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Undergraduate Catalog 2016-2017

Human Development/Institute for Child Study (HDQM)

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, N. Cabrera, K. Dunbar, M. Killen, K. Rubin, M. Wang, K. Wentzel, A. Wigfield
Associate Professors: D. Bolger, C. Corbin (Clinical Associate Prof), B. Jones Harden, E. Klein, R. Marcus, G. Ramani
Assistant Professors: L. Butler, R. Prather
Professors Emeriti: J. Eliot, C. Flatter, A. Gardner, J. Goering, J. Guthrie, A. Hatfield, R. Huebner, S. Porges, J. Torney-Purta, B. Tyler

The Major

The Human Development program offers a major in Early Childhood/Early Childhood Special Education (EC/ECSE) (in collaboration with the Department of Counseling, Higher Education and Special Education) and a minor in Human Development. Faculty in the Human Development program also teach courses designed for pre-service and in-service teachers in the College of Education, as well as students from other departments across campus who are seeking an education minor or who desire to work with children and adolescents in school settings. These courses focus on child and adolescent development, language acquisition, cognition, motivation, and reading. In addition, the Human Development program offers undergraduate courses that help students meet other degree requirements. Courses offered by the Human Development program may be found under the following acronym: EDHD.  

Faculty in Human Development 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.

Graduates of the Early Childhood/Early Childhood Special Education (EC/ECSE) program receive a Bachelor of Science degree and meet the Maryland certification requirements for teaching early childhood special education (birth through grade three) and early childhood general education (preschool through grade three).

Program Learning Outcomes

Program learning outcomes for the Early Childhood/Early Childhood Special Education (EC/ECSE) Major are driven by the standards of the Council for Exceptional Children (CEC), National Association for the Education of Young Children (NAEYC), Council for the Accreditation of Educator Preparation (CAEP), as well as the Initial certification requirements of the Maryland State Department of Education and the UM College of Education Conceptual Framework. 

1.  EC/ECSE 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; Council for Exceptional Children - CEC), state (MSDE), and institutional standards. They demonstrate their knowledge through inquiry, critical analysis, and synthesis of the subject.

2.  EC/ECSE teacher candidates can effectively plan classroom-based instruction or activities for their roles as early childhood educators. Candidates’ knowledge, skills, and dispositions are applied effectively in practice.

3.  EC/ECSE teacher candidates 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.  EC/ECSE teacher candidates are able to work with students, families, and communities in ways that reflect the dispositions expected of professional educators as delineated in professional (NAEYC and CEC), state (MSDE), and institutional standards.

5.  EC/ECSE teacher candidates demonstrate fluency in each of the seven Maryland Teacher Technology Standards ( www.mttsonline.org/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/Early Childhood Special Education Professional Teacher Education Program must be made by May 1, prior to beginning professional courses. Admission procedures and criteria are explained in the College of Education entry in Chapter Six. The Early Childhood/Early Childhood Special Education program adheres to the College's professional education admissions requirements.  In addition to the College of Education selective admissions criteria, EC/ECSE majors must meet the following gateway requirements:

(1) Completion of a four-credit laboratory physical science, a four-credit laboratory biological science, Elements of Numbers and Operations (MATH212), and Elements of Geometry and Measurement (MATH213) with a minimum grade of "C-" in each class and a 2.7 cumulative GPA across all four courses.

(2) Completion of Exploring Teaching in Early Childhood General and Special Education (EDHD220 or approved equivalent) with a grade of "B-" or better and EDHD210.

For additional details regarding the professional education admission requirements, see Chapter 6 . Detailed information regarding the gateway requirements for the EC/ECSE program is available in the Office of Student Services, Room 1204 Benjamin.

Placement in Courses

The EC/ECSE Program has 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/Early Childhood Special 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.

PSYC100  Introduction to Psychology  3
HIST200Interpreting American History: Beginnings to 1877  3
BIO SCI Biological Science with Lab  4
EDPS210  Historical & Philosophical Perspectives  on Education OR  3
EDPS301Foundations of Education  3
Other Pre-Professional Requirements  
MATH212Elements of Numbers & Operations            3
MATH213Elements of Geometry & Measurement            3
 One of the following:  
CREATIVE ARTKNES181, 182, 183, 421, THET120, EDCI301, ARTT100 or 110, MUED155         2-3
EDHD210Foundations of ECE           3
EDHD220Exploring Teaching in ECE            3

Professional Courses

The Early Childhood (EC)/Early Childhood Special Education (ECSE) 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/Early Childhood Special 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 College of Education Foundational Competencies/Technical Standards. See advisor for program planning. Additional information regarding the requirements for the yearlong internship is included in the College of Education entry in Chapter 6.

Fall Junior Year Courses
EDHD419A/EDSP420: Child Development** from Birth to 3 Years (3cr.)
EDHD425: Language Development and Reading Acquisition (3cr.)
EDHD314: Reading in the Early Childhood Classroom (3cr.)
Spring Junior Year Courses
EDHD431: Child Development & Learning, 3 to 8 Years (3cr.)
EDSP 423: Special Education Assessment and Instruction (3cr.)
EDSP315: Inclusive Instruction: Reading Methods (3cr.)
Track I (Birth - 5 yrs.)
EDSP430: Intervention for Infants & Toddlers with Disabilities (3cr.)
EDSP433: Families and Culture in Early Intervention (Birth to 5 Years)  (3cr.)
Track II (PreK - 3rd)
EDHD415: Promoting the Social-Emotional Competence of Young Children in Inclusive Classrooms (3cr.)
EDHD424: Culture, School & Community: Contexts for Learning (PreK-3rd)  (3cr.)
Fall Senior Year Courses
EDSP321: The Young Child as Scientist (3cr.)
EDHD322: The Young Child as Mathematician (3cr.)
EDHD323: Children Study their World (3cr.)
EDSP417: Reading Diagnosis and Assessment (3cr.)
EDHD441: Data Driven Decision Making in EC/ECSE (1 cr.)
EDHD442: Interventions for Children with Behavioral Challenges (1 cr.)
EDHD443: Interventions for Children with Social Communication Challenges (1 cr.)
EDHD444: Action Research in EC/ECSE (1 cr.)
Spring Senior Year Courses
EDHD437: EC/ECSE Teachers as Researchers and Reflective Practitioners (3 cr.)
EDHD432: Internship in EC/ECSE (12 cr.)

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. Students must complete five-semesters of field placement, to include the yearlong internship which takes place in a Professional Development School (PDS)/collaborating partner school.

Requirements for the Minor

The Human Development Undergraduate 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 EDHD306 and choose other courses from at least two of the other areas of human development study, as outlined below. Students who have taken FMSC332 will be required to choose a course other than EDHD411 from the list of courses available in Area 4: Lifespan. Students who apply to the Minor and who have taken FMSC302 may substitute that course for EDHD306. At least nine credits must be at the 300 or 400 level.

Students interested in taking this minor should contact the Human Development Minor advisor, Ms. Shannon Hayes, at shayes@umd.edu , or 301-405-5612 for more information or to arrange an advising appointment. Ms. Hayes office is located in 1204 Benjamin Building.

Area 1

Area 2

Area 3

Area 4









































 Course selections might include three credits of EDHD319 (Selected Topics in HD), EDHD386 (Experiential Learning), or EDHD498 (Special Problems in Education).  These courses involve directed study with a faculty advisor.

*EDHD306 cannot be excluded from any course plan. It is required for all EDHD minors.

General Education Designations: History and Social Science (EDHD 201, 221, 230, 231, 320, 400, 411, 413, 440, & 460); Analytical Reasoning (EDHD306, EDMS451); Understanding Plural Societies (EDHD230); I-Series (EDHD 221, EDHD 231).

CORE Designations: EDHD230, HONR219Y, HONR228R


Advising is mandatory for all undergraduates desiring acceptance into the Early Childhood/Early Childhood Special Education Teacher Education Program. For more information or to schedule an advising appointment, contact the Office of Student Services at 301-405-2364.

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.

Fieldwork Opportunities

An integral component of the Early Childhood/Early Childhood Special 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 EDHD220, Exploring Teaching in Early Childhood/ Early Childhood Special Education. Early childhood/Early Childhood Special 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 EDSP420 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 at 301-405-2364.

Honors Program

Human Development offers two University Honors seminars:

HONR219Y:  Merging the Multiple Me's: The Developmental Origins of the Integrated Young Adult Self

HONR228R: 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 EC/ECSE majors each year.  The department of Counseling, Higher Education and Special Education offers the Abbey scholarship to one undergraduate in EC/ECSE each year. In addition, the College of Education offers a number of other scholarships.  Please visit  www.education.umd.edu/studentinfo/scholarships.html  for more information.  

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/Early Childhood Special Education majors are eligible for the Ordwein Scholarship, the Abbey Scholarship and the Marie Davidson Award. Information is available in the Office of Student Services, Room 1204 Benjamin.

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