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Course Criteria
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3.00 Credits
A 150-hour supervised practicum in urban or suburban settings serving children and families, ranging from early childhood home visiting, school, health or social service, center-based consultations or workshops, to program development and public policy. Collaborate as interdisciplinary team member. Participate in monthly individual and group supervision and seminar. Offered: Fall and Spring. (Open only to students enrolled in the Certificate in Parenting Education.)
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3.00 Credits
Advances the student's career and learning goals by providing a second, 150-hour, supervised practicum in family support and parenting education settings. Participate in monthly individual and group supervision and seminar. A 10-12 hour/week, nonpaid, on-the-job practicum is sometimes possible. Prerequisite: CFP 603. Offered: Fall and Spring.
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3.00 - 5.00 Credits
A 20-hour/week supervised experience in a setting serving infants, toddlers, and families with opportunities to address program competencies. Sites determined according to students' needs and their track within the Birth to Three Program. Five group- supervision meetings also required. (Only open to students in the Birth to Three Program.)
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3.00 - 5.00 Credits
A 20-hour/week advanced practicum experiences in settings serving infants, toddlers, and families in direct or administrative roles with opportunities to
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4.00 Credits
Explores developmental understandings of death and how children cope with grief and loss. Prepares students to help children with life-threatening conditions and to facilitate the bereavement needs of children who experience the death of a sibling, parent, relative, or friend. Prerequisite: HDP 120-123 or HDP 124-127.
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4.00 Credits
Critically examines relationships between U.S. public policies and human services across the lifespan in health, mental health, education and social welfare. Identifies occupations and practitioners' roles, responsibilities and challenges. Explores partnerships that build upon clients' strengths. Opportunities to advocate for social change. Prerequisite: HDP 120-123 or HDP 124-127.
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3.00 Credits
Examines procedures for formal and informal assessment of physical, cognitive and language development in children ages birth to 3. Critical issues in early developmental assessment are identified and addressed. Opportunities for supervised practice in assessment are offered. (Prerequisites: A course in child development, or equivalent, and HDF 502, or permission of instructor.)
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1.00 Credits
Theoretical and conceptual framework of the Brazelton Assessment Scale presented through discussion, films and demonstration assignments. Use of the scale in research, intervention and clinical practice is addressed. Emphasis on
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3.00 Credits
Assists practitioners in designing, planning, implementing and evaluating an environment that encourages the growth of infants and toddlers. Individuals working in or planning to work in a variety of early childhood environments will consider the various ways in which environmental design affects programming for infants, toddlers, and their families.
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3.00 Credits
Planning individualized learning experiences across the four domains in Early Intervention, Child Care, or other settings. Designing of activities that evaluate learning environment and examine culture and family-centered care. Special program design in curriculum development. Prerequisite: HDF 502. Must be taken as a prerequisite to or concurrently with CFP 612.
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