Curriculum

This is an unofficial description for this program. For official information check the Academic Catalog.

A minor is not required with this major.

Graduates of the Bachelor of Science in Early Childhood Studies and Infant/Toddler Mental Health will be well-trained and qualified practitioners who will become part of the early childhood and infant/ toddler mental health workforce, in publicly funded and private infant/toddler and preschool programs and service agencies. Graduates will be eligible to apply for a LEVEL I (Infant Family Associate) Endorsement to the Connecticut Infant Mental Health Association (CT-AIMH). 

PROGRAM GOALS

To produce new professionals who have the requisite knowledge, competencies, and dispositions to become a highly qualified practitioner in the field of early childhood and infant/toddler mental health. Specifically, 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 infants, toddlers, and preschool children with and without exceptionalities;

4. Knowledgeable and competent in building family and community relationships, especially with families whose members include infants, toddlers and/or preschool children with and without exceptionalities;

5. Knowledgeable and competent in assessing and supporting families with infants, toddlers, and preschool children with and without exceptionalities;

6.  Knowledgeable and competent in using developmentally effective approaches to advance the development and learning of infants, toddlers, and 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 infants, toddlers, and preschool children with and without exceptionalities; and

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: infants, toddlers, and preschool children with and without exceptionalities.

Requirements (68 credits)

Major Courses (68 credits)

EDEC 101 Introduction to Early Childhood Studies 3 Credits

EDEC 102 Fieldwork in Early Childhood and Infant/Toddler Mental Health I 1 Credit

EDEC 103 Health, Safety & Nutrition for Infants, Toddlers, and Preschoolers 3 Credits

EDEC 104 Fieldwork in Early Childhood and Infant/Toddler Mental Health II 1 Credit

EDEC 105 Arts, Aesthetics, and Play for Infants, Toddlers, and Preschool Children 3 Credits

EDEC 202 Child, Family, and the Community 3 Credits

EDEC 203 Fieldwork in Early Childhood & Infant/Toddler Mental Health III 1 Credit

EDEC 204 Observing, Documenting, and Assessing to Support Infants, Toddlers, Preschool Children & Their Families 3 Credits

EDEC 206 Fieldwork in Early Childhood & Infant Toddler Mental Health 1 Credit

EDEC 306 Design and Management of Infant/Toddler and Preschool Programs 3 Credits

EDEC 300 Curriculum and Instruction for Diverse Learners: Infants, Toddlers, and Preschool Children 3 Credits

EDEC 304 Pre-Practicum in Early Childhood and Infant/Toddler Mental Health I 3 Credits

EDEC 307 Current Trends and Issues in Infant/Toddler and Preschool Children’s Development and Community Based Partnerships 3 Credits

EDEC 205 Child, Family, and the Community II 3 Credits

EDEC 305 STEM for Infants, Toddlers, and Preschool Children 3 Credits

EDEC 308 Pre-Practicum in Early Childhood and Infant/Toddler Mental Health II 3 Credits

EDEC 403 Practicum in Early Childhood and Infant/Toddler Mental Health I 6 Credits

EDEC 404 Practicum in Early Childhood and Infant/ Toddler Mental Health II 6 Credits

EDEC 200 Introduction to Infant/Toddler Development and Infant Mental Health: Foundations for Home Visiting and Early Care and Education 3 Credits

EDT 101 Basic Instructional Design & Production 1 Credit

LLA 201 Language & Literacy for Infants, Toddlers, and Preschool Children 3 Credits

LLA 309 Literacy & Literature for Infants, Toddlers, and Preschool Children 3 Credits

SPED 301 Assessment, Instruction & Curriculum Adaptations for Early Childhood 3 Credits

SPED 321 Establishing Learning Environments for Young Children 3 Credits

Modules 1 and 2 are completed concurrently with EDEC 304 Pre-Practicum in Early Childhood and Infant/Toddler Mental Health I

Module 1.

Theoretical Foundations

Law, Regulation & Agency Policy

Module 2.

Infant/Toddler Development, Screening, and Assessment

Assessment and Intervention Guidance for Service Providers and Families of Young Children, Birth to Five

Module 3 is completed concurrently with EDEC 308 Pre-Practicum in Early Childhood and Infant/Toddler Mental Health II

Module 3.

Systems Expertise

Direct Service Skills

 Working with Others

 

 

Related Requirement (3 credits)

Infant/Toddler Mental Health Modules (0 credits)

Total Credit Hours: 120

Admissions Contact

Graduate Recruitment & Admissions

Academic Contact

Candace Barriteau
Early Childhood Program Coordinator, Assistant Professor
Literacy, Elementary, & Early Childhood Education
Literacy, Elementary, & Early Childhood Education
Henry Barnard Hall
310-08