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Course Criteria
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3.00 Credits
3 FS CHLD 250, CHLD 251. This course examines the role of curriculum in effective learning programs for children's development. Students gain skills in applying knowledge of children's growth and development to appropriate experiences in the creative arts, play, math, science, literacy, and language. Planning, implementing, and evaluating curriculum activities are key components of the course. Students in the class work directly with children in an approved community program approximately 3 hours a week.
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3.00 Credits
3 SP CHLD 250 or CHLD 252 or PSYC 355. This course studies characteristic developmental changes in and environmental influences on human infants from conception to approximately two years of age. Special emphasis is on sensory-perceptual abilities, social-emotional interactions, and cognitive developmental processes. Guided observations of infants required.
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3.00 Credits
3 FS ENGL 130 (or its equivalent) with a grade of C- or higher; General Education math course; CHLD 250, CHLD 251. Students learn the fundamentals of scientific methodology, increase their knowledge of qualitative research methods, and acquire quantitative skills in measurement and statistical evaluation. These skills are applied through reviewing, evaluating, and communicating research. Students also idenitfy the major dimensions of research strategies used in child development and related fields.
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3.00 Credits
3 FS CHLD 250 or CHLD 252 or PSYC 355. This class examines the physical, cognitive, emotional, and psychosocial aspects of growth during the school-aged years (ages 5 through 12), as well as contextual influences (e.g., family, school, peer group) on children's development. Particular attention is paid to the implications of developmental patterns for those who work with school-aged children.
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3.00 Credits
3 FS CHLD 250 or CHLD 252 or CHLD 255 or PSYC 355. The course examines the connections among child development, families, and public policies. Discussions focus on the role of policy in addressing social problems that pertain to children and families and the consequences policies may have for families and for children's social, physical, cognitive, and emotional development. Particular attention is given to such issues as poverty, education, childcare, and welfare reform.
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3.00 Credits
3 FA CHLD 250 or CHLD 252 or PSYC 355. This course examines the physical, cognitive, emotional, and psychosocial aspects of adolescent development, as well as the influence of contextual factors (e.g., family, schools, peer group, work, media). Topics include parent-adolescent relationships, peer group, schools, employment, and media.
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3.00 Credits
3 FS This course is designed for upper-division students who wish to develop a broader and deeper understanding of contemporary controversial issues in child development. Students learn fundamentals of social, emotional, and cognitive development from infancy through puberty, and study clashing theoretical explanations of these developments. Students apply their knowledge by preparing position papers and participating in debates on a number of urgent issues children present to society. The course takes a topical rather than "ages and stages" approach to development.
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3.00 Credits
1 FS Faculty permission. This course provides leadership experience in child development.
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3.00 Credits
3 FS CHLD 250, CHLD 251, CHLD 282, CHLD 353, junior standing. This course examines and appraises current and professional issues affecting the field of child development. Cultural and political influences on the practices of professionals in the field are explored and analyzed.
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3.00 Credits
4 FS CHLD 250, CHLD 251, CHLD 282, CHLD 353; NFSC 100 or HCSV 450; junior standing; faculty permission. This course emphasizes early childhood curriculum design and practice in a supervised student teaching experience in the Associated Students Children's Center/Child Development Laboratory. Students plan and implement a developmentally effective program for young children, practice the role of teachers, assess children's developmental progress, and evaluate their own teaching/learning effectiveness and professional development. Enrollment is limited.
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