Infant and Toddler Certificate

Program Start Date: Fall and Spring terms
Minimum Program Length: 32 academic weeks; 2 terms; 22 credits
Program ID:  CT.INF
Curriculum Code: 70961

Program Description

The Infant Toddler Certificate Program is designed to help upgrade and enhance the skills of infant and toddler childcare professionals and also is open to those with no experience. Professionals working with children birth through three years old are provided with training related to experiences in growth and development, curriculum issues, and practical classroom experience. This certificate and the individual courses will lead to the Infant/Toddler credentials administered by South Carolina Endeavors if the student wishes to pursue these avenues.

Practical Experience

Students gain infant toddler skills through rotations in child development centers, early Head Start, and/or special education facilities.

Professional Opportunities

Graduates may work as a teacher’s aide in special education facilities or child development centers, or as teacher in a child development facility. Graduates may work as a teacher or teacher’s aide in child development centers, preschools, and after-school programs. 

Unique Aspects

Student entering the program must have a criminal background investigation (CBI) and health form completed during ECD 102 . Any positive criminal background check within the last seven (7) years will result in the student being dismissed from the Early Care and Education Program.

A minimum of a grade C or higher is required in all courses.

EEDA Career Cluster:

Education and Training

Program Learning Outcomes

1. Synthesize child development research, developmental theory, early learning theory, and best practices in early childhood education to support the unique holistic developmental trajectory of each child through the design of culturally relevant, respectful, healthy, challenging, and inclusive early learning environments and curriculum. (NAEYC Standard 1)
2. Construct respectful and collaborative relationships with families and community organizations that honor family and community diversity and promote engagement as partners in young children’s development and learning. (NAEYC Standard 2)
3. Utilize ethically grounded and developmentally appropriate observation, documentation, and assessment strategies to inform teaching practice, document children’s developmental progression, and establish assessment partnerships with families and colleagues to promote positive outcomes for every child. (NAEYC Standard 3)
4. Demonstrate developmentally appropriate, culturally relevant, anti-bias, reflective, and evidence-based teaching practices that reflect universal design for learning principles by establishing play as a core teaching practice, differentiating instruction to meet the needs of all children, and engaging in positive, supportive, and responsive interactions. (NAEYC Standard 4)
5. Incorporate knowledge of early learning standards, developmentally appropriate content knowledge across the academic disciplines in early childhood curriculum, and pedagogical methods that inform teaching practice and curriculum development to design, implement, and evaluate learning experiences that are engaging and meaningful for each child. (NAEYC Standard 5)
6. Establish oneself as a professional in the early childhood education field through informed advocacy, upholding ethical and professional standards of conduct, utilizing professional communication skills to effectively work with children, families, and colleagues. (NAEYC Standard 6)