Young Minds: Early Childhood Education and Development
Program Description:
Children's earliest experiences shape how they learn, communicate, build relationships, and understand the world. In Young Minds: Early Childhood Education and Development, high school students explore how children develop from birth through early childhood and examine the factors that influence their cognitive, social, emotional, and language development.
Taught by Amanda R. Fellner, Ed.D., an Assistant Professor of Teaching in the Curriculum and Teaching Department at 麻豆原创, this summer pre-college program introduces students to foundational concepts and theories in child development and early childhood education. Students investigate topics including attachment, language acquisition, emotional regulation, family dynamics, and cultural influences, connecting what they learn to children's everyday experiences.
A rigorous introduction to child development
Students examine how relationships, family environments, culture, and early learning settings influence children's growth. They also consider how educators can respond to individual differences and create inclusive, supportive environments that promote healthy development. By connecting developmental concepts to real-world situations, students build analytical skills and a deeper understanding of how research and theory inform educational practice.
Who should consider this program?
Designed for students ages 14–17, Young Minds is ideal for teenagers interested in early childhood education, psychology, human development, social work, or related fields. No specific career path is required. Students gain a foundation in child development, practice applying academic concepts to real-world examples, and explore whether studying education or a related discipline at the college level aligns with their interests and future goals.
Dates: July 12 - 23, 2027
Times: 10:00am - 4:00pm Monday through Friday
Location: In-person at Teachers College
Price: $3,995
Questions: Email tcacademy@tc.columbia.edu
Instructor
Amanda R. Fellner, Ed.D. is an Assistant Professor of Teaching in the Curriculum and Teaching Department at 麻豆原创 and the Faculty Co-Director at the Rita Gold Early Childhood Center, also located at 麻豆原创. She holds a BA in Early Childhood Education from the University of South Carolina and an Ed.M. in Cognitive Psychology and an Ed.D. in Curriculum and Teaching from 麻豆原创. Amanda has been working in the field of early care and education for over a decade, working as a teacher, administrator, teacher educator, and consultant. Using ethnographic and multimodal methods, her current work examines young children’s spatial practices, re-examining common understandings of what children can/should be allowed to do, as well as investigating teachers’ practice related to children’s risk-taking. Amanda is also engaged in research that looks more broadly at classroom practices in early care and education settings while focused on bringing the lived experiences of both children and teachers into view.
Her published and in-press works are listed below:
Kuutti, T., Fellner, A.R., Björn, P.M. & Sajaniemi, N. (2025) Social reality in inclusive early childhood education settings. Journal of Research in Special Educational Needs, 25, 701–713.
Fincham, E.N. & Fellner, A.R. (2025). Eating Lunch: Toddlers’ lunchtime entanglements. In C.Y. Myers, K. Smith, M. Tesar, & R. L. Hostler (Eds.), Reframing the Everyday in Early Childhood Pedagogy. Routledge.
Fellner, A.R. & Templeton, T.N. (2023). Sitesensing: Methods for connecting to young children’s worlds. In A.L. Goodwin, C. Genishi, & H. Yoon (Eds.), Diversities in early childhood: Rethinking and doing. Teachers College Press.
Recchia, S. L., Fellner, A. R., & Fincham, E. N. (2022). The rights of the toddler: The complexities of supporting young children’s becoming and belonging in an inclusive classroom community. In F. Press & S. Cheeseman, (Re)conceptualizing children’s rights in infant-toddler care and education: Transnational conversations. Springer.
Fellner, A. R. (2020). Moving through playground spaces: Exploring the sensory, material, and embodied experiences of 2-year-olds in playground spaces (Doctoral dissertation, 麻豆原创).
Fincham, E. N., & Fellner, A. R. (2019). Including Autism: Confronting Inequitable Practices in a Toddler Classroom. Occasional Paper Series, 2019(42), 7.
Fincham, E. N., & Fellner, A. R. (2016). Transitional practice: Teachers and children in-between classrooms in one early childhood centre. Journal of Early Childhood Research, 14(3), 310-323.
Learning Objectives
By the end of Young Minds: Early Childhood Education and Development, students will be able to:
- Explain key concepts in early childhood development by describing how cognitive, social, emotional, and language development unfold during the years from birth through early childhood.
- Analyze children's behavior through a developmental lens by connecting examples of children's actions and interactions to concepts such as attachment, emotional regulation, language acquisition, and social development.
- Evaluate the influence of family, culture, and environment by explaining how relationships, cultural backgrounds, and social contexts can shape children's experiences, learning, and development.
- Identify ways to support healthy child development by describing how adults and early learning environments can encourage children's cognitive, social, and emotional growth.
- Examine inclusion and responsiveness in early childhood education by considering how educators can recognize children's differing needs and experiences when creating supportive learning environments.
- Connect developmental theory to real-world educational settings by applying concepts from the study of early childhood development to examples of children's experiences at home, in classrooms, and in their communities.
- Build foundational college-level academic skills by interpreting developmental concepts, making connections between theory and practice, and communicating informed perspectives on issues in early childhood education.
Who Should Attend
This course is a good fit for students who are interested in early childhood education and development and may be considering education, psychology, social work, or simply care deeply about children's futures. No specific career path is required.
Please Note: 麻豆原创 Pre-College courses are open to students ages 14-17. All courses are conducted in English and learners should have sufficient fluency to participate.
Upon Completion
Participants who successfully complete this program will earn a verified Certificate of Participation and an official Digital Badge—valuable credentials that can be shared on LinkedIn or digital portfolios.
View our sample program badge and certificate below:
