(Also see Child 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 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.
|Introduction to Early Childhood Education||3|
|Sociology of the Family||3|
|Psychology of Exceptional Children||3|
|Completion of credits earned in the areas listed to the right.||9||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|
|Completion of credits from the Social Science areas listed to the right.||9||Typical/Atypical Development, Family Studies, Social Issues, or another area related to child studies proposed by the student and approved by the faculty.|
|Capstone||3||ECE 499 (Culminating course in concentration)|
|Pre-requisite: Introduction to Psychology||3|
|Pre-requisite: Introduction to Sociology||3|
|Co-requisite: Nutrition course taken in science department or a course taken at a community college such as Health, Safety and Nutrition||3|
Note: Only grades of C of higher may be included in the concentration.
Student Learning OutcomesStudents 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.