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Seeking New Student Alternate Rep to CT's Statewide Student Advisory Committee
Great opportunity to network with students from other institutions and to be part of the discussion on public higher education in CT

Go Back to Get Ahead Registration Event on 8/13
Admissions and financial aid representatives from Charter Oak State College will host a registration event for Go Back to Get Ahead prospective students on Wednesday, August 13th from 4 p.m. - 7 p.m.

Omar Rosario named Student Speaker for Charter Oak State College commencement
Omar Rosario named Student Speaker for Charter Oak State College commencement

Charter Oak State College Commencement set for June 1, U.S. Senator Christopher Murphy to speak
2014 Commencement date, speaker announcement

U.S. Senator Christopher S. Murphy to Give 2014 Commencement Speech
Graduation to be held June 1

New CT Education Academy to Launch
Academy will provide training for CT state workforce

Connecticut Board of Regents for Higher Education
male teacher doing a project with students outside

Child Studies

(Also see Child Studies with a focus in Early Childhood Studies and Child Studies with a Focus in Montessori Studies. For Connecticut students who work in state funded preschools and wish to pursue the Connecticut Early Childhood Teacher Credential (ECTC) see Child Studies with a focus in Early Childhood Studies - ECTC track )

The Concentrations in Child Studies are designed for early childhood education professionals who seek to make a positive difference in the lives of young children. These concentrations focus on preparing professionals to work with children in a variety of early childhood settings. They are designed to develop skills and knowledge to address the physical, cognitive, intellectual, language, social/emotional, and creative needs of young children. Child Studies is an option for students who want to work in an early childhood setting and/or go on to a Master of Education or a certification program to teach in a public school setting. This concentration requires a minimum of 39 credits.

Concentration Requirements:

Requirement Credits Examples
Child Development 3  
Sociology of the Family 3  
Psychology of Exceptional Children 3  
Research Methods 3  
Completion of credits earned in the areas listed to the right. 9 Early Childhood Practicum, Early Childhood Methods, Behavior Management in EC Professionals, Early Childhood Music, Children's Literature, Special needs
Completion of credits from the Social Science areas listed to the right. 15 Typical/Atypical Development, Family Studies, or another area related to child studies proposed by the student and approved by the faculty. Courses should not have an education designation.
Capstone 3 ECE 499 (Culminating course in concentration)
TOTAL 39  
Pre-requisite: Introduction to Early Childhood Education    
Pre-requisite: Introduction to Psychology    
Pre-requisite: Introduction to Sociology    
Co-requisite: A nutrition course taken in the science department, such as BIO 105 Introduction to Nutrition, or a course taken at a community college such as Health Safety and Nutrition.    

Notes: Only grades of C of higher may be included in the concentration.

Students interested in continuing on to a Master's Degree in Education or a Certificate Program should take a minimum of 18 credits in typical/atypical, child and human development. Out of state residents should contact their State Department of Education for current state certification requirements.

In addition, the general education requirements for Mathematics and U.S. History/Government should be met with a Statistics course for mathematics; and for CT residents, a course on the list of approved United States History courses for teacher certification in Connecticut.

Out of state residents interested in teacher certification should check with their State Departments of Education for current specific course requirements.

Student Learning Outcomes

Students who graduate with a concentration in Child Studies will be able to:
  1. apply knowledge of typical and atypical development in children to create positive learning environments;
  2. describe the diverse and complex characteristics of families and communities to establish respectful, reciprocal relationships that help to empower families;
  3. explain the value of observing children as a means of assessing their development;
  4. select and design developmentally appropriate curriculum and activities to promote positive development and learning for children;
  5. apply current research and literature in the field to practice; and
  6. value ongoing continuous professional development.