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This program is clinically rich with an emphasis on relationship and evidence-based, family-centered practices. We emphasize a multidisciplinary approach to working in partnership with culturally diverse families. Students who are skilled professionals or are new to the field will learn about integrating multiple perspectives by understanding children’s functioning and development as well as by working with caregivers and their children within the context of the families’ concerns, priorities, and culture.
For graduate students across disciplines, this unique program aims to support the next generation of early intervention professionals to develop expertise in early childhood development and effective, family-centered best practices. For early childhood professionals who are already competent and working in the field, this program aims to integrate their professional knowledge and skills with family-centered best practices that will enhance the parent-child relationship, support children’s development, and help prevent long-term developmental delays.
The program information listed here reflects the approved curriculum for the 2023–24 academic year per the Brooklyn College Bulletin. Bulletins from past academic years can be found here.
The Advanced Certificate in Early Intervention and Parenting program (18 credits) is clinically rich, with an emphasis on relationship-based and evidence-based, family-centered practices, the parent-infant dyad and infant mental health, typical and atypical development, and a trans-disciplinary approach to working in partnership with culturally diverse families with infants and toddlers with disabilities (or at-risk for developmental delays).
This program is open to both master’s students and post-master’s professionals including early childhood educators, early childhood special instructors, mental health professionals, speech and language pathologists, occupational therapists, and physical therapists currently working in Early Intervention (EI) and in other early childhood and family settings. For graduate students across disciplines, this unique program aims to support the next generation of EI professionals to develop expertise in early childhood development and effective family-centered, best practices. For early childhood professionals, already competent and working in the field, to integrate their professional knowledge and skills with family-centered, best practices that will enhance the parent-child relationship, support children’s development, and help prevent long-term developmental delays.
By completing this Advance Certificate program, both students and skilled professionals will learn about integrating multiple perspectives by understanding children’s functioning and development across domains as well as working with caregivers and their children within the context of the families’ concerns, priorities, and culture.
Note: To qualify as a Special Instructor for the Early Intervention Program (EIP), a certification in students with disabilities (SWD; Birth–Grade 2) is required. To obtain additional certification in SWD, Birth–Grade 2, students are required to complete the following ECAE courses: ECAE 7101, 7102, 7104, 7113, and 7678, and pass the required CST-Students with disabilities exam. Completion of the EI Advanced Certificate prepares professionals to work with infants and toddlers with disabilities and their families in their homes. Students are advised to meet with EC Graduate program coordinator for guidance.
This program can be completed online.
Entrance requirements for acceptance include an earned baccalaureate degree with a grade point average of at least 3.00 in the undergraduate major, and a minimum overall grade point average of 3.00.
Applicants must have completed an undergraduate or graduate degree in early childhood special education, occupational therapy, or related field. Applicants must present course work or equivalent work experience in knowledge of child development and foundations in special education. Additional courses may be required prior to admission to remedy any deficiency in a prospective student’s ability to meet matriculation requirements.
The 18-credit Advanced Certificate is a master’s or post-master’s and requires six sequential courses:
The department chair may allow substitutions for one or more of these requirements consistent with the educational goals of the program.
This certificate requires 280 hours of supervised clinical fieldwork (and reflective supervision) in families’ homes as well as center-based programs and hospitals. It is designed to be completed in one year (summer, fall, spring, summer).
Note: Students must obtain fingerprinting clearance. See School of Education website for more information.
The student learning outcomes for the Early Childhood Education and Dual Early Childhood/EC Special Education programs are based on the National Association for the Education of Young Children (NAEYC) and Council for Exceptional Children (CEC) standards for Early Childhood Professional Preparation Programs.
Upon completion of their program of study in EC, candidates will understand and be able to:
EC candidates will have a deep understanding of child development (typical and atypical). They will use their knowledge of development, young children’s characteristics and needs, and of multiple interacting influences on children’s development and learning to create environments that are healthy, respectful, supportive, and challenging for each child.
EC candidates will know about, understand, and value the importance and complex characteristics of children’s families and communities. They will use this understanding to create respectful, reciprocal relationships that support and empower families, and to involve all families in their children’s development and learning.
EC candidates will know about and understand the goals, benefits, and uses of assessment. They know about and use systematic observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence the development of every child.
EC candidates will understand and use positive relationships and supportive interactions as the foundation for their work with young children and families. Also, EC candidates know, understand, and use a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect with children and families and positively influence each child’s development and learning, including children with special needs.
EC candidates will understand the importance of developmental domains and academic (or content) disciplines in early childhood curriculum. They will know the essential concepts, inquiry tools, and structure of content areas, including academic subjects, and can identify resources to deepen their understanding. EC candidates will also use their own knowledge and other resources to design, implement, and evaluate meaningful, challenging curriculum that promotes comprehensive developmental and learning outcomes for every young child, including children with special needs.
EC candidates will identify and conduct themselves as members of the early childhood profession. They will know and use ethical guidelines and other professional standards related to early childhood practice. They are continuous, collaborative learners who demonstrate knowledgeable, reflective and critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources. They are informed advocates for sound educational practices and policies.
EC candidates will accept the legitimacy of children’s home language, respect (hold in high regard) and value (esteem, appreciate) the home culture, and promote and encourage the active involvement and support of all families, including extended and nontraditional family units.
Through planned and sequenced field experiences, EC candidates will develop the knowledge, skills, and professional dispositions necessary to promote the development and learning of young children with and without special needs, across the entire developmental period of early childhood (birth to second grade) in multiple early childhood age groups and in the variety of settings that offer early care and education.
Submit the following documents to the Office of Graduate Admissions:
Refer to the instructions at Graduate Admissions.
2309 James Hall E: shannon@brooklyn.cuny.edu P: 718.951.5205
Or contact:
222 West Quad Center 2900 Bedford Avenue, Brooklyn, NY 11210 E: grads@brooklyn.cuny.edu P: 718.951.4536
Mondays–Fridays, 9 a.m.–5 p.m.
To make an appointment with a graduate admissions counselor, visit:
BC Admissions Appointment Tool
Brooklyn College is an integral part of the cultural and artistic energy of New York City. Our faculty members in Early Childhood Education/Art Education offer incomparable expertise and tremendous talent, and each brings a unique perspective to their teaching and mentoring in and out of the classroom.
Students complete internships in public and private schools throughout the New York City region as well as across the United States. The internship is a supervised experience designed to hone the requisite skills and knowledge to work as an early intervention professional.
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