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Master of Science
in Child Development and Child Care


The master's degree program in Child Development and Child Care (CHLDDV) began in 1953 in the School of Medicine's Department of Psychiatry. The program became one of the foundation programs of the new School of the Health Related Professions in 1970 and joined the School of Social Work in 1985 as part of the University Planning Process. Since its inception, the program has been a leader in educational preparation of child and youth care practitioners (child developmentalists) and a model for other programs, nationally and internationally. In 1985, it was named as one of the 40 events that helped shape Pittsburgh's Renaissance.


  • Program Description
    The Master of Science Program in Child Development and Child Care, located in the School of Social Work, emphasizes the integration of knowledge of human development with the skills and expertise essential for developing, implementing, and evaluating effective programs for children, youth, and families. Students take foundational course work covering human development from conception through adolescence. The developmental course work pays special attention to the every-day lives of children and youth, including those with special needs, within the family, neighborhood, school, and larger social-cultural context. Course work in Child and Youth Care Practice emphasizes professional issues, program design and evaluation, counseling skills, and qualitative research methods. Students combine foundational course work with selected internships and planned elective courses. Study can focus on: Early Childhood Education Teacher Certification (in cooperation with the School of Education), Child Life, Group Care, Family Support/Intervention, Administration/Training, Play Interventions/Therapy, Early Care, Children's Literature and Literacy (in cooperation with the School of Information Sciences). Students may also develop an Individually Designed Specialization.


  • Endorsement
    The MS Program in Child Development and Child Care of the University of Pittsburgh is endorsed as an academic program by the National Organization of Child Care Worker Associations (NOCCWA) and listed as an academic program to prepare child life specialists by the Child Life Council.


  • Educational Goals and Objectives

  • Goal
    To prepare students for major areas of developmental practice in an ecological, multicultural, family-focused perspective.

  • Objectives
    1. To provide knowledge of pathways of child and youth development, including that of special needs, in the context of family, community, culture, and life span.

    2. To provide knowledge and skills in designing and implementing developmental interventions, programs, and policies.

    3. To integrate a multicultural approach including gender, race/ethnicity, and poverty into developmental study, practice, and related policy concerns.

    4. To develop clinical and communication skills for application in a professional context.

    5. To provide qualitative methods of inquiry for developmental practice and research.

    6. To enhance critical thinking about development and applied work through reflective practice and integration of information from diverse sources.

    7. To promote skills for child development and child care professionals in working with other disciplines and professionals in the human service sources.

    8. To promote knowledge of an identity with the profession of child and youth care practice.


  • Program Requirements
    The graduate program consists of 36 credits of course work (some specializations require a small number of additional credits) including an internship and a comprehensive examination. The comprehensive examination for the Program in Child Development and Child Care consists of a scholarly product developed for the Program Design and Evaluation course (CHLDDV 2065). An oral report presenting the paper and providing a critical commentary on its conceptualization and potential for implementation is required. All students take: 1) foundation courses in child and youth development which focus on a developmental-ecological approach to children, youth, and families; 2) foundation courses in child and youth care practice which focus on professional skills and issues. Each student selects a specialization which allows for a focus on particular career goals. An internship waiver may be requested based on experience. An alumni/ae mentor program is available to assist students in clarifying specialization study.


  • Specializations
    The specialization consists of focused course work. Internship may be required for some. Specializations make use of courses in many areas of the University. Specialization study is currently available in the following areas:

    Developmental Specializations
  • Children's literature and literacy
  • Early care, day care and preschool: practice, management, training, and education
  • Early childhood education teacher certification
  • Family support
  • Youth development (community work such as Boys' and Girls' clubs, Boy Scouts, Girl Scouts, church programs): practice and management

    Interventive Specializations
  • Child Life
  • Family Intervention
  • Group Care, residential and day programs: practice, management, training, and education
  • Play Therapy

    Individually Designed Study

    Research in Child and Youth Care


  • General Admission Information
    Admission is available for Fall and Spring Terms for both full-time and part-time study. Persons seeking admission to the master's degree program must exhibit the qualities essential to function successfully in child and youth work and meet the following minimum requirements:

    1. A bachelor's degree from an accredited college or university. A baccalaureate in a social science (e.g., child development, education, sociology, psychology, anthropology) provides relevant preparation. Students holding degrees in natural sciences, liberal arts, such as English, history, religion, and health-related fields are also encouraged to apply.

    2. For admission to full graduate status, a quality point average of 3.00 on a 4.00 scale is required. Applicants who fall below this standard may be considered for provisional graduate status if strong supporting evidence of their ability to complete a graduate program is provided.

    3. Prerequisites: 1) courses related to children, youth, and families; 2) social science research methods; 3) direct experience with children, youth, or families.

    4. Application form and all materials and credentials must be received by May 15 for admission for Fall Term, and by November 15 for admission for Spring Term.

  • Readmission
    Persons who were once enrolled as degree students in the graduate program and who have voluntarily withdrawn from the program for more than one year must submit applications for readmission. The application process in these instances remains the same as the process for new applicants. The statute of limitations may prevent the student from applying some graduate credits already completed as progress towards graduation.


  • Admission of Students from Other Countries
    The Program in Child Development and Child Care welcomes applications from students from other countries whose credentials meet the requirements and standards of the Program, the School of Social Work, and the Office of International Services. Interested students should contact the Office of International Services, William Pitt Union, University of Pittsburgh, Pittsburgh, PA 15260, (412) 624-7129. Online Address: http://www.pitt.edu/~ivan1/ois/oisinfo.html

    The application procedure for students from other countries is as follows:

    1. Submission of applications to both the School of Social Work and the Office of International Services. A "Bulletin of Information for International Students" is available from the Office of International Services, William Pitt Union, University of Pittsburgh, Pittsburgh, PA 15260. (412) 624-7129

    2. The completed application form, additional required forms, and other required materials in English.

    3. The non-returnable application fee of $40 in the form of a check or money order made payable to the University of Pittsburgh.

    4. Official academic credentials must be accompanied by notarized English translations, preferably by the US Consulate.

    5. Letters of recommendation are required, preferably from former professors, but if unavailable, from others who have had an opportunity to assess intellectual capacity, character, and ability. If originals are not in English, official notarized translations must accompany them.

    6. English is the language of instruction at the University of Pittsburgh. Each applicant must show clear evidence of his or her proficiency in English. A student whose native language is not English should take the Test of English as a Foreign Language (TOEFL), which is administered four times a year (October, January, March, and June) at more than 100 centers around the world. An applicant must make arrangements to take the TOEFL at least five weeks in advance of the test dates. Locations may be obtained from the nearest United States Embassy, Consulate, or United States Information Service, or by writing directly to TOEFL, Educational Testing Service, Box 899, Princeton, NJ 08540, USA. Applicants seeking to enroll at the beginning of the academic year in September must take the TOEFL no later than the preceding March. Applicants must request Educational Testing Service to have the results of their tests sent directly to the University of Pittsburgh. A minimum score of 550 is recommended for admission.

    All students with a TOEFL score of less than 650 should take the Michigan Test of English Proficiency upon arrival. For any student with a score of less than 550, registration is blocked until the Michigan test is taken.

    If the examination results indicate additional language training is necessary, even though the applicant is academically admissible, he or she may be required to enroll in an Intensive English Language program at the University of Pittsburgh English Language Institute. In some situations the applicant may need only one or two courses in English, which may be taken along with academic courses. Enrollment in the English course is determined by additional testing administered by the English Language Institute. This applies only to those individuals who receive academic admission to the University of Pittsburgh.

    7. Evidence of adequate financial resources for at least three terms of study at the University of Pittsburgh is a requirement that must be satisfied before the student visa form can be sent. The minimum financial requirement, in addition to the round-trip travel expenses, is estimated at approximately $25,000 for three terms. Applicants who will be supported by other organizations, private funds, or a combination of University support and private funds will be required to submit certification of the non-University sources of support. Certification for such funds must be in the form of official or notarized statements from a bank or organization that adequate funds are available and transferable for these purposes.

    Upon completion of all academic and non-academic requirements and upon admission to the University of Pittsburgh, the International Student Adviser or the applicant's sponsoring organization will issue an appropriate US Government form permitting issuance of a visa for entry into the United States. International students on student visas are prohibited by the United States Immigration Service from engaging in part-time employment during their first year in the United States.

    To facilitate the educational experience and to aid in the adjustment to the United States, the University offers the services of an International Student Adviser, Office of International Services, William Pitt Union, University of Pittsburgh, Pittsburgh, PA 15260.

    Students from foreign countries who are in need of financial help should consult the US Consulate or obtain the following through a UNESCO agency: Study Abroad Interchange, 1963, United Nations Educational, Scientific, and Cultural Organization, Paris, France.


  • Application Process

  • Preparing the Application

    The Application Packet can be obtained from:

    School Of Social Work, Office Of Admissions,
    Room 2104, Cathedral Of Learning,
    University Of Pittsburgh, Pittsburgh, Pa 15260,
    (412) 624-6302;
    or
    Child Development And Child Care Program Office,
    Room 1717, Cathedral Of Learning,
    University Of Pittsburgh,
    Pittsburgh, Pa 15260, (412) 624-2909;
    or
    via E-Mail at narr+@pitt.edu.

    Follow the directions in the packet to complete and submit your application. Information regarding the Master of Science in Child Development and Child Care Program is available online at:
    http://www.pitt.edu/~mattgly/CD-CC/.

  • Written Statement
    Each applicant is required to include with the application a four-part written statement discussing the following concerns in depth:

    1. influences in your life that led you to choose study in Child Development and Child Care;

    2. special skills and abilities that will facilitate your ability to work with children, youth, and families;

    3. how study in Child Development and Child Care will help you achieve your career goals;

    4. a contemporary social issue of concern to you.

    This statement should be typewritten and should not exceed eight pages.

  • Transcripts
    It is the responsibility of the applicant to request the registrar of each college attended to send a complete official transcript to the Office of Admissions, School of Social Work. These arrangements should be made immediately. If work is still in progress at the time of filing an application, the student should request a supplemental transcript at the end of each term. While a decision for acceptance may be made while academic work is still in progress, an up-to-date transcript must be received before the applicant can register for course work. Credentials submitted in support of an application are not returned.


  • References
    The application materials include five letter-of-reference forms. Required references include college advisers, an instructor at the college level, and current (or last) employer/volunteer supervisor. The other references might include persons who can testify to your aptitude for working with children and youth. The applicant takes the responsibility of providing these references. One of the blank reference forms you receive should be sent to each of the reference persons.

    Please note that you should write your name on top of the reference form prior to forwarding the form to the reference person. Also, read the top section (relative to Public Law 90-247) and respond according to your wishes. Your signature in this section means that you waive your right (as specified in the law) to access to the content of the reference letter. If you do not sign, you maintain your right to access as specified in the law.

    The Admissions Office of the School of Social Work will periodically notify applicants of the status of the application materials, and the applicant will be expected to follow through with each reference to insure receipt of the letter. Reference persons should mail the completed form directly to the Office of Admissions, School of Social Work, 2104 Cathedral of Learning, University of Pittsburgh, Pittsburgh, PA 15260.

  • Other Supporting Materials
    The School of Social Work does not require the submission of scores from an examination for admission consideration. However, applicants wishing to submit such exam scores or other materials (publications, major papers, etc.) in support of their application may do so. In no instance will an applicant not submitting these be penalized in determining acceptance for the program.

    Special circumstances surrounding individual applicants may indicate the need for additional materials (references, etc.) to be submitted in support of the application. The School reserves the right to require selected additional materials as it deems appropriate.

    Applications are reviewed upon receipt of ALL required materials.

  • Admission Interviews
    Interviews may be initiated by the admissions personnel of the School of Social Work. Applicants who feel they would like to discuss special circumstances surrounding their application are encouraged to seek admission interviews. The interview, if necessary, should be scheduled after all application materials have been received. Usually, decisions on applications for admission are made without an interview.

    All applicants are welcome to seek information-sharing interviews.

  • Application Fee
    An application fee of $30.00 is required with each application for the MS Program for residents of the United States. All international applicants are expected to remit an application fee of $40.00 for the MS program. This fee is not refundable.

  • Submitting the Application
    The application forms, transcripts, references, the application fee, and any additional materials must be received by May 15 (for Fall Term) and November 15 (for Spring Term) in:

    Office of Admissions
    School of Social Work
    University of Pittsburgh
    2104 Cathedral of Learning
    Pittsburgh, PA 15260


  • Fellowships and Grants
    Anyone wishing to apply for financial assistance through the School of Social Work may request a Financial Aid application form from the Office of Admissions, School of Social Work, ONLY AFTER AN OFFER OF ADMISSION HAS BEEN EXTENDED. Applicants may also apply directly to their local bank for Higher Education Loans.


  • Curriculum
    (36 credits): Non-Thesis Option (A Thesis Option is also available)

    1. Developmental Core (9 crs.)

    CHLDDV 2003Development: Conception Through Early Childhood in Social Context 3 cr.
    CHLDDV 2004 Development: Middle Childhood and Adolescence in Social Context 3 cr.
    CHLDDV 2005 Developmental Pathways: A Service Model 3 cr.

    2. Practice Skills (6 crs.)

    CHLDDV 2019 Qualitative Methods of Research and Assessment 3 cr.
    CHLDDV 2037 Counseling Skills 3 cr.

    3. Professional Leadership (3 crs.)

    CHLDDV 2067 Professional Leadership 3 cr.

    4. Planned Electives (9 cr.; increased if internship is waived)

    5. Internship (6 cr.; waiver may be requested based on experience)

    6. Program Design (3 crs.)



    A written comprehensive examination (based on the program design paper) is required and is the basis for an oral examination.


  • Specializations

  • Developmental Specializations

    EARLY CARE
    Purpose: To provide in-depth study of the development of young children with a focus on developmentally appropriate practice in daycare, pre-school, and school-age programs. To prepare personnel for practice in these settings.

    Specialization work: Students are encouraged to include both practice and management courses. Description of primary management and education/training specializations are included in Individually Designed Study. A specific course of study will be designed that takes into account the student's goals, experience, and previous course work. Areas for consideration are: parenting skills, family work, intergenerational programs, play, resources for children (Library Science), child abuse, multicultural awareness, creative dramatics, supervision, administration, proposal writing.

    EARLY CHILDHOOD EDUCATION TEACHER CERTIFICATION (in cooperation with the School of Education)

    Purpose: To prepare teachers to work with young children in pre-school, elementary school, and other settings, and satisfy the basic requirements for Pennsylvania Instructional I Certificate in Early Childhood Education. Additional course work is available to satisfy the requirements for Elementary Education Teacher Certification.

    Specialization study: A separate document is available on request describing the process and specific course work required.

    NOTE: Additional Field Certification and completion of Field Certification may be suitable for a specialization in the MS in Child Development and Child Care. Applicants are encouraged to consult the Child Development and Child Care Program Director on their career goals.

    FAMILY SUPPORT
    Purpose: To prepare personnel to assist and support parents, parents-to-be, and other significant family and network members in child rearing through the enhancement of knowledge and skills.

    Specialization study: A specific course of study will be designed which takes into account the student's goals, experience, and previous course work. Areas of consideration are: parenting skills, intergenerational programs, work with families, family influence on child development, childhood illness and the family, child abuse, multicultural awareness, group dynamics, poverty, adult learning.

    YOUTH DEVELOPMENT
    Purpose: To prepare personnel to design and implement services, programs and activities that facilitate the development of school-aged and adolescent youth in community organizations such as church groups, Boys' and Girls' Clubs, Boy Scouts, Girl Scouts, and similar organizations.

    Specialization study: Students are encouraged to include both practice and management courses. Description of a primary management specialization is included in Individually Designed Study. A specific course of study will be designed that takes into account the student's goals, experience, and previous course work. Areas for consideration are: group dynamics, activity and environmental planning, play resources for children and youth (Information Science), family work, parenting skills, child abuse, substance abuse, human sexuality, multicultural awareness, creative dramatics, lifestyle and health, poverty, supervision, administration, proposal writing.

  • Interventive Specializations

    CHILD LIFE
    Purpose: To prepare personnel for child life work and for the Child Life Practicum and/or Internship. (Child Life Specialists strive to promote the optimum development of children, adolescents, and families in the health care setting).

    Specialization study: The student's total academic record will be reviewed and courses selected in light of standards of the Child Life Council of ACCH (Association for the Care of Children's Health) and may include such courses as: Theory and Meaning of Play, Chronic Illness and the Family, Work with Families, Group Dynamics, Parent Education, Death and Dying, Multicultural Awareness.

    FAMILY INTERVENTION
    Purpose: To prepare personnel for family-focused work serving children and families at-risk for child abuse and neglect and/or families who require assistance in dealing with a mentally ill or developmentally disabled child(ren).

    Specialization study: A specific course of study will be designed which takes into account the student's goals, experience, and previous course work. Areas for consideration are: family preservation, parenting skills, work with families, effects of illness and stress on the family, poverty, substance abuse, child abuse, multicultural awareness, intergenerational programs, psychopathology.

    GROUP CARE, RESIDENTIAL AND DAY PROGRAMS
    Purpose: To provide in-depth study of the development of school-aged and adolescent youth and to prepare personnel to design and execute programs to support development and make therapeutic interventions in a variety of day and residential treatment centers such as day treatment, group homes, residential centers, detention centers, and psychiatric centers.

    Specialization study: Students are encouraged to include both practice and management courses. Description of primary management and education/training specializations are included in Individually Designed Study. A specific course of study will be designed which takes into account the student's goals, experience, and previous course work. Areas for consideration are: activity and environmental programming, play, behavior modification, group dynamics, family work, psychopathology, multicultural awareness, supervision, administration.

    PLAY THERAPY
    Purpose: To prepare practitioners for individual and group settings in which play is a curricular and/or therapeutic tool. Focus is on developing an understanding of 1) the developmental stages and their relevance to play therapy, 2) various modes of therapeutic interventions with emphasis on the psychoanalytic developmental model, and 3) play as a tool for diagnosing problems as well as for facilitating a child's growth during times of developmental and environmental stress.

    Specialization study: Theory and Meaning of Play, Play Therapy, family work, psychopathology, assessment.

    CHILDREN'S LITERATURE AND LITERACY (in cooperation with the School of Information Sciences)

    Purpose: To provide study in the use of literature, film, videos, and other formats with strategies to encourage their use by children and/or youth and those who work with children and/or youth.

    Specialization study: Resources for Children, Resources for Young Adults, History of Children's Literature, Storytelling, Children and Television; INTERNSHIP (co-sponsored by the Department of Library Science.

  • Individually Designed Study Specialization
    Purpose: To allow students with interests related to Child Development and Child Care that are not addressed by the other specializations to design a course of study with the adviser to address their specific goals. Examples are: advanced child life (for a student who already has completed child life internship), children and the media, child abuse treatment with atypical young children, work with substance-exposed children.

    Specialization study: A specific course of study will be designed in consultation with the adviser to achieve the student's goal.

  • Research in Child and Youth Care Specialization
    Purpose: To prepare personnel for the production and dissemination of knowledge in Child and Youth Care. Appropriate for students with a primary interest in evaluation, social policy, professional education, or professional writing, and for those preparing for doctoral study.

    Specialization study: Specialization work will develop both methodological skills and disciplinary foundations. Expertise may be developed in a variety of methods of knowledge acquisition such as program evaluation, qualitative research, research design, social policy formulation, and professional writing. In addition, courses which provide an understanding of the theoretical, historical, and multidisciplinary foundations of child development and of child/youth care practice may be included. All students in this specialization will conduct a thesis.


  • Course Descriptions

    • CHLDDV 2065 Program Design and Evaluation 3 cr.
    CHLDDV 2003 DEVELOPMENT: CONCEPTION THROUGH EARLY
    CHILDHOOD IN SOCIAL CONTEXT    		3 crs.
    Course focuses on developmental pathways from conception through early childhood within the contexts of family, day care/school, community, and culture. Pathways are considered with regard to developmental changes in transactions between individuals and social life conditions, with focus on patterns of change in participation in social-cultural practices. Besides a review of current literature, students will be engaged in qualitative investigations of the social lives of young children.


    CHLDDV 2004 DEVELOPMENT: MIDDLE CHILDHOOD AND
    ADOLESCENCE IN SOCIAL CONTEXT    		 3 crs.
    Course focuses on developmental pathways from middle childhood through adolescence (ages 7 through 18) within the contexts of family, school, community, and culture. Pathways are considered with regard to developmental changes in transactions between individuals and social life conditions, with particular regard to patterns of change in participation in social-cultural practices. In addition to a review of current literature, students will be engaged in qualitative investigations of the social lives of children and adolescents.


    CHLDDV 2005 DEVELOPMENTAL PATHWAYS: A SERVICE MODEL 3 crs.
    A contextual approach toward understanding children, youth, and families as their developmental pathways are influenced by various systems including mental health systems, child welfare system, school systems, judicial systems, and community contexts. Microcultural systems analysis combined with case study will provide a basis for understanding a variety of developmental pathways.


    CHLDDV 2019 QUALITATIVE RESEARCH 3 crs.
    Qualitative methods will be studied as they provide a continuum of application from clinical assessment to formal research. Emphasis is placed on the value of the qualitative approach to professionals who wish to personally understand, engage, and collaborate with the individuals and groups they work with, including children, youth, and family members with differing social, ethnic, and personal backgrounds. Students will become familiar with a variety of qualitative methods with special attention given to developmental issues in the assessment of children and youth. Learning in the course is assumed to be an active, experiential, social process where students are engaged using qualitative methods with the support and critical reflections of classroom colleagues.


    CHLDDV 2021 THEORY AND MEANING OF PLAY 3 crs.
    Theory and research in the field of play; characteristics of play at various ages and the role of play in promoting children's development are covered. Workshop experiences with various play media are included and are oriented toward increasing the students' awareness of their meaning to children and of how to stimulate and enhance play behavior.


    CHLDDV 2030 THESIS var. crs.
    Mentored process of designing and executing a research or creative project and the preparation of an acceptable thesis. Subject to repeated registration.


    CHLDDV 2037 COUNSELING SKILLS 3 crs.
    This course will include theoretical models of counseling; units on crisis intervention, family support and intervention, home-based models of support and intervention, the reflective practitioner; and counseling skills for child and youth care practice.


    CHLDDV 2038 ADVANCED COUNSELING SKILLS 3 crs.
    Course will teach indirect communication techniques, methods for dealing with secondary gains, methods to help clients develop a sense of empowerment, and the therapeutic use of visual imagery. The course will emphasize hands-on practice.
    Prerequisite: CHLDDV 2037.


    CHLDDV 2050 HUMAN DIVERSITY IN THE PROFESSIONAL
    ENVIRONMENT    		 3 crs.
    Offers theoretical, research, and experiential understandings of human development in a multicultural society. Examination of diversity will focus on age, gender, race, ethnicity, class, religion, and disability. Students will identify specific problems related to the management of diversity in the professional environment and design a proposal for ameliorating the specific problem chosen.


    CHLDDV 2062 PLAY THERAPY 3 crs.
    Supervised experience in direct interaction with children on an individual basis in play interviews with concomitant consideration of children's developmental dynamics as revealed in a one-to-one relationship. An ongoing weekly seminar is a part of the course.


    CHLDDV 2065 PROGRAM DESIGN AND EVALUATION 3 crs.
    An integration of child development theory and research in the design of programs for children, youth, and families. Focus is on skills in designing developmentally appropriate and interventive programs, structure of service models, and program evaluation. The major paper for graduation will be part of this course's requirements. Prerequisites: 23 graduate courses in Child Development and Child Care.


    CHLDDV 2066 INTERNSHIP var. crs.
    Supervised experience in work with or for children, youth, and families with a concurrent didactic supervisory seminar. Prerequisites: Permission of adviser, graduate status in Child Development and Child Care.


    CHLDDV 2067 PROFESSIONAL LEADERSHIP 2 crs.
    Major issues of practice and policy will be examined from the perspective of the field's history, social and political context, legal issues, advocacy, and professionalism.


    CHLDDV 2099 DIRECTED STUDY var. crs.
    Provides an opportunity for focused work with faculty supervision. The student must present a plan for the independent study for approval by supervising faculty member prior to registration for the course.





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