includes developmentally appropriate practices in group settings for school-age children. Emphasis is placed on principles of development, environmental planning, and positive guidance techniques. Upon completion, students should be able to discuss developmental principles for all children ages five to twelve and plan and implement developmentally-appropriate activities.

Prerequisites: Take one set:

EDU 241. Adult-Child Relations. 2.0 Credits. Class-2.0. Clinical-0.0. Lab-0.0. Work-0.0

This course covers self-concept and effective and active listening skills in positive one-to-one interactions with individuals and groups of children. Emphasis is placed on self-concept development and effective communication techniques used with children. Upon completion, students should be able to identify principles underlying self-concept and demonstrate effective listening and communication skills used by adults with children.

Prerequisites: Take one set:

EDU 243. Learning Theory. 3.0 Credits. Class-3.0. Clinical-0.0. Lab-0.0. Work-0.0

This course provides lateral entry teachers an introduction to learning theory, various styles of learning, and motivational factors involved in the learning process. Emphasis is placed on the development of cognitive skills using the eight types of intelligence and applying these to practical classroom situations. Upon completion, students should be able to describe theories and styles of learning and discuss the relationship between different types of intelligence to learning motivation.

Prerequisites: Take one set:

EDU 244. Human Growth and Development. 3.0 Credits. Class-3.0. Clinical-0.0. Lab-0.0. Work-0.0

This course introduces lateral entry teachers to theories and ages and stages related to human growth and development from birth through adolescence. Emphasis is placed on development through the stages of a child's life in the areas of physical, emotional, social, intellectual, and moral development. Upon completion, students should be able to identify and describe milestones of each stage in all areas of development and discuss factors that influence growth.

Prerequisites: Take one set:

EDU 251. Exploration Activities. 3.0 Credits. Class-3.0. Clinical-0.0. Lab-0.0. Work-0.0

This course covers discovery experiences in science, math, and social studies. Emphasis is placed on developing concepts for each area and encouraging young children to explore, discover, and construct concepts. Upon completion, students should be able to discuss the discovery approach to teaching, explain major concepts in each area, and plan appropriate experiences for children.

Prerequisites: Complete one of the following options:Corequisites: EDU 251A

EDU 251A. Exploration Activities Lab. 1.0 Credit. Class-0.0. Clinical-0.0. Lab-2.0. Work-0.0

This course provides a laboratory component to complement EDU 251. Emphasis is placed on practical experiences that enhance concepts introduced in the classroom. Upon completion, students should be able to demonstrate a practical understanding of the development and implementation of appropriate science, math, and social studies activities for children.

Prerequisites: Complete one of the following options:Corequisites: Take EDU 251

EDU 254. Music and Movement for Children. 2.0 Credits. Class-1.0. Clinical-0.0. Lab-2.0. Work-0.0

This course covers the use of music and creative movement for children. Topics include a general survey of the basic elements of music and planning, designing, and implementing music and movement experiences for creative learning. Upon completion, students should be able to use voice and various musical instruments to provide musical and movement activities for children.

Prerequisites: Complete one of the following options:

EDU 259. Curriculum Planning. 3.0 Credits. Class-3.0. Clinical-0.0. Lab-0.0. Work-0.0

This course is designed to focus on curriculum planning for three to five year olds. Topics include philosophy, curriculum models, indoor and outdoor environments, scheduling, authentic assessment, and planning developmentally appropriate experiences. Upon completion, students should be able to evaluate children's development, critique curriculum, plan for individual and group needs, and assess and create quality environments.

Prerequisites: Complete one of the following options:

EDU 261. Early Childhood Administration I. 3.0 Credits. Class-3.0. Clinical-0.0. Lab-0.0. Work-0.0

This course introduces principles of basic programming and staffing, budgeting/financial management and marketing, and rules and regulations of diverse early childhood programs. Topics include program structure and philosophy, standards of NC child care programs, finance, funding resources, and staff and organizational management. Upon completion, students should be able to develop components of program/personnel handbooks, a program budget, and demonstrate knowledge of fundamental marketing strategies and NC standards.

Prerequisites: Complete one of the following options:Corequisites: Take EDU 119

EDU 262. Early Childhood Administration II. 3.0 Credits. Class-3.0. Clinical-0.0. Lab-0.0. Work-0.0

This course focuses on advocacy/leadership, public relations/community outreach and program quality/evaluation for diverse early childhood programs. Topics include program evaluation/accreditation, involvement in early childhood professional organizations, leadership/mentoring, family, volunteer and community involvement and early childhood advocacy. Upon completion, students should be able to define and evaluate all components of early childhood programs, develop strategies for advocacy and integrate community into programs.

Prerequisites: Complete one of the following options:Corequisites: Take EDU 119

EDU 263. School-Age Program Administration. 2.0 Credits. Class-2.0. Clinical-0.0. Lab-0.0. Work-0.0

This course introduces the methods and procedures for development and administration of school-age programs in the public or proprietary setting. Emphasis is placed on the construction and organization of the physical environment. Upon completion, students should be able to plan, develop and administer a quality school-age program.

Prerequisites: Complete one of the following options:

EDU 271. Educational Technology. 3.0 Credits. Class-2.0. Clinical-0.0. Lab-2.0. Work-0.0

This course introduces the use of technology to enhance teaching and learning in all educational settings. Topics include technology concepts, instructional strategies, materials and adaptive technology for children with exceptionalities, facilitation of assessment/evaluation, and ethical issues surrounding the use of technology. Upon completion, students should be able to apply technology enhanced instructional strategies, use a variety of technology resources and demonstrate appropriate technology skills in educational environments.

Prerequisites: Complete one of the following options:

EDU 280. Language and Literacy Experiences. 3.0 Credits. Class-3.0. Clinical-0.0. Lab-0.0. Work-0.0

This course is designed to expand students' understanding of children's language and literacy development and provides strategies for enhancing language/literacy experiences in an enriched environment. Topics include selection of diverse literature and interactive media, the integration of literacy concepts throughout the curriculum, appropriate observations/assessments and inclusive practices. Upon completion, students should be able to select, plan, implement and evaluate developmentally appropriate and diverse language/literacy experiences.

Prerequisites: Complete one of the following options:Corequisites: EDU 280A

EDU 280A. Literacy Experiences Lab. 1.0 Credit. Class-0.0. Clinical-0.0. Lab-2.0. Work-0.0

This course provides a laboratory component to complement EDU 280. Emphasis is placed on practical experiences that enhance concepts introduced in the classroom. Upon completion, students should be able to demonstrate a practical understanding of the development and implementation of appropriate early literacy experiences.

Prerequisites: Complete one of the following options:Corequisites: Take EDU 280

EDU 284. Early Childhood Capstone Practicum. 4.0 Credits. Class-1.0. Clinical-0.0. Lab-9.0. Work-0.0

This course is designed to allow students to apply skills in a three star (minimum) or NAEYC accredited or equivalent, quality early childhood environment. Emphasis is placed on designing, implementing and evaluating developmentally appropriate activities and environments for all children; supporting/involving families; and modeling reflective and professional practices. Upon completion, students should be able to demonstrate developmentally appropriate plans/assessments, appropriate guidance techniques and ethical/professional behaviors as indicated by assignments and onsite faculty visits.


EDU 287. Leadership in Early Childhood Education. 3.0 Credits. Class-3.0. Clinical-0.0. Lab-0.0. Work-0.0

This course is designed to facilitate and guide the development of early childhood professionals preparing for leadership roles in improving community early childhood services. Topics include principles of social change, characteristics of effective leaders, techniques of action research, childcare funding mechanisms, quality initiatives, and key issues in early care. Upon completion, students should be able to identify key issues; develop strategic plans; establish relationships with community leaders; and identify opportunities and barriers for advocacy.

Prerequisites: Complete one of the following options:

EDU 288. Advanced Issues in Early Childhood Education. 2.0 Credits. Class-2.0. Clinical-0.0. Lab-0.0. Work-0.0

This course covers advanced topics and issues in early childhood. Emphasis is placed on current advocacy issues, emerging technology, professional growth experiences, and other related topics. Upon completion, students should be able to list, discuss, and explain advanced current topics and issues in early childhood education.

Prerequisites: Complete one of the following options: