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Child Studies

male teacher doing a project with students outside

Our 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
RequirementCredits
ECE 247: Child Development3
SOC 210: Sociology of the Family3
PSY 335: Psychology of Exceptional Children3
PSY 410: Research Methods3

Approved Electives from the following topic areas:

  • Early Childhood Practicum
  • Early Childhood Methods
  • Behavior Management in EC Professionals
  • Early Childhood Music
  • Children's Literature
  • Special Needs
9

Approved Electives from the following Social Science areas:

  • Typical/Atypical Development
  • Family Studies
  • Or another area related to child studies proposed by the student and approved by the student's academic counselor. Courses should not have an education designation
15
ECE 499: Child Studies Capstone3
TOTAL39

Prerequisites

  • ECE 101: Introduction to Early Childhood Education
  • PSY 101: Psychology
  • SOC 101: Sociology

Co-requisite

  • A nutrition course taken in the science department, such as BIO 105 Introduction to Nutrition, or a course that covers early childhood nutrition 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.

Child Studies, with a focus in Early Childhood Studies allows for specialization in Infant/Toddler, Preschool or Program Administration.

This concentration requires a minimum of 39 credits.

Concentration Requirements
RequirementCredits
ECE 101: Introduction to Early Childhood Education3
ECE 247: Child Development3
SOC 210: Sociology of the Family3
PSY 335: Psychology of Exceptional Children3
ECE 399: Child Studies Practicum6

Approved Electives from the following topic areas:

  • Early Childhood Methods
  • Behavior Management in EC Professionals
  • Early Childhood Music
  • Children's Literature
  • Special Needs
  • OR optional specialization in Infant-Toddler Care or Program Administration
9

Approved Electives from the following Social Science areas:

  • Typical/Atypical Development
  • Family Studies
  • Social Issues
  • Or another area related to child studies proposed by the student and approved by the student's academic couselor
9
ECE 499: Child Studies Capstone3
TOTAL39

Prerequisites

  • PSY 101: Psychology
  • SOC 101: Sociology

Co-requisite

  • A nutrition course taken in the science department, such as BIO 105 Introduction to Nutrition, or a course that covers early childhood nutrition such as Health Safety and Nutrition.

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

Child Studies, with a focus in Early Childhood Studies - ECTC track is ideal for Connecticut early childhood professionals who work in CT State Funded Programs (or plan to work in state-funded programs) and want to pursue the CT Early Childhood Teacher Credential (ECTC) Level B through the CT Office of Early Childhood (OEC). CT State Funded Programs include School Readiness, State-Funded Head-Start, and Child Day Care Centers.

This track requires a minimum of 42 credits.

Concentration Requirements
RequirementCredits
ECE 101: Introduction to Early Childhood Education3
ECE 247: Child Development3
SOC 350: Children, School & Community3
EDU 102: Exceptional Learner3
ECE 299: Student Teaching3
ECE 399: Child Studies Practicum3
PSY 301: Psychology of Play3
SOC 320: Urban Youth in American Society3
ECE 215: Behavior Management3
ECE 261: Infant/Toddler Care: Methods and Techniques3
ECE 335: Advanced Methods in ECE-ECSE3
ECE 351: Advanced Leadership3
ECE 490: ECTC Culminating Practicum and Capstone6
TOTAL42

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

Prerequisites

  • Introduction to Psychology
  • Introduction to Sociology
  • Early Lang & Lit Development
  • Health, Safety & Nutrition
  • Observation & Assessment

Please Note: Students interested in continuing on to a Teacher Preparation/Certification Program or a Master's Degree in Education should:

  • Include a Research Methods course in their program of study
  • Take a minimum of 15-18 credits in child/human growth and development

Optional Additional Elective Specialization Areas

Program Administration Specialization

Includes 9-12 credits to meet CT Director's Credential requirements including Administration and Supervision in EC Programs, Leadership, Personnel Management, and Children, Schools and Community.

Infant-Toddler Specialization

Includes: Infant- Toddler Growth & Development, Language & Literacy Development for Infants-Toddlers, Methods & Techniques for Infants/Toddlers and Health, Safety and Nutrition

Child Studies, with a focus in Montessori Studies is an option for students who have an Associate Degree in Montessori Studies or hold an approved certificate or credential in Montessori Education and want to work in a Montessori school.

This concentration requires a minimum of 42 credits.

Concentration Requirements
RequirementCredits
ECE 247: Child Development3
SOC 210: Sociology of the Family/Family Studies3

Electives in Early Childhood, Youth Development or related. Examples:

  • Behavior Management
  • Cognitive Development
  • Educational Psychology
  • Learning Disabilities
  • Psychology of Play
  • Abnormal Psychology
  • Social Development
  • Speech and Language Acquisition
6
Montessori Education Electives12
ECE 299: Student Internship3
ECE 399: Practicum in Montessori Education3
PSY 410: Research Methods3
ECE 450: Montessori Literacy Model3
ECE 350: History of Montessori Education3
ECE 499: Child Studies Capstone3
TOTAL42

Prerequisites

  • PSY 101: Psychology
  • SOC 101: Sociology

Co-requisite

  • A nutrition course taken in the science department, such as BIO 105 Introduction to Nutrition, or a course that covers early childhood nutrition 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:

  • apply knowledge of typical and atypical development in children to create positive learning environments;
  • describe the diverse and complex characteristics of families and communities to establish respectful, reciprocal relationships that help to empower families;
  • explain the value of observing children as a means of assessing their development;
  • select and design developmentally appropriate curriculum and activities to promote positive development and learning for children;
  • apply current research and literature in the field to practice; and
  • value ongoing continuous professional development.