Early Childhood Studies and Infant/Toddler Mental Health, B.S.
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 (62 credits)
Major Courses (62 credits)
| EDEC 101 | Introduction to Early Childhood Studies | 3 |
| EDEC 102 | Fieldwork in Early Childhood I | 1 |
| EDEC 103 | Health, Safety & Nutrition for Young Children | 3 |
| EDEC 104 | Fieldwork in Early Childhood II | 1 |
| EDEC 105 | Arts and Aesthetics in Early Childhood Education | 3 |
| EDEC 201 | Language & Literacy for Early Childhood | 3 |
| EDEC 202 | Child, Family, and the Community I | 3 |
| EDEC 203 | Fieldwork in Early Childhood III | 1 |
| SPED 301 | Assessment, Instruction & Curriculum Adaptations for Early Childhood | 3 |
| EDEC 204 | Observing, Documenting, and Assessing to Support Young Children and their Families | 3 |
| EDEC 206 | Fieldwork in Early Childhood IV | 1 |
| EDEC 306 | Design and Management of Infant/Toddler and Preschool Programs | 3 |
| EDEC 300 | Curriculum and Instruction in Early Childhood for Diverse Learners | 3 |
| EDEC 304 | Pre Student Teaching Practicum in Early Childhood I | 3 |
| EDEC 307 | Current Trends and Issues in Child Development and Community-Based Partnerships | 3 |
| SPED 321 | Establishing the Classroom Environment for Early Childhood Programs | 3 |
| EDT 101 | Basic Instructional Design & Production | 1 |
| EDEC 205 | Child, Family, and the Community II | 3 |
| EDEC 305 | STEM for Young Children | 3 |
| EDEC 308 | Pre Student Teaching Practicum in Early Childhood II | 3 |
| EDEC 309 | Literature for Young Children | 3 |
| EDEC 403 | Student Teaching Practicum in Early Childhood I | 3 |
| EDEC 404 | Student Teaching Practicum in Early Childhood II | 3 |
| EDEC 106 | Introduction to Infant/Toddler Development and Infant Mental Health: Foundations for Home Visiting and Early Care and Education | 3 |
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)
Modules 1 and 2 are completed concurrently with EDEC 304 and Module 3 with EDEC 308.
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.
Systems Expertise
Direct Service Skills
Working with Others
Total Credit Hours: 120