Early Childhood Studies and Infant/Toddler Mental Health

Bachelor’s Program

Do you have a passion about working with infants, toddlers, and young children? The field of early childhood studies and infant/toddler mental health might just be the best career move for you. Earn a bachelor’s degree in Early Childhood Studies and Infant/Toddler Mental Health to become a competent and well-qualified professional who can contribute effectively to your state’s efforts targeting access and quality in early childhood education and infant/toddler mental health.

Program Description

The Bachelor of Science in Early Childhood Studies and Infant/Toddler Mental Health can lead to the CT-Infant/Toddler Mental Health Endorsement. Graduates will be prepared to work in publicly funded and private pre-school programs.

Program Goal

To produce new professionals who have the requisite knowledge, competencies, and disposition to become an Early Childhood professional and a Quality Staff Member (QSM) in Infant/Toddler Mental Health.

Learning Outcomes

The graduates of the Bachelor of Science in Early Childhood Studies and Infant/Toddler Mental Health will be:

1. Knowledgeable and competent in executing the values and skills necessary to serve and care for infants and toddlers and their families to meet Level I of the Infant Mental Health Levels of Endorsement competencies in eight areas: Theoretical Foundations; Law, Regulation & Agency Policy; Systems Expertise; Direct Service Skills; Working With Others; Communicating; Thinking; and Reflection.
2. Knowledgeable and competent in executing the values, roles and responsibilities of a professional working with preschool children in state private and public agencies, including non-profit community-based agencies that are state- and/or federally funded.
3. Knowledgeable and competent in promoting child development and learning, especially infant/toddler, preschool, and children with and without exceptionalities.
4. Knowledgeable and competent in building family and community relationships, especially with families whose members include infant/toddlers and/or preschool children.
5. Knowledgeable and competent in assessing and supporting families and young children, especially infant/toddler, preschool, and children with and without exceptionalities.
6. Knowledgeable and competent in using developmentally effective approaches to advance the development and learning of infant/toddler, preschool children with and without exceptionalities.
7. Knowledgeable and competent in using content knowledge to build meaningful curriculum and learning activities that are appropriate for infant/toddler, preschool, and young children with and without exceptionalities.
8. Reflective, ethical, and committed to professional behavior and practices, i.e., program graduates will continue to engage in ongoing professional learning and use evidence to evaluate their practice to better meet the needs of children in these populations: infant/toddler, preschool, and young children with and without exceptionalities.