Child Development (B.S.)

Required coursework includes the university requirements (see regulation J-3) and:

Courses to total 120 credits for this degree

The degree map is a guide for the timely completion of your curricular requirements. Your academic advisor or department may be contacted for assistance in interpreting this map. This map is not reflective of your academic history or transcript and it is not official notification of completion of degree or certificate requirements. Please contact the Registrar's Office regarding your official degree/certificate completion status.

STANDARD 1

Child Development and Learning in Context

Early childhood professionals understand the developmental period of early childhood from birth through age 8, value each child as an individual with unique developmental variations, and the ways that child development and the learning process occur in multiple contexts.

STANDARD 2

Family–Teacher Partnerships and Community Connections

Collaborate with families and build partnerships with communities to support young children’s development and learning and to support families

STANDARD 3

Child Observation, Documentation, and Assessment

Early childhood professionals know and use a wide range of types of screening and assessment tools to document developmental progress and promote positive outcomes for each child.

STANDARD 4

Developmentally, Culturally, and Linguistically Appropriate Teaching Practices

Early childhood professionals understand and demonstrate positive, caring, supportive relationships and interactions, incorporating play as a core teaching practice, Use a broad repertoire of developmentally appropriate, culturally and linguistically relevant, anti-bias, evidence-based teaching skills and strategies.

STANDARD 5

Knowledge, Application, and Integration of Academic Content in the Early Childhood Curriculum

Early childhood professionals have knowledge of the academic discipline, understand the pedagogy, and apply this knowledge using early learning standards and other resources to make decisions about spontaneous and planned learning experiences and about curriculum development, implementation, and evaluation to ensure that learning will be stimulating, challenging, and meaningful to each child.

STANDARD 6

Professionalism as an Early Childhood Educator

Early childhood professionals identify and participate as members of early child professions by advocating for young children and families, know and upholding professional ethnics, use professional communication skills, and engage in continuous, collaborative learning to inform practice.