Twin Cities campus

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Twin Cities Campus

Early Care and Education M.Ed.

Institute of Child Development
College of Education and Human Development
Link to a list of faculty for this program.
Contact Information
51 E River Rd Minneapolis, MN 55455
Email: icdapply@umn.edu
Website: https://icd.umn.edu/academics/
  • Program Type: Master's
  • Requirements for this program are current for Fall 2024
  • Length of program in credits: 31 to 34
  • This program does not require summer semesters for timely completion.
  • NA
  • Degree: Master of Education
Along with the program-specific requirements listed below, please read the General Information section of this website for requirements that apply to all major fields.
This non-licensure M.Ed. provides students with a robust preparation for work in the field of early childhood education. The degree combines coursework in cutting-edge child development research with opportunities to engage in supervised applied work with young children and options to create individualized areas of study. This M.Ed. is an excellent opportunity for students who are interested in combining developmental science and individualized learning options free from the requirements of Minnesota state teaching license requirements. It is ideal for students who want to be leaders in the early childhood field outside of the Minnesota public school system.
Accreditation
This program is accredited by NA
Program Delivery
  • via classroom (the majority of instruction is face-to-face)
Prerequisites for Admission
The preferred undergraduate GPA for admittance to the program is 2.80.
Required prerequisites
Pre-req course
Students must have taken CPSY 2/3301 or CPSY 5301 or equivalent course in developmental psychology prior to applying.
CPSY 2301 - Introduction to Developmental Psychology [SOCS] (4.0 cr)
or CPSY 3301 - Introduction to Developmental Psychology [SOCS] (4.0 cr)
or CPSY 5301 - Advanced Developmental Psychology (3.0 cr)
International applicants must submit score(s) from one of the following tests:
  • TOEFL
    • Internet Based - Total Score: 79
    • Internet Based - Writing Score: 21
    • Internet Based - Reading Score: 19
  • IELTS
    • Total Score: 6.5
    • Reading Score: 6.5
    • Writing Score: 6.5
The preferred English language test is Test of English as Foreign Language.
Key to test abbreviations (TOEFL, IELTS).
For an online application or for more information about graduate education admissions, see the General Information section of this website.
Program Requirements
Plan C: Plan C requires 26 to 28 major credits and 5 to 6 credits outside the major. There is no final exam.
This program may be completed with a minor.
Use of 4xxx courses toward program requirements is permitted under certain conditions with adviser approval.
A minimum GPA of 2.80 is required for students to remain in good standing.
Early Childhood Courses (14 credits)
Take the following courses:
CPSY 5241 - Field Experience in Early Childhood Education (3.0 cr)
CPSY 5251W - Social and Philosophical Foundations of Early Childhood Education [WI] (3.0 cr)
CPSY 5252 - Facilitating Social and Emotional Learning in Early Childhood Education (3.0 cr)
CPSY 5253 - Facilitating Cognitive and Language Learning in Early Childhood Education (3.0 cr)
CPSY 5254 - Facilitating Creative and Motor Learning in Early Childhood Education (2.0 cr)
Foundations in Developmental Psychology (6 credits)
Choose two courses from the following list for a total of 6 credits:
CPSY 4302 - Infant Development (3.0 cr)
CPSY 4311 - Behavioral and Emotional Problems of Children (3.0 cr)
CPSY 4336 - Development and Interpersonal Relationships (3.0 cr)
CPSY 4313W - Disabilities and Development [WI] (4.0 cr)
CPSY 4329 - Biological Foundations of Development (3.0 cr)
CPSY 4341 - Perceptual Development (3.0 cr)
CPSY 4345 - Language Development and Communication (3.0 cr)
CPSY 4331 - Social and Personality Development (3.0 cr)
or CPSY 5303 - Social and Emotional Development (3.0 cr)
CPSY 4343 - Cognitive Development (3.0 cr)
or CPSY 5302 - Cognitive and Biological Development (3.0 cr)
Elective Courses (5-6 credits)
Choose two courses, for a total of 5-6 credits. Other 5xxx-level or higher courses from relevant CEHD departments (FSOS, EPSY, OLPD, CI) as approved by advisor may be substituted.
CPSY 4314 - Trauma-Informed Care Practices in Early Childhood (3.0 cr)
CPSY 5261 - Early Learning in Infancy and Toddlerhood (3.0 cr)
CPSY 5501 - Foundations in Infant and Early Childhood Mental Health I (3.0 cr)
EPSY 5625 - Education of Infants, Toddlers, and Preschool Children with Disabilities: Introduction (2.0 cr)
FSOS 5xxx
EPSY 5xxx
OLPD 5xxx
CI 5xxx
Field Experience/Capstone (6-8 credits)
6-8 credits of one course required.
CPSY 5281 - Student Teaching in Early Childhood Education (6.0-8.0 cr)
or CPSY 5991 - Independent Study in Child Development (1.0-12.0 cr)
 
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CPSY 2301 - Introduction to Developmental Psychology (SOCS)
Credits: 4.0 [max 4.0]
Course Equivalencies: CPsy 2301/ 3301/ H
Typically offered: Every Fall, Spring & Summer
This course will examine normative physical, social, and cognitive development from the prenatal period through adolescence. The major goals include fostering an understanding of the usefulness of a developmental approach to psychological issues, familiarizing students with current research and methodology in developmental psychology, and engaging students in the experiences of developmental psychology through observation and analysis of child behavior. PSY majors should take the cross-listed course CPSY 3301.
CPSY 3301 - Introduction to Developmental Psychology (SOCS)
Credits: 4.0 [max 4.0]
Course Equivalencies: CPsy 2301/ 3301/ H
Typically offered: Every Fall, Spring & Summer
This course will examine normative physical, social, and cognitive development from the prenatal period through adolescence. The major goals include fostering an understanding of the usefulness of a developmental approach to psychological issues, familiarizing students with current research and methodology in child psychology, and engaging students in the experiences of developmental psychology through observation and analysis of child behavior. This course is intended for non-Child Psychology/Early Childhood majors. Those majors should take the cross-listed course CPSY 2301.
CPSY 5301 - Advanced Developmental Psychology
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall & Summer
This course is an exploration of life span development through the lenses of social, cultural, cognitive, biological, and learning theories and research. A primary emphasis of the class is on gaining better conceptual understanding of different perspectives on healthy development in order to support informed practical understanding of how to help children, adolescents, and adults progress through the developmental periods and to help them with the challenges they face across their lifespan. This course is intended for graduate students. Undergraduate students should take CPSY 2301 or 3301 and not also 5301.
CPSY 5241 - Field Experience in Early Childhood Education
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Fall & Spring
This course offers a great introduction to the early childhood experience for those interested in working with young children. Helpful first course to explore Early Childhood major (can also count in CPSY BA). Students will review early development and learn how this knowledge is applied in educational and early care settings. Spend time observing early childhood programs through field experiences around the city.
CPSY 5251W - Social and Philosophical Foundations of Early Childhood Education (WI)
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Fall
This course traces the history of early childhood education from Plato to the present, as well as explores various program models and the standards movement, including the Minnesota Early Learning Indicators. The course includes lecture, discussion, videos and vignettes, assignments, and requires students to begin developing a personal teaching philosophy. It is also a writing intensive course which incorporates writing instruction and professional writing expectations throughout all course assignments and activities.
CPSY 5252 - Facilitating Social and Emotional Learning in Early Childhood Education
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Spring
This course explores social and emotional development throughout the early childhood (0-8) years. Explore the variety of ways that social interactions and emotional understanding occur in young children with a special emphasis on the role of adults in facilitating these processes. Students will encounter a blend of theory and application as they learn to promote children's mental health, understand special circumstances such as trauma, and respond to challenging behaviors across early learning settings. prereq: CPSY 2301 or equiv or inst consent. For Early Childhood or ECSE students.
CPSY 5253 - Facilitating Cognitive and Language Learning in Early Childhood Education
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Fall
This is a required methods course for students in the Early Childhood Education major (Licensure and Individualized-Studies Tracks) and the Early Childhood Education Initial Licensure Program. It is intended to prepare students to work with and teach typically and non-typically developing children from birth to age 8. Through lecture, videos, small group projects, hands-on exploration of materials and actual implementation of course principles with children, students will practice and learn to: -carefully observe children to identify their individual learning characteristics. -assess children?s developmental characteristics in the cognitive and language domains. -plan relevant and appropriate curriculum to foster growth and development in the areas of cognition, language, and literacy. -write goals and lesson plans focusing on the curriculum areas of math, science, language and literacy. -document and reflect on children?s learning and development. prereq: CPSY 2301 or equiv or inst consent. For Early Childhood or ECSE students.
CPSY 5254 - Facilitating Creative and Motor Learning in Early Childhood Education
Credits: 2.0 [max 2.0]
Grading Basis: A-F only
Typically offered: Every Spring
Learn how young children develop creativity and motor skills from birth - age 8. Engage in hands-on exploration of creative classroom materials and reflection. Complete action-oriented and applied assignments with small groups of children in early childhood education settings. prereq: CPSY 2301 or equiv or inst consent. For Early Childhood and ECSE students.
CPSY 4302 - Infant Development
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall
Perceptual, motor, emotional, social, and cognitive development during the first two years of life; the developing infant in his or her social and physical environment. prereq: CPSY 2301 or equivalent or instructor consent
CPSY 4311 - Behavioral and Emotional Problems of Children
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall
Study abnormal psychology and atypical development in children and adolescents. Focus on behavioral and emotional problems, disorders and diagnoses, psychopathology contrasted to normal development. Understand symptoms, causes, course, and prevention of common disorders, excluding physical and sensory handicaps. prereq: CPSY 2301 / 3301 or equiv
CPSY 4336 - Development and Interpersonal Relationships
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall
Processes and functions of interactions with personal relationships across the lifespan; analysis of theory and research on developmental changes and influences.
CPSY 4313W - Disabilities and Development (WI)
Credits: 4.0 [max 4.0]
Typically offered: Every Spring
Surveys all areas of exceptionality. Mental, hearing, vision, physical, speech, language handicaps. Learning disabilities. Autism. Emotional/behavior disorders. Giftedness. Study the related legal rights, policies, and education accommodations for students with disabilities. prereq: Psy 1001
CPSY 4329 - Biological Foundations of Development
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Spring
Evolutionary theory and behavioral genetics applied to understanding of development of human behavior; formation of species-typical adaptive behavior and individual differences in infancy, childhood, and adolescence. prereq: CPSY 2301 / 3301 or equiv
CPSY 4341 - Perceptual Development
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
Study how children learn to perceive and experience the world. Explore different approaches to studying brain function and the development of the sensory and perceptual systems and processes with focus on infant perception and the neurobiology of how the senses work. Cover a variety of developmental disorders of sensation and perception: learn about normal brain function by studying abnormal brain function. prereq: CPSY 2301 / 3301 or equiv
CPSY 4345 - Language Development and Communication
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Spring
How do children acquire language? Learn about acquisition of phonology (the sound system of the language), semantics (the meaning of units in the language), syntax (the structure of sentences), morphology (the structure of words, phrases, and sentences), and pragmatics (language use). Study English learning along with the acquisition of other spoken and signed languages. prereq: CPSY 2301 / 3301 or equiv
CPSY 4331 - Social and Personality Development
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall & Spring
Development of social relations and personality; research, methodology, and contrasting theoretical perspectives. Survey of findings on interpersonal relationships, the concept of self, prosocial and antisocial behavior, and acquisition of social roles. prereq: CPSY 2301 / 3301 or equiv
CPSY 5303 - Social and Emotional Development
Credits: 3.0 [max 3.0]
Typically offered: Every Spring
What are the roots of becoming who we are, as individuals in society? What roles do others –parents, siblings, peers, teachers, and communities -- play in the socialization of an individual, and how stable are the forces and outcomes of these influences? This course focuses on social development throughout the human lifespan, with an emphasis on how biology, culture, and relationships influence that development. Throughout this course, we will discuss how knowledge about social development can inform our interpretation of social issues and guide our reaction to them, in terms of behaviors, practices, and public policy. Among the many possible applications of social development, we focus in particular (but not exclusively) on positive psychology, widespread social problems such as poverty and social disparities, and prevention science. We emphasize individual differences in social development, and attend to the interplay between social development and cognition, learning, and biological development.
CPSY 4343 - Cognitive Development
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall & Spring
Introduction to the scientific study of cognitive development (children's thinking) from infancy through adolescence. Focus on research and practical applications. Specific topic areas include infant perception and cognition, attention and memory development, language and symbolic thinking, social cognition, executive function. prereq: CPSY 2301 or 3301 or equivalent
CPSY 5302 - Cognitive and Biological Development
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
This course concerns the development and function of thinking skills throughout the lifespan, touching upon several aspects of what makes humans unique. How are humans able to perceive, evaluate, interpret, infer, remember, symbolize, plan, evaluate, problem solve, and hypothesize? What influences the very emergence of such abilities and the nature of their function? What obstacles interfere with the development or the quality of cognitive processes? Brain development and other biological factors, and our relationships and other environmental factors influence our thinking and its development. Throughout this course, we will discuss how knowledge about cognitive development can influence our work with children, adolescents, and adults, in daily life, professional practice, and public policy. Among the many applications of our knowledge of cognitive development, in this course we will focus on select examples relevant to parenting, education, and media exposure, and on topics initiated by students. The course will address individual differences and cultural differences in cognitive development, and how knowledge about variation in “typical” cognitive development provides an important foundation for understanding atypical cognitive development.
CPSY 4314 - Trauma-Informed Care Practices in Early Childhood
Credits: 3.0 [max 3.0]
Typically offered: Every Spring
The course offers a unique experience for students to dig deeply into current research about trauma, resilience, and child development. Students will also have the opportunity to explore how, as practitioners, our ideas about best practice and quality care must be shaped by and around what we are learning about the lasting impact of trauma. Throughout the course, students will explore how race, class, and gender influence and intersect with our understanding of ?best practice? as we help students develop a trauma-informed approach to working with children and families. This course offers students the opportunity to learn how theory influences practice in a variety of community settings that serve diverse populations. Students taking this course also have the option to enroll concurrently in CPSY 4315. CPSY 4315 is designed as a practicum experience to be taken concurrently with CPSY 4314. Students taking the course will be able to work in a community setting with children ages 0-5. Students will collaborate with teachers who are experts in working with children and families who have experienced trauma. CPSY 4315 offers students the opportunity to put theory into practice in a community setting that serves a diverse population.
CPSY 5261 - Early Learning in Infancy and Toddlerhood
Credits: 3.0 [max 3.0]
Typically offered: Periodic Summer
This course provides an understanding of infant and toddler development. It offers multiple perspectives and current research related to the timetable of infant and toddler development, as well as the role of caregivers, environment, and culture in development. Special attention will be given to policies/programming that concern infants, toddlers, and their families. Students will be expected to understand the nuanced and varied ways in which development unfolds, including areas of exceptionalities, as well as explore the roles of professionals and community members in supporting infant and toddler development.
CPSY 5501 - Foundations in Infant and Early Childhood Mental Health I
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Fall Odd Year
History, theory, research, concepts, and issues in infant mental health. Issues pertinent to difficulties in development. Readings, visual material. Expert guest lectures. prereq: [Baccalaureate degree in an early-childhood-related field from an accredited U.S. institution or documented equiv], experience in early childhood [research or practice]
EPSY 5625 - Education of Infants, Toddlers, and Preschool Children with Disabilities: Introduction
Credits: 2.0 [max 2.0]
Course Equivalencies: EPsy 3625/EPsy 5625
Grading Basis: A-F or Aud
Typically offered: Every Fall
Examination of key issues and practices related to early intervention and early childhood special education, with an emphasis on family-focused and inclusive services for children birth to age six. Students enrolled in this course will be provided with a background in historical and philosophical issues relating to special education, components of due process and data privacy, the IEP/IFSP process, an overview of various disabilities and disorders, and information regarding how disabilities may affect individuals and families.
CPSY 5281 - Student Teaching in Early Childhood Education
Credits: 6.0 -8.0 [max 8.0]
Grading Basis: S-N or Aud
Typically offered: Every Fall & Spring
Student teaching plus weekly seminar for students pursuing the Early Childhood teaching licensure. Application of theory/research relating to teaching preschool children. Student teach either 5 mornings per week (7:45-12:30) for 8 credits or 3 afternoons per week (11:45-4:30) for 6 credits. In addition, ALL students participate in weekly (Fridays 12:30-2) seminars. Prereq: Early Childhood or ECSE student plus successful completion of CPSY 5241, 5252, 5253, and 5254.
CPSY 5991 - Independent Study in Child Development
Credits: 1.0 -12.0 [max 24.0]
Grading Basis: OPT No Aud
Typically offered: Periodic Fall & Spring
Independent study arranged with child development faculty member.