Click here to read a recent article on the Child Development Undergraduate Major from the Tufts Parents News Fall 2007 Issue.

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Child development is one of the largest majors on campus. It is for all who are interested in understanding children. Child development majors go on to professions such as medicine, education, law, and social work, to name only a few. The major, then, provides a foundation on which a student can build a career pathway of their choosing.

What is special about the major is its being housed in an interdisciplinary department committed to both research and practice. Students are not only invited but expected to join the Eliot-Pearson community and go beyond coursework to experience first-hand what it means to work with and study children using the best in theory and addressing the questions that are on the minds of parents, teachers, and all those serving children.

Choosing an Advisor
Once a student decides to major in child development, he or she should select an advisor from within the Department. If a student does not have a preference for a particular faculty member to serve as his or her advisor, the Department will assign the student to the faculty person serving as advisor to those in the student's class. Advisors serve several important purposes: they are there to assist students in the selection of courses, advise students about Department and University requirements, and provide opportunities for students to discuss and develop long-term plans. In keeping with University practice, the Department supports students if they wish, at any time, to switch advisors. For questions and guidance on these and any other matters related to advising, students should consult the Department's Director of Undergraduate Studies.

Requirements
The Child Development major at Tufts requires completion of at least ten courses. A minimum of eight courses must be from within the Department. With an advisor's approval, two may be in related fields.

All majors are required to take CD 01 (Introduction to Child Development) and two of the following: CD 51 or 151 (Intellectual Development), CD 61 or 161 (Personal-Social Development), and/or CD 155 (The Young Child's Development of Language). In addition, students are encouraged to select at least one course involving direct work with children, for example, CD 130 (Field Work With Young Children) or CD 99 (Community Field Placement). Note, introductory courses in other departments may not substitute for Child Development 01. Finally, students must fulfill University foundation and distribution requirements as described in the University's Bulletin.

Course Structure
Course numbers convey information regarding level, content, and sequence. Noting these will help in planning. Courses numbered between 01-99 are introductory courses for undergraduates. Courses numbered 100-199 are taught at a more advanced level, are open to both undergraduates and graduate students, and assume a background in material covered in courses with lower numbers. Courses numbered 200-299 are advanced courses usually for graduate students only; with special permission, undergraduates are occasionally allowed to enroll.

Fieldwork, Internships, and Field Placements
The Department offers a variety of applied experiences for students wishing to work in child-oriented settings. Placement opportunities for students include educational settings, pediatric hospitals, child advocacy programs, social service centers, children's media production studios, state governmental agencies, and family courts. Students can receive course credit for their applied experience by enrolling in CD 99 (Community Field Placement), CD 130 (Field Work With Young Children) and CD 141 (Independent Study).

Opportunities for Research
Majors in Child Development are encouraged to gain research experience either through courses providing such experience, through participating in the several research groups supervised by faculty, or through doing an honors thesis. Besides providing invaluable perspective on children, research experience can be an important precursor to graduate school. A listing describing the research interests and activities of faculty is available at the main desk in the administrative wing of the Department.

Concentrations
Early Childhood Teacher (Pre-K to Grade 2)
This program, designed for students who plan to teach in public and private early childhood settings, is approved by the Massachusetts State Department of Education and leads to teacher licensure that is reciprocal in the majority of states. A specific course of study is required for completion of the program. The program is also beneficial to those who anticipate entering such fields as guidance counseling, school psychology, technology, museum education, school administration, mental health, social welfare, and child advocacy.

Students interested in becoming licensed as teachers in Massachusetts are required to complete a two-stage licensure process. The requirements for completing the first stage, leading to initial licensure, may be satisfied by completing an undergraduate degree with a major in child development and by completing all teacher licensure program requirements. Initial licensure allows the recipient to be employed by the public schools as an early childhood teacher, pre-K to grade 2.

Elementary Teacher (Grades 1 to 6)
Through a joint program offered with the Department of Education at Tufts, students may also complete a program leading to initial licensure as elementary teacher, grades 1 to 6. Graduates holding initial licensure are eligible to begin work leading to professional licensure as a teacher in Massachusetts by completing additional course work and the option of completing a Master of Arts degree. Undergraduates interested in pursuing careers in teaching and who desire professional licensure may apply for acceptance into the graduate program as early as their sophomore year.

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