| This course incorporates a survey of the foundations of child and adolescent development through theories, practice, and research and discussion of the most important cognitive, physiological, psychological, social, moral/ethical, and emotional development from childhood to adolescence. |
| Students will investigate diverse kinds of parenthood and the effects of factors, such as, socio-economic status, diverse cultures, lifestyles, exceptionalities, age and family type on parenting from various perspectives. They will review research and other kinds of literature concerning parenting. At the end of the course, students should be able to improve their personal parenting techniques, recognize and analyze problematic parenting situations and develop the skills necessary to become effective parenting coaches for others. |
| In this course, students will explore the social context of contemporary family issues, considering family history, family violence and abuse, divorce, single-parenting, work families, non-traditional families, and other relevant issues. |
| In this course, students will explore the relationship between perspectives for practice and current understanding of children’s intellectual and social development. Students will research key issues and topics, including the meaning of testing and assessment, appropriate measurement techniques, developmental assessment and performance assessment. The course emphasizes the idea that comprehensive, reliable, and valid assessment data lay the groundwork for meaningful, relevant, and engaging learning opportunities for children. Student focus will be driven towards planning developmentally appropriate practices which encourage children to become creative, independent, and successful. Ethical and legal considerations in assessment and evaluation are important integral parts of the course. |
| This course provides an overview of child development program operations including legal and professional standards. Students will explore licensing and accreditation standards in relation to an existing child care center; design and management as well as storage and maintenance of indoor and outdoor environments are included. Students will participate in the exploration of the knowledge and skill application of childhood program staff management and supervision. Students will research the development of effective human relations with diverse groups, leadership skills, and child advocacy. They will also examine the particular state’s minimal licensing requirements, as well as optimal standards pertaining to the operation of programs for children. Course content focuses on new directors’ administrative skills and role as a community advocate for children. Upon completion of this class, students will be able to equip, plan and implement developmentally appropriate curriculum and learning environments for children. Students will become familiar with specific techniques for practicing positive guidance, planning successful group experiences, and facilitating cultural diversity within the classroom setting. |
| This course is designed to introduce the principles of human development. Includes exploration of social/emotional development (brain development, attachment, and social skills) from the time of conception through birth, early and middle childhood, and early and late adolescence, beginning with the metamorphosis of cells at conception and continues through intricate changes related to growth and aging. Students will investigate theories and scientific evidence including laboratory and field studies. |
| In this course, students will explore child development from a comparative perspective, considering race, gender, and disabling conditions as dimensions of diversity. Students will examine cross-cultural research and challenge the contemporary theories of child development and the implications for educational theory and practice. Students will examine cultural and family factors that shape and influence the contexts in which children develop. They will also participate in the development of multicultural curriculum activities, materials and environments for children with a special emphasis on applying multicultural education principles to curriculum planning. |
| This course covers an analysis of the wide spectrum of abilities and disabilities of the special needs child, as these needs range from education needs to parent and family needs. The course focuses on understanding the child and will integrate information on the specific needs of the person that include learning disabilities, emotional and behavioral disorders, communication disorders, hearing impairment, visual impairment, physical disabilities, and giftedness (often not thought of as a component to the area of special needs). |
| This course analyzes the biosocial, cognitive, psychosocial, and growth of the self that occurs during the phase of human development that is commonly referred to as adolescence. Students will investigate some definitions of puberty and a historical understanding of adolescence. Students will gain an understanding of the adolescent in their home, school, and social environment. A more comprehensive analysis of adolescent intellectual, brain, physical, and social development will be available that may help us explain the many stereotypes cast onto adolescent life. This course also investigates theories, scientific evidence and personal insight. This course finally challenges misconceptions, misperceptions, misrepresentations, and the misreading of adolescent development, especially those relating to raising and living with adolescents and our relationships with them. In challenging our basic ideas and beliefs, we come to find the fictions inherent in them and more importantly come to a much different understanding of this time of human development. |
| This course is designed to support scientific study of children from conception to adolescence, including intellectual changes and processes that a child experiences and a focus on the development of thought, language, emotions, personality, and social relationships. The principles and theories that underlie child learning are also emphasized. |
| This course provides an overview of child development program operations, including legal and professional standards. Students will explore licensing and accreditation standards in relation to an existing child development center. Students will gather information about the management processes of child development programs including the selection and management of staff, planning and supervision of programs. They will also research fiscal and legal structures and community outreach programs. |
| This course provides an overview of child development education theory, history, philosophy and psychology. Students will study guidance practices that support the development of children including the relationship of developmental theories to guidance practices. Students will examine the principles involved in planning, implementing and evaluating developmentally appropriate curriculum. Students will participate in the development of curriculum based on the needs and interests of children in group care. Curriculum will be emphasized keeping in mind concepts, objectives and instructional techniques for developmentally appropriate experiences for the child. Learning activities for all curriculum areas are included. This course will provide instruction on what the teacher’s role will be in providing an environment that fosters optimal growth and development of the individual child. |
| This course provides an analysis and evaluation of central concepts, theories, current issues, and research evidence in the development of language and cognition in human beings. The material in this course relies on current and accessible accounts of current views on how thinking and language develop during childhood. Starting from infancy the course explores key aspects of cognitive language development in childhood and adolescence, evaluating brain architecture and function along with the social and cultural bases of learning. |
| Independent Study. |
| Special Topics. |
Additional elective learning may be accepted when appropriate to the major. Acceptable elective learning may include: prior and certified learning that meets program criteria for acceptance; general education courses (beyond those required by the program) and courses offered through other majors, following published syllabi; and/or individually designed courses developed by the student in consultation with a faculty advisor and submitted using the learning agreement form. All additional electives must be endorsed by the major chair and the dean and documented in the approved degree plan prior to registration.
Culminating Graduation Requirement:
As part of course work in the major, every student will complete a culminating graduation requirement (CGR). The CGR requirement may be met by satisfactory completion of one of the following:
