CHILD AND FAMILY STUDIES: EARLY EDUCATION
Department
of Special Education and Child Development
348 College of
704-687-8830
http://education.uncc.edu/spcd/
Degree
M.Ed., Graduate Certificate
Coordinator
Dr.
Graduate
Faculty
Kim Brooks, Lecturer
Deborah Ceglowski, Associate Professor
Lyn Rhoden, Assistant Professor
Bobbie Rowland, Professor Emeritus
JaneDiane Smith, Assistant Professor
JoAnn Springs, Assistant Professor
MASTER OF EDUCATION IN CHILD AND FAMILY STUDIES:
EARLY EDUCATION
The M.Ed. in Child and Family Studies: Early Education prepares professionals for leadership positions that serve young children with and without disabilities and their families. It is conveniently designed for prospective students already working full-time in professional settings who wish to pursue an advanced degree on a part-time basis and for those who wish to pursue a degree on a full-time basis. There are three different tracks within the M.Ed. program- 2 for candidates seeking both initial and advanced birth- kindergarten [B-K] licensure and one track for individuals with an initial B-K license seeking advanced licensure. The graduate degree program is for professionals who teach or provide services or interventions in infant, toddler, and preschool and kindergarten settings that include young children with and without disabilities; who administer preschool and family agency programs that have a child development and family relations focus; who work as consultants, parent educators, inclusion specialists, program coordinators, supervisors, and staff development trainers; or who seek research and evaluation expertise in child and family studies and community leadership in child and family programs. Graduates will qualify for the Master’s Level “advanced competencies” Birth-Kindergarten (B-K) Teaching License issued by the North Carolina Department of Public Instruction upon completion of the program.
Program
Objectives
The M.Ed. degree in Child and Family Studies: Early Education prepares each advanced master’s degree student with skills to:
1) Integrate and apply empirical and theoretical knowledge of the growth and development of young children with and without disabilities.
2) Conduct research on individual and family development and behavior
3) Employ interdisciplinary approaches to the study of child development, the family, and other social institutions that include the influence of social context and policy variables on children and their families.
4) Take leadership roles in programs that support the development of infant, toddler, preschool, and kindergarten children with and without disabilities.
5) Demonstrate advanced knowledge and understanding of interrelationships of families, family dynamics, and children within these contexts.
6) Design and evaluate inclusive learning environments that promote the development of children of all developmental levels and abilities.
Degree
Requirements
The M.Ed. in Child and Family Studies: Early Education requires a total of 39 semester hours of course work.
Track A: For candidates with a B-K license:
Core Courses (18 hours)
CHFD6102 Learning and Development (3)
CHFD6200 Curriculum and Learning Environments for Young Children (3)
CHFD6210 Inclusive Education for Young Children (3)
CHFD6220 Family Theory and Research (3)
CHFD6230 Emerging Literacy and Mathematical Understanding (3)
CHFD6000 Topics in Child and Family Development (3)
Applied Research/Evaluation (6 hours)
RSCH6101 Educational Research Methods (3)
CHFD6900 Research in Child and Family Studies (3)
Thematic Electives (9 hours)
To be selected from the categories of Education of Young Children; Family Studies; Early Intervention; Administration/Supervision; or individually planned option, with advisor approval.
Internship/Seminar (6 hours)
CHFD6400 Internship in Child and Family Studies (3)
CHFD6600 Seminar: Leadership in the Education of Children and Families (3)
Track B: Candidates with an elementary or special education teaching license but without a B-K license; or individuals with undergraduate degrees in child development:
Phase 1(18 hours):
CHFD6102 Learning and Development (3)
CHFD6200 Curriculum and Learning Environments for Young Children (3)
CHFD6220 Family Theory and Research (3)
CHFD6230 Emerging Literacy and Mathematical Understanding (3)
SPED5111 Issues in Early Intervention (3)
SPED5210 Methods in Early Intervention: B - K (3)
Phase 2 (21 hours)
RSCH6101 Research Methods (3)
SPED5112 Assessment of Young Children with Disabilities: B - K (3)
CHFD6130 Concepts of Teaching and Learning: Child’s Play (3)
CHFD6240 Advanced Studies in Infant and Child
Development (3)
CHFD6210 Inclusive Education for Young Children (3)
CHFD6600 Seminar: Leadership in the Education of Children and Families (3)
CHFD6900 Research in Child and Family Studies (Master’s Project/Thesis) (3)
Track C: Individuals with a provisional (lateral entry) or emergency teaching license and those without a teaching license:
Phase 1 (27 hours):
CHFD6102 Learning and Development (3)
CHFD6220 Family Theory and Research (3)
CHFD6230 Emerging Literacy and Mathematical Understanding (3)
SPED5111 Issues in Early Intervention (3)
SPED5112 Assessment of Young Children with
Disabilities: B-K (3)
SPED5210 Methods in Early Intervention: B - K (3)
CHFD6210 Inclusive Education for Young Children (3)
CHFD6240 Advanced Studies in Infant and Child Development (3)
CHFD6400 Internship: Child and Family Studies (3)
Phase 2 (12 hours)
RSCH6101 Research Methods (3)
CHFD6200 Curriculum and Learning Environments for Young Children (3)
CHFD6600 Seminar: Leadership in the Education of Children and Families (3)
CHFD6900 Research in Child and Family Studies (Master’s Project/Thesis) (3)
Admission
Requirements
1) An application in writing accompanied by the application fee;
2) Evidence of a bachelor’s degree from an accredited college or university;
3) Official transcripts of all previous academic work showing evidence of an overall grade point average (GPA) of 2.75 or above and a junior/senior GPA of 3.0 or above;
4) Evidence of satisfactory scores on the Graduate Record Examination (GRE) or the Miller Analogies Test (MAT);
5) A personal statement outlining why the applicant seeks admission to the program and describing professional experiences with young children and their families;
6) Three letters of recommendation from persons familiar with the applicant’s personal or professional qualifications.
Admission
to Candidacy Requirements
Upon successful completion of a minimum of 24 semester hours of graduate work and in no case later than four weeks prior to the beginning of the semester in which he/she expects to complete all requisites for the degree, a student should file for admission to candidacy on a form supplied by the Graduate School. This application is a check sheet approved by the student’s advisor and graduate coordinator listing all course work to be offered for the degree (including transferred credit and courses in progress).
Assistantships
Each Department in the
Internships
The internship is an intensive, culminating experience in which students assume a professional role in a child and family development setting and demonstrate the ability to provide direct services, to apply research and theory in a field-based setting, and to assume leadership roles. A minimum of 200 clock hours is required.
Advising
Upon admission, each student is assigned a faculty advisor who helps the student develop his or her program of study and must approve that program of study. Each student must also assemble a graduate committee for consultation and evaluation. Members of the committee include the student’s faculty advisor and at least two other faculty members who represent major areas of concentration in the student’s program.
Licensure
Candidates enrolled in Track B or C will qualify for the initial level B-K Teaching License issued by the North Carolina Department of Public Instruction upon completion of the first part of their program. Graduates will qualify for the Master’s Level “advanced competencies” Birth-Kindergarten (B-K) Teaching License issued by the North Carolina Department of Public Instruction upon completion of the program.
Comprehensive
Exam
An oral exam may follow the student’s master’s project/thesis completion. The oral exam is designed to provide the student with feedback from the members of the student’s graduate committee about the written project/thesis.
Committees
Students should consult with their academic program advisor in the selection of the committee. The following guidelines are intended to assist the student and his or her academic program advisor in constituting the master’s committee.
1) Chair - selected for content knowledge of the subject area that is selected for the culminating experience. This person may be, but need not be, from your department. It is recommended, however, that this person hold a graduate faculty appointment in your department.
2) Second and third members - selected for knowledge and expertise in the subject area (can be external to your department).
3) Technical advisor - (Thesis and Research Projects only) - selected for technical support (e.g., specialized skills in program evaluation, technical writing, assessment, curriculum design, graphics, ethnography, and survey research methodology). This person may be, but need not be from your department.
4)
Additional members - may be added if the
committee chair agrees. These members may be from -departments of the College
other than your department, and may be from other colleges in the University or
from outside the University with the prior written permission of the Dean of
the
Master’s
Project/Thesis
The nature of the project/thesis is developed by the student in consultation with the major professor and presented to the Advisory Committee for approval. The project is usually something that is practical and will be useful to the student in the professional role that will be assumed upon the completion of the degree. The thesis takes a more research-oriented approach.
Research Opportunities/Experiences
Students have the option of completing either an applied master’s project or a research project/thesis related to their specialty area.
Program
Certification/Accreditation
The
GRADUATE CERTIFICATE IN CHILD AND FAMILY DEVELOPMENT:
EARLY INTERVENTION
The Graduate Certificate in Child
and Family Development: Early Intervention is a 12-hour program. The
certificate provides students with some of the coursework on services for
infants, toddlers, and preschoolers with disabilities or at-risk of
developmental delays that is required in order to obtain a
Course
Requirements
SPED5111 Issues in Early Intervention for Children with Disabilities (3)
SPED5112 Assessment of Young Children with Disabilities: B - K (3)
SPED5210 Methods in Early Intervention: B - K (3)
CHFD6210 Inclusive Education for Young Children (3)
Admissions
Requirements
1) Students must have a bachelor's degree from a regionally accredited university.
2) Students must provide original transcripts that indicate a minimum overall GPA of at least 2.75 and a junior/senior GPA of at least 3.0.
3) Students are not required to take the GRE or MAT. However, student's wishing to apply Graduate Certificate coursework to the M.Ed. must take the GRE or MAT prior to being admitted to the Child and Family Development graduate program.
4) The twelve (12) hours taken toward a Graduate Certificate may be applied to the advanced master's degree program in Child and Family Development with the consent of the graduate program coordinator.
5) Admission to the Graduate Certificate program does not ensure admission to the master’s degree program.
Courses in
Child and Family Development
CHFD 5000. Topics in Child and Family Development. (1-6) May include classroom and/or clinical experiences in the content area. With department approval, may be repeated for credit for different topics. (Fall, Spring, Summer)
CHFD 6000. Topics in Child and Family Development. (1-6) May include classroom and/or clinic experiences in the content area. With department approval, may be repeated for credit for different topics. (Fall, Spring, Summer)
CHFD 6100. Adjustment Issues: Children in Family Context. (3) Study of adjustment problems of childhood and adolescence with emphasis on the context and patterns of the family-of-origin system that influence behavior and attitudes as children with and without disabilities grow and develop. (On demand)
CHFD 6102. Learning and Development. (3) In-depth study of selected theories of learning and development. (Fall, Spring, Summer) (Evenings)
CHFD 6110. Parenting Education. (3) Prerequisite or corequisite: CHFD 6102. An examination of the principles and practices of parenting education in terms of research, program implementation, evaluation, and collaboration. In-depth study of developmental designs, supportive programs designed to prevent problems, and programs and organizations which respond to parent needs and interests. Emphasis is placed on the process of parent involvement, communication, and collaborative leadership. (On demand)
CHFD 6115. Child and Family Advocacy. (3) Prerequisite: CHFD 6102. Study of the principles and practices of child and family advocacy. (On demand)
CHFD 6120. Creativity, Learning Environments and Experiences. (3) Investigation of theories of creativity and their relationship to curriculum development. (On demand)
CHFD 6130. Concepts of Teaching and Learning: Children’s Play. (3) Examination of theories, trends and current practices in children’s play. (On demand)
CHFD 6200. Curriculum and Learning Environments for Young Children. (3) Prerequisite or corequisite: CHFD 6102. Theoretical and research foundations for designing, implementing, adapting, and evaluating curriculum that is responsive to the needs of young children with and without disabilities. Observational strategies are used to assess both the child (individual, sociocultural, and developmental characteristics) and the environment in order to identify best practices. (Spring)
CHFD 6210. Inclusive Education for Young Children. (3) Prerequisite or corequisite: CHFD 6102. Inclusive education provides the opportunity for children with and without developmental disabilities to learn together. Inclusive early childhood curricula and instructional strategies are emphasized as is the professional role of interdisciplinary team member. Legislative mandates for inclusion are studied. (Fall)
CHFD 6220. Family Theory and Research. (3) Prerequisite or corequisite: CHFD 6102. Study of family theories and research which employ the contextual framework of the family as a system and which explain family of origin, family functioning, family structure, and family process. Application of theory and research will include an understanding of the various levels of family functioning as a model for developing family support and intervention plans. (Fall)
CHFD 6230. Emerging Literacy and Mathematical Understanding. (3) Prerequisite or corequisite: CHFD 6102. Emergent development of literacy and mathematical understanding in the home and preschool settings for young children with and without disabilities. Language and cognitive development theories and research are linked to home and classroom experiences that enhance literacy and mathematical understanding through developmentally appropriate practices. (Spring)
CHFD 6240. Advanced Studies in Infant and Child Development. (3) Prerequisite: CHFD 6102. An advanced course to extend knowledge of infant, toddler, and preschool development of children with and without disabilities. Developmental domains of infants and young children and their relationships within family and society will be emphasized. (Fall)
CHFD 6400. Internship in Child and Family Studies. (3) Prerequisite: completion of at least 24 hours of graduate program. Corequisite: CHFD 6600. An intensive, professional supervised internship in which students demonstrate the ability to provide direct service, to apply research and theory in a field-based setting, and to assume leadership roles. A minimum of 200 clock hours is required. (Spring)
CHFD 6600. Seminar: Leadership in Education of Children and Families. (3) Prerequisite: completion of at least 24 hours of graduate program. Corequisite: CHFD 6400. A synthesizing course of study focusing on review, compilation, analysis, and evaluation of the literature, research, and experiences relevant to the student’s specialty area. Students will demonstrate leadership by conducting a program evaluation, creating innovative solutions to challenges, and initiating and creating collaboration among persons and across agencies. (Spring)
CHFD 6800. Individual Study in Child and Family Studies. (1-6) Prerequisite: a written plan of study approved by the student’s advisor and the individual study director. Designed to allow a student to pursue specialty interests under the supervision of an appropriate faculty member. Permission of the student’s advisor and appropriate individual study director. May be repeated for credit. (Fall, Spring, Summer)
CHFD 6900. Research in Child and Family Studies (Master’s Project/Thesis). (3) Prerequisites: RSCH 6101; completion of at least 24 hours of graduate program. Design, implementation, presentation, and evaluation of an approved applied research project in student’s specialty area. The applied project is of the student’s own design under the supervision of an advisor and graduate committee. Graded Pass/No Credit only. (Fall)
Advanced Graduate Only
CHFD 7135.