Persons competent to staff early childhood settings must be well grounded in
current theories of child development and appropriate practice. They must bring
an appreciation of the child’s potential within a complex environment to their
interaction with children, their families, and other adults.

Such preparation requires:

• Analysis of current theory and practice,
• Ability to determine congruence of practice with its theoretical foundation,
• Deeper understanding of the philosophical, sociological, aesthetic and
psychological factors essential to the quality of an early childhood setting.

The Carlow faculty believes that professional personnel who work with young
children must give evidence of:

• Creativity and sensitivity,
• Commitment to the development and learning of young children,
• An appreciation of family and community relationships,
• Skills in observing, documenting, and assessing child development,
• Understanding of content knowledge in early childhood,
• Skillful implementation of developmentally effective approaches and
meaningful curriculum,
• Adherence to professional and ethical standards,
• Strong motivation for self-direction and continuing growth,
• Openness to new theories and research,
• Values that respect and promote the uniqueness of each person.

The Carlow program integrates current child development and curricular theory
with field experience and ongoing fi eld-based research.

Required & Elective Courses