Through observation, reflective practice, and knowledge of child development, students develop a deep understanding of how to support children and their families.  Students will come to know why they are doing what they are doing.  Over 2-4 semesters, students enroll in course sequences that explore developmental time frames (infant/toddler and early childhood) and deepen their competencies with children through practicum. Capstone practicum experiences as classroom teachers or in specialized roles beyond the classroom are available as well as the opportunity to explore policy and advocacy through multiple career lenses.

Using model early care and education classrooms as the primary training sites, students use observation and reflection to hone their abilities to develop meaningful learning experiences for children from ages 8 weeks to 5 years.  On the Storrs campus, the Child Development Laboratories is the primary site for practicum opportunities with infants, toddlers, and preschoolers.  On the Stamford campus, a partnership with the Community Children’s Development Center in the nearby town of Westport provides a similar experience.  Students who seek careers working with children outside of classrooms have the option of a supervised practicum with area programs serving young children and families.

A hallmark of the Early Childhood Specializations is the use of practices that encourage students and faculty to use reflection and mindfulness in the process of learning, interacting, and problem solving. Embedded throughout the courses and practicum, reflective practices provide support to students to achieve knowledge and skills that promote early childhood development. Reflective practices support students to be intentional in their interactions with young children: compassionate, self-aware, and curious about themselves in relation to children. Through assignments and class discussions, students are invited to explore their own experiences of childhood and play, and how those past experiences inform and shape their present interactions with children.