Human Development/Institute for Child Study (EDHD)College of Education
3304 Benjamin Building, 301-405-2827
Chair: N. Fox, Prof. & Interim Chair, Director
Director: A. Battle (Director, Academic Services/Outreach)
Professors: P. Alexander, K. Dunbar (Prof), M. Killen, K. Rubin, J. Torney-Purta, K. Wentzel, A. Wigfield (Prof)
Associate Professors: N. Cabrera, B. Jones Harden, E. Klein, R. Marcus, E. Robertson-Tchabo, M. Wang
Assistant Professors: D. Bolger, G. Ramani, M. Rowe
Lecturers: C. Corbin (Senior Lecturer), S. Keightley (Lecturer)
Professors Emeriti: S. Bennett, J. Eliot, C. Flatter, A. Gardner, J. Goering, J. Guthrie (Prof Emeritus), A. Hatfield, R. Huebner, S. Porges (Prof Emeritus), B. Tyler
Human Development offers: 1) a major in Early Childhood Education; 2) a minor in Human Development; 3) undergraduate courses in human development at the 200, 300 and 400 levels; 4) graduate programs leading to the M.A., M.Ed., Ed.D., and Ph.D. degrees and the A.G.S. certificate; and 5) field experiences and internships to develop competence in applying theory to practice in schools and other settings. Specializations in educational psychology and developmental sciences are available at the doctoral level. Faculty research in areas such as educational psychology; social, physiological, cognitive and moral development; achievement motivation; and, early childhood education enhance the instructional program.
NOTE: The early childhood education program is currently under review. Consult an advisor in the Office of Student Services (1204 Benjamin) for additional information.
Program Learning Outcomes
Program learning outcomes for the Early Childhood Teacher Education Major
1. Early Childhood Education teacher candidates have in-depth knowledge of the subject matter that they teach as described in professional (National Association for the Education of Young Children - NAEYC), state (MSDE), and institutional standards.
2. Early Childhood Education teacher candidates can effectively plan classroom-based instruction or activities for their roles as teachers. Candidates' knowledge, skills, and dispositions are applied effectively in practice.
3. Early Childhood Education teacher candidates practice evidence-based decision-making through the use of assessment as well as the critical interpretation of research and inquiry in order to improve educational practice. They accurately assess and analyze student learning, make appropriate adjustments to instruction, monitor student learning, and have a positive effect on learning for all students.
4. Early Childhood Education teacher candidates demonstrate understanding of learners and their social and cultural contexts with a global perspective and intentional sensitivity to other cultures. They are able to work with students, families, and communities in ways that reflect the dispositions expected of professional educators as delineated in professional (NAEYC), state (MSDE), and institutional standards.
5. Early Childhood Education teacher candidates competently integrate technology in instruction to support student learning and develop data-driven solutions for instructional and school improvement. They demonstrate proficiency in each of the seven Maryland Teacher Technology Standards.
Academic Programs and Departmental Facilities
Human Development houses the Center for Children, Relationships and Culture, which provides research opportunities for undergraduate students. Faculty in Human Development often provide undergraduates with research experiences in their individual laboratories.
The Center for Young Children provides developmentally appropriate education and care for children aged three through kindergarten. The Center provides research opportunities that involve observing children in their classrooms as part of course requirements in various EDHD undergraduate courses.
Admission to the Major
Application to the Early Childhood Teacher Education Professional Program must be made by May 1, prior to beginning professional courses. Admission procedures and criteria are explained in the
For additional details regarding the professional education admission requirements, see Chapter 6. Detailed information regarding the gateway requirements for the early childhood education program is available in the Office of Student Services, Room 1204 Benjamin.
Placement in Courses
All Early Childhood Teacher Education Programs have designated pre-professional courses and a specified sequence of professional courses. Before teacher candidates may enroll in courses identified as part of the professional sequence, they must first gain admission to the Early Childhood Teacher Education Program.
Requirements for the Major
The following courses are required in the program of studies for Early Childhood and may also satisfy the University's general education requirements. See departmental worksheets and advisors for additional information.
The Early Childhood Professional Block I starts only in the Fall semester and is a prerequisite to Professional Block II which is offered only in the spring semester. Following Professional Block II is Professional Block III, which is taken in the Fall semester of the yearlong teaching internship. A cumulative grade point average of 2.75 must be maintained after admission to the Early Childhood Education program. All pre-professional requirements and professional courses must be completed with a minimum grade of C- and must be completed prior to the yearlong internship. Teacher candidates must obtain satisfactory evaluations on the
Other Requirements for the Major
An overall grade point average of 2.75 must be maintained after admission to Teacher Education. All teacher candidates are required to obtain satisfactory evaluations on the College of Education Foundational Competencies/Technical Standards and to attain qualifying scores for the State of Maryland on the Praxis I and Praxis II assessments. Praxis I is required for admission, and Praxis II is required for admission to the final, culminating semester of the yearlong internship and for graduation. The yearlong internship takes place in a Professional Development School (PDS)/collaborating partner school.
Requirements for the Minor
The minor provides a rigorous foundation in Human Development for students who wish to support their major field of study with knowledge of human growth and development across multiple domains and developmental stages, as well as knowledge related to principles of teaching and learning and/or who desire active participation in human development research under the supervision of Human Development faculty in laboratory settings. Students with a 2.0 minimum grade point average may seek enrollment in the program, during which they must complete 15-24 credits of coursework. Only courses in which the student has earned a grade of "C-" or higher will count toward the minor. Students must take EDHD 306 and choose other courses from at least two of the other areas of human development study, as outlined below Students interested in taking this minor should contact the Human Development undergraduate minor advisor, Ms. Eileen Kramer, at email@example.com or 301-405-8432 for more information or to arrange an advising appointment.
*319 (Selected Topics in HD); 386 (Experiential Learning); 498 (Special Problems in Education)
Advising is mandatory for all undergraduates desiring acceptance into the Early Childhood Teacher Education Program. For more information or to schedule an advising appointment, contact the Office of Student Services (301-405-2344).
Undergraduate Research Experiences
There are a variety of opportunities for undergraduate students to participate in research in Human Development. Faculty's research focuses on a wide number of topics pertaining to human development and learning.
An integral component of the Early Childhood Education program at the University of Maryland is a series of field placements (N=5) of increasing complexity/responsibility that serve to complement university coursework. Field placements contribute to the programmatic mission of preparing knowledgeable, skilled and reflective practitioners who base their practice on theory, research, and pedagogy appropriate for the developing child. Interns observe, interact and teach children ages 0 (6 weeks per child care licensing) to 8 in authentic settings.
The first of these field placements typically occurs in the sophomore year (and occasionally during spring of the freshman year) and is associated with a course entitled EDHD 220, Exploring Teaching in Early Childhood Education. Early childhood education candidates experience a semester-long practicum (one half day per week) with both preschool and school age children.
During fall of the junior year, the practicum is linked to EDHD419A Human Development and Learning in School Settings: Infants-Toddlers. Candidates complete selected observations of infants in child care centers, family childcare centers and community-based institutions that care for infants. These observations are followed by an eight-week placement in a child care setting in which candidates observe and interact with toddlers.The culminating early field placement begins in the spring semester of the junior year. Candidates experience a semester-long placement with three, four or five year olds in a Head Start or pre-kindergarten classroom. The candidates spend six hours per week in the classroom plus a full week of half days.
The capstone experience for the program is a yearlong internship in a Professional Development School (PDS), which is a Title I school with large populations of students of color, English Language Learners and those who receive free and reduced meals. The internship is divided into two phases, approximately 110 days over the course of two consecutive semesters. For more details, contact the Early Childhood Education program advisor (301-405-2344).
Human Development offers two University Honors seminars:
HONR 219Y: Merging the Multiple Me's: The Developmental Origins of the Integrated Young Adult Self
HONR 228R: Parenting and Poverty: The Effects of Growing Up Poor on Children's Development
Student Societies and Professional Organizations
Student Educators of Young Children (SEYC) at the University of Maryland
SEYC is a student organization sponsored by the Maryland Association for the Education of Young Children (MDAEYC), an affiliate of the National Association for the Education of Young Children (NAEYC).
Through various leadership and community service activities, this group emphasizes advocacy for high-quality early childhood education. They seek to improve the professional practice by promoting excellence in early childhood education and valuing the importance and diversity of children's families and communities.
Scholarships and Financial Assistance
The department offers the Marie Davidson scholarship to two undergraduate Early Childhood Education majors each year.
The Office of Student Financial Aid (OSFA) administers all types of federal, state and institutional financial assistance programs and, in cooperation with other university offices, participates in the awarding of scholarships to deserving students. For information, visit: www.financialaid.umd.edu.
Awards and Recognition
Early Childhood majors are eligible for the Ordwein Scholarship. Information is available in the Office of Student Services, Room 1204, Benjamin.