麻豆社

Child Studies

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.

Four foci are available within the Child Studies Concentration:

1. Child Studies is an option for students who want to work in an early childhood setting and/or wish to go on to a Master of Education or a Certification program to teach in a public school setting.
2. Early Childhood Studies is an option for early childhood professionals who work in a variety of roles and settings with flexible elective options which allow one to focus in Infant/Toddler, Preschool or Program Administration.
3. Early Childhood ECTC Track is an option for CT students who seek to be the primary teacher responsible for a classroom of children in any CT State Funded Program. The Early Childhood Teacher Credential (ECTC) Level B is approved by the CT State Department of Education (CT SDE) and CT Office of Early Childhood (OEC). The ECTC at 麻豆社 is approved for Endorsements in both Infant-Toddler and Preschool.
4. 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.

Focus 1. Child Studies

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 ECE 176: Health Safety and Nutrition: Birth to Eight.

** It is recommended that U.S. History should be met with a course on the list of approved U.S. History courses for teacher certification in Connecticut. The complete list can be found on the .

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

Focus 2: Early Childhood Studies

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 ECE 176: Health Safety and Nutrition: Birth to Eight.

Focus 3: Early Childhood Studies-Early Childhood Teacher Credential (ECTC)

The ECTC is ideal for Connecticut early childhood professionals who are (or plan to be) the primary teacher responsible for a classroom of children in any CT State Funded Early Childhood Program. The Early Childhood Teacher Credential (ECTC) is an approved program of the CT State Department of Education (CT SDE) and CT Office of Early Childhood (OEC). Students can earn endorsements in both Infant-Toddler and Pre-K.

* For Connecticut students who wish to pursue the Early Childhood Teacher Credential (ECTC) Level B, the following Requirements must be met:

Prerequisites

• PSY 101: Psychology
• SOC 101: Sociology
• ECE 176: Health, Safety & Nutrition
• ECE 304: Early Language & Literacy Development
• ECE 210: Observation & Assessment

Focus 4: Montessori Studies Requirements

* Examples: include ECE 215: Behavior Management in EC, PSY 301: Psychology of Play, PSY 321: Social Psychology, PSY 334: Psychology of Personality, PSY 336: Abnormal Psychology, Social Development, ECE 310: Speech and Language Development.

Prerequisites

• PSY 101: Psychology
• SOC 101: Sociology

Co-requisites:

• 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 ECE 176: Health Safety and Nutrition: Birth to Eight

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; and for those in Montessori track, apply Montessori theory and practice to child studies.