The Bachelor of Arts in Child Development
Strategic Learning Priorities
Students in the child development department become knowledgeable in five areas:
1. Foundations of Child Development
Students will demonstrate knowledge of the theoretical and empirical foundations of the discipline.
2. Child and Environmental Assessment and Study
Students will demonstrate knowledge of assessment issues and perform qualitative and quantitative assessments of children and their environments.
3. Developmental Context
Students will demonstrate knowledge of the multiple environmental contexts in which children grow and develop, and will be able to analyze systems that support children's well-being.
4. Professionalism
Students will engage in professional behavior appropriate to the discipline in professional contexts.
5. Critical Thinking
Students will apply critical thinking and scientific methods of thinking (including logical and empirical reasoning) to issues regarding children's well-being.
Total Course Requirements for the Bachelor's Degree: 120 units
See Bachelor's Degree Requirements in the University Catalog for complete details on general degree requirements. A minimum of 39 units, including those required for the major, must be upper division.
A suggested Major Academic Plan (MAP) has been prepared to help students meet all graduation requirements within four years. You can view MAPs on the Degree MAPs page in the University Catalog or you can request a plan from your major advisor.
General Education Pathway Requirements: 48 units
See General Education in the University Catalog and the Class Schedule for the most current information on General Education Pathway Requirements and course offerings.
Diversity Course Requirements: 6 units
See Diversity Requirements in the University Catalog. Most courses taken to satisfy these requirements may also apply to General Education .
Upper-Division Writing Requirement:
Writing Across the Curriculum (Executive Memorandum 17-009) is a graduation requirement and may be demonstrated through satisfactory completion of four Writing (W) courses, two of which are designated by the major department. See Mathematics/Quantitative Reasoning and Writing Requirements in the University Catalog for more details on the four courses. The first of the major designated Writing (W) courses is listed below.
- Any upper-division Writing (W) course.
The second major-designated
Writing course is the Graduation Writing Assessment Requirement (GW) (Executive Order 665). Students must earn a C- or
higher to receive GW credit. The GE Written Communication (A2) requirement must be completed before a student is permitted to register for a GW course.
Grading Requirement:
All courses taken to fulfill major course requirements must be taken for a letter grade except those courses specified by the department as Credit/No Credit grading only.
Course Requirements for the Major: 55 units
Completion of the following courses, or their approved transfer equivalents, is required of all candidates for this degree. Additional required courses, depending upon the selected option are outlined following the major core program requirements.
Major Core Program: 40 units
Foundation Core: 6 units
2 courses required:
| SUBJ NUM |
Title |
Sustainable |
Units |
Semester Offered |
Course Flags |
|
CHLD 251
|
Observational Techniques
|
|
3.0
|
FS
|
|
Prerequisites: CHLD 252 (may be taken concurrently.
This course includes acquisition and application of basic observation skills regarding children's physical, cognitive, social, and emotional development. 2 hours discussion, 2 hours activity.
|
|
CHLD 252
|
Child Development
|
|
3.0
|
FS
|
GE
USD
|
|
A study of the physical, cognitive, social and emotional development of children from conception through adolescence. The course examines genetic, biological, and environmental influences including cross-cultural issues. Scheduled observations are included. 3 hours lecture. This is an approved General Education course. This is an approved US Diversity course.
|
Core I: 9 units
Must be completed prior to taking CHLD 392 and CHLD 440.
2 courses required:
| SUBJ NUM |
Title |
Sustainable |
Units |
Semester Offered |
Course Flags |
|
CHLD 282
|
Developmentally Appropriate Curriculum for Children: Theory to Practice
|
|
3.0
|
FS
|
|
Prerequisites: CHLD 251, CHLD 252, CHLD majors only.
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. 2 hours discussion, 3 hours independent study.
|
|
CHLD 353W
|
Methods of Inquiry in Child Development (W)
|
|
3.0
|
FS
|
GW
W
|
Prerequisites: Completion of GE Written Communication (A2) requirement, GE Quantitative Reasoning (A4), CHLD 251, CHLD 252, CHLD majors only.
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 identify the major dimensions of research strategies used in child development and related fields. 2 hours seminar, 2 hours activity. This is an approved Graduation Writing Assessment Requirement course; a grade of C- or higher certifies writing proficiency for majors. This is an approved Writing Course. Formerly CHLD 353.
|
1 course selected from:
| SUBJ NUM |
Title |
Sustainable |
Units |
Semester Offered |
Course Flags |
|
BIOL 303
|
Human Genetics
|
|
3.0
|
FS
|
GE
|
Prerequisites: One biological sciences course.
The inheritance, expression, and evolution of the genetic material in humans. Topics include genetic engineering, gene therapy, prenatal diagnosis, cancer, the human genome project, genetic influences on human behavior, such as homosexuality and mental illness, and the social and ethical consequences of the new technologies. 3 hours discussion. This is an approved General Education course.
|
|
BIOL 318
|
Biology of Childhood
|
|
3.0
|
FS
|
GE
|
Prerequisites: One biological sciences course.
Basic biological principles, including the scientific method, reproduction, development, physiology, and anatomy. The biological basis of childhood diseases, immunity, nutrition, issues of health and well-being, and the relevance of biological information in social, political, and ethical decision making regarding children. 3 hours discussion. This is an approved General Education course.
|
|
CHLD 321
|
Risk and Resilience in Development
|
|
3.0
|
FA
|
|
|
The goal of this online course is to explore typical development related to healthy children with healthy relationships and to put that in the context of children with risk (i.e., adverse experiences) and children who overcome that risk (i.e., resilient). This understanding is viewed through the lens of neurobiology (e.g., regulation and dysregulation understood through brain functioning). Additionally, working with youth experiencing either adverse trauma or relational poverty is emphasized. 3 hours lecture.
|
Core II: 10 units
Must be completed prior to taking CHLD 492 or CHLD 495; CHLD 440 may be taken concurrently with the Professional Core.
3 courses required:
| SUBJ NUM |
Title |
Sustainable |
Units |
Semester Offered |
Course Flags |
|
CHLD 382
|
Professional Seminar in Child Development: Current Issues
|
|
3.0
|
FS
|
|
Prerequisites: CHLD 251, CHLD 252, CHLD 282, CHLD 353, junior standing, CHLD majors only.
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. 3 hours lecture.
|
|
CHLD 392
|
Child Development Practicum: Advanced
|
|
4.0
|
FS
|
|
Prerequisites: CHLD 251, CHLD 252, CHLD 282, CHLD 353; junior standing; department permission; CHLD majors only
This course is a supervised practicum. Students plan and implement a developmentally effective program for children, assess children's developmental progress, and evaluate their own effectiveness and professional development in a leadership role. An emphasis on families and programs is included. Department permission is required; enrollment is limited. 3 hours activity, 1 hour independent study.
|
|
CHLD 440
|
Issues in Assessment for Children and Families
|
|
3.0
|
FS
|
|
Prerequisites: CHLD 251, CHLD 252, CHLD 282, CHLD 353, GE Quantitative Reasoning (A4) with a grade of C- or higher (MATH 110 MATH 210 for Liberal Studies majors.), junior standing, CHLD majors only.
This course provides an overview of child and family assessment. The course offers the student both research-based theory and practical applications in these areas. Students apply the knowledge gained during class sessions and readings to relevant assigned projects and papers. 3 hours lecture.
|
Core III: 15 units
2 courses selected from:
| SUBJ NUM |
Title |
Sustainable |
Units |
Semester Offered |
Course Flags |
|
CHLD 333W
|
Children's Gender and Sexuality Development (W)
|
|
3.0
|
FS
|
GE
W
|
Prerequisite: Junior standing.
This topical course is designed for students who wish to develop a broader and deeper understanding of children's gender and sexuality development. Students study multiple theoretical explanations of gender and sexuality development, and learn how biological, social, cultural, and cognitive influences impact concepts of gender and sexuality. 3 hours lecture. This is an approved Writing Course. This is an approved General Education course. Formerly CHLD 333Z.
|
|
CHLD 350
|
Prenatal-Infant Development: Advanced
|
|
3.0
|
SP
|
|
Prerequisites: 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. 3 hours discussion.
|
|
CHLD 351
|
Toddler-Early Childhood Development: Advanced
|
|
3.0
|
FA
|
|
Prerequisites: CHLD 252 or PSYC 355.
This course examines the physical, cognitive, emotional, and psychosocial aspects of growth during the stages of toddlerhood and early childhood (approximately ages 2 through 5), as well as contextual influences (e.g. family, group experiences, socioeconomic status, culture) on development for children of this age. 3 hours lecture.
|
|
CHLD 354
|
The School-Aged Child
|
|
3.0
|
FS
|
|
Prerequisites: 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. 3 hours lecture.
|
|
CHLD 357
|
Adolescent Development
|
|
3.0
|
FA
|
|
Prerequisites: CHLD 252 or PSYC 355.
This course provides a broad research and theory-based overview of physical, cognitive, emotional, social, moral, and identity development during adolescence. An ecological framework is used to examine the influence of sociocultural contexts, ethnicity, gender, family, peers, and school settings on adolescent experience and development. 3 hours discussion.
|
2 courses selected from:
| SUBJ NUM |
Title |
Sustainable |
Units |
Semester Offered |
Course Flags |
|
CHLD 255
|
Marriage and Family Relationships
|
|
3.0
|
FS
|
GE
|
|
This is an introductory course to marriage and family, including psychological, physiological, and social aspects of close personal relationships. The topics include dating, courtship, marriage, family life, dual career marriages, single parenting, and other contemporary issues. 3 hours discussion. This is an approved General Education course.
|
|
CHLD 451
|
Working with Families in Diverse Communities: Advanced
|
|
3.0
|
SP
|
USD
|
Prerequisites: CHLD 251, CHLD 252, junior standing.
This course is the study of inter-relationships among staff, families, and children in child development programs. It includes knowledge of family education, communication techniques, staff management and relationships, development of cultural competence, and other aspects of program functioning. 3 hours seminar. This is an approved US Diversity course.
|
|
CHLD 455
|
Seminar in Family Relations
|
|
3.0
|
FS
|
|
Prerequisites: CHLD 252 or CHLD 255 or PSYC 355, junior standing.
This course is an advanced study of the interpersonal relationships among family members. Topics of reading and discussion include theories and research on family structure and function, family crises, child raising patterns, family finances, and other related topics as per instructor choice. 3 hours discussion.
|
1 course selected from:
| SUBJ NUM |
Title |
Sustainable |
Units |
Semester Offered |
Course Flags |
|
CHLD 272
|
Children in a Changing World
|
|
3.0
|
FS
|
GE
GC
|
|
To address the challenge of understanding development in its many contexts and manifestations, this course provides a global investigation of critical issues influencing the lives of children. This course focuses on familial and societal influences on children's development and explores how the concept of childhood is shaped by cultural and social practices and policies. 3 hours lecture. This is an approved General Education course. This is an approved Global Cultures course.
|
|
PSYC 151
|
Socio-Cultural Context of Psychological Development
|
|
3.0
|
FS
|
GE
USD
|
|
Examination of social and cultural influences on emotional, social, and intellectual development. Specific emphasis on children raised in lower socio-economic environments as well as children of American Indian, Mexican-American, and black cultures. 3 hours lecture. This is an approved General Education course. This is an approved US Diversity course.
|
|
PSYC 341
|
Cross-Cultural Psychology
|
|
3.0
|
FS
|
GC
|
This course is also offered as
MCGS 341.
This course focuses on the importance and various influences of culture on human behavior. Beginning with an examination of theoretical definitions of culture, the course covers a broad range of research that highlights the contributions of cross-cultural psychology to the understanding of human behavior within and between cultures. In addition, conceptual, methodological, and practical issues in cross-cultural research and applications are covered. 3 hours discussion. This is an approved Global Cultures course.
|
Professional Core: 6 units
Before you enroll in the professional core, you must complete Core I and Core II as described above; CHLD 440 may be taken concurrently.
1 course required:
| SUBJ NUM |
Title |
Sustainable |
Units |
Semester Offered |
Course Flags |
|
CHLD 492
|
Child Development Practice: Children and Families
|
|
3.0
|
FS
|
|
Prerequisites: BIOL 303 or BIOL 318; CHLD 392, senior standing, CHLD major.
This class is a guided internship for majors in Child Development. Based on individually determined internship learning objectives, students select a community-based agency placement that matches their career interest in children from birth through emerging adulthood and/or their families. Students spend a minimum of 7.5 hours a week in their internship placement for 12 weeks. Enhanced Internet course; WebCT access is required for this course. 4 hours activity, 3 hours independent study.
|
1 course selected from:
| SUBJ NUM |
Title |
Sustainable |
Units |
Semester Offered |
Course Flags |
|
CHLD 495W
|
Senior Seminar in Child Development (W)
|
|
3.0
|
FS
|
W
|
Prerequisites: BIOL 303 or BIOL 318; CHLD 392, senior standing, CHLD majors only.
This capstone seminar integrates the perspectives of various disciplines concerned with the developing child. Its emphasis is on physical, cognitive, personality, and social development of the child in relationship to the family, community, and society. From a research framework, the topics include program practices, professional ethics, collaboration, case management, effective communication, leadership styles, self evaluation, and professional responsibilities. Students also complete comprehensive portfolios as part of the course requirements. 3 hours seminar. This is an approved Writing Course. Formerly CHLD 495.
|
|
CHLD 495HW
|
Senior Seminar in Child Development - Honors (W)
|
|
3.0
|
FS
|
W
|
Prerequisites: BIOL 303 or BIOL 318; CHLD 392, senior standing, Child Development majors only, acceptance in undergraduate honor program, faculty permission.
This capstone seminar integrates the perspectives of various disciplines concerned with the developing child. Its emphasis is on physical, cognitive, personality, and social development of the child in relationship to the family, community, and society. From a research framework, the topics include program practices, professional ethics, collaboration, case management, effective communication, leadership styles, self evaluation, and professional responsibilities. Students also complete comprehensive portfolios as part of the course requirements. 3 hours seminar. This is an approved Writing Course. Formerly CHLD 495H.
|
Courses from Study Abroad, declared minors, and additional majors may be eligible for substitution in this area. Make an advising appointment for details.
3 courses selected from:
Families and Programs
| SUBJ NUM |
Title |
Sustainable |
Units |
Semester Offered |
Course Flags |
|
HCSV 321
|
Community Health
|
|
3.0
|
FS
|
|
|
Analyzes fundamental principles upon which school, community, and population health are based. The contributions of federal, state, and local organizations to national goals for health promotion and disease prevention are examined. Explores fundamental social, political, organizational, and behavioral aspects of public health in school, community, and worksite settings. 3 hours lecture.
|
|
HCSV 368
|
Women's Health
|
|
3.0
|
FS
|
GE
|
This course is also offered as
WMST 368.
This course represents an overview of health care issues faced by women throughout the life cycle. The course begins an examination of scientific inquiry and the study of disease in women. Then, using sociological, political, and behavioral sciences, the roles, rights, and responsibilities of women in the health care system are assessed. The course concludes with a biological review of the female body and specific health care problems common to women. This course
encompasses a woman-centered philosophy which encourages women's active participation in their health care decisions. 3 hours discussion. This is an approved General Education course.
|
|
NFSC 100
|
Basic Nutrition
|
|
3.0
|
FS
|
GE
|
|
Physiological, social, and psychological factors affecting food intake are examined, as well as relationships of nutrients to health throughout life. Sustainable food practices are explored. 3 hours lecture. This is an approved General Education course.
|
|
PHIL 323
|
Moral Issues in Parenting
|
|
3.0
|
FS
|
GE
GC
|
|
A philosophical investigation of the moral and legal dimensions of parenting. 3 hours lecture. This is an approved General Education course. This is an approved Global Cultures course.
|
|
PSYC 345
|
Psychology of Women
|
|
3.0
|
FS
|
GE
|
|
Important issues, theories, and research related to the psychology of women are examined. Common stereotypes, myths, and typical societal expectations are explored in terms of biological, social, psychological, and development determinants. Additionally, the social construction of gender categories, female sexuality, victimization of women, mental health of women, and issues related to education, work, and family are examined. Information in this course should serve as a catalyst for constructive change by revealing deficiencies in psychological research and theories relevant to gender, sexuality, cultural, and ethnic issues. 3 hours lecture. This is an approved General Education course.
|
|
PSYC 353
|
Learning in the Young Child
|
|
3.0
|
FS
|
|
|
Examination of psychological factors involved in the learning processes of children. 3 hours lecture.
|
|
PSYC 391
|
Psychology of Prejudice, Hate, and Violence
|
|
3.0
|
FS
|
GE
USD
|
|
Examination of the nature of prejudice and hate and their contribution to societal violence. How prejudice and hatred affect personal, family, and group behavior are considered in a context of understanding factors that contribute to their development. Strategies for reducing the prevalence of prejudice, hatred, and violence in our contemporary culture are evaluated. 3 hours lecture. This is an approved General Education course. This is an approved US Diversity course.
|
|
PSYC 393
|
Psychology of Marriage
|
|
3.0
|
FA
|
|
|
The interrelationship of psychological, physiological, and cultural factors in marriage and family relations. 3 hours lecture.
|
|
SOCI 230
|
Women in Contemporary Societies
|
|
3.0
|
FS
|
GE
|
This course is also offered as
WMST 230.
Taking an in-depth look, this course explores women's lives in today's world across categories of class, race, ethnicity, sexuality, disability, and age. Students also discuss such topics as gender, body politics, violence against women, poverty, religion, and power as they relate to women. Special attention is given to social activism and emerging policies here in the U.S. and elsewhere. 3 hours lecture. This is an approved General Education course.
|
|
SOCI 235
|
Contemporary Families
|
|
3.0
|
FA
|
|
|
This course examines the family as an institution and as a personal and intimate arena of meaning and interaction. With an emphasis on the U.S. and their own experiences, students examine issues of race/ethnicity, sex/gender, and social class; historical changes in family structure and function; and power relations within the family and society at large. 3 hours lecture.
|
|
SOCI 335
|
Women, Work, and Family
|
|
3.0
|
SP
|
GE
USD
|
|
This course explores the history and experiences of women in the workplace and how family roles intersect with both paid and unpaid work, in and out of the home in the United States. Considered are the impacts of race, class, gender, and globalization on poverty, child and elder care, and workplace equity. International comparisons are drawn. 3 hours lecture. This is an approved General Education course. This is an approved US Diversity course.
|
|
SOCI 363
|
Sociology of Human Stress
|
|
3.0
|
FS
|
GE
|
|
This course examines the ways that social life contributes to human stress, and how stress impacts health and well-being. Students explore the ways that families, relationships, school, jobs, and social inequalities influence the effects of stress on our lives. Various coping and adaptation strategies are discussed. 3 hours lecture. This is an approved General Education course.
|
|
SWRK 170
|
Social Welfare Institutions: A Response to Power and Scarcity
|
|
3.0
|
FS
|
GE
|
|
This course identifies groups within American society which have a high risk of disenfranchisement. Societal responses established to reduce the impact of inequitable distribution of goods, services, and opportunities based on economic, medical, educational, generational, gender, and legal scarcity are studied. Issues are examined from historical and contemporary perspectives. 3 hours lecture. This is an approved General Education course.
|
|
SWRK 200
|
Diversity and Social Justice
|
|
3.0
|
FS
|
USD
|
|
This course presents a framework for understanding and openly interacting with people from diverse backgrounds that compose the rich mosaic of the United States. The class is designed to promote ethnic-sensitive interpersonal relationships. Diverse people studied are distinguished by issues of race, ethnicity, class, gender, sexual orientation, disability, religion/spirituality, generation, and national origin. Historical and cultural experiences shaping their lives and current reality are examined. The overall goal is for students to develop high regard for the worth and dignity of all people. 3 hours lecture. This is an approved US Diversity course.
|
|
SWRK 202
|
Human Behavior Across the Lifespan
|
|
3.0
|
FS
|
|
|
Using a systems framework and selected human behavior theories across the lifespan, the biological, social, psychological, and cultural influences on individuals, families, and groups are investigated. Particular emphasis is given to ethnic and cultural diversity and promoting student self-reflection across generations and cultural competence. 3 hours lecture.
|
|
WMST 230
|
Women in Contemporary Societies
|
|
3.0
|
FA
|
GE
|
This course is also offered as
SOCI 230.
Taking an in-depth look, this course explores women's lives in today's world across categories of class, race, ethnicity, sexuality, disability, and age. Students also discuss such topics as gender, body politics, violence against women, poverty, religion, and power as they relate to women. Special attention is given to social activism and emerging policies here in the U.S. and elsewhere. 3 hours lecture. This is an approved General Education course.
|
|
WMST 368
|
Women's Health
|
|
3.0
|
FS
|
GE
|
This course is also offered as
HCSV 368.
This course represents an overview of health care issues faced by women throughout the life cycle. The course begins an examination of scientific inquiry and the study of disease in women. Then, using sociological, political, and behavioral sciences, the roles, rights, and responsibilities of women in the health care system are assessed. The course concludes with a biological review of the female body and specific health care problems common to women. This course
encompasses a woman-centered philosophy which encourages women's active participation in their health care decisions. 3 hours discussion. This is an approved General Education course.
|
Early Childhood and Programs
| SUBJ NUM |
Title |
Sustainable |
Units |
Semester Offered |
Course Flags |
|
CHLD 456
|
Administration of Child Development Programs: Advanced
|
|
3.0
|
FA
|
|
Prerequisites: CHLD 251, CHLD 252, Junior status.
This course focuses on the role of the program administrator in various types of licensed child development facilities. Topics include programming, fiscal oversight, licensing regulations, personnel decisions, legal issues, and management aspects of children's programs. 3 hours seminar.
|
|
CHLD 462
|
Adult Supervision in Child Development Programs: Advanced
|
|
3.0
|
SP
|
|
Prerequisites: CHLD 251, CHLD 252, Junior status.
This course offers opportunities to gain skills and knowledge about supervising adults in the workplace. Topics include interpersonal communication techniques, adult learning theory, leadership skills, professional collaboration, and personnel assessment in the early childhood education field. 3 hours lecture.
|
|
KINE 302
|
Foundations of Childhood Physical Education
|
|
3.0
|
FS
|
|
|
This course is designed to present a knowledge base of physical education that includes the analysis of movement skills and movement patterns, physical fitness, and how physical education is inherently linked to health and wellness. Also studied in this course will be children's motor development and how emotional, cognitive, and social growth characteristics influence motor development. 3 hours lecture.
|
|
MUSC 326
|
Music for Children
|
|
3.0
|
FS
|
|
|
Analysis of sequential concepts necessary for understanding the structural elements of music. Development of skills needed to promote musicality in children. 3 hours discussion.
|
|
THEA 311
|
Children's Lit in Performance
|
|
3.0
|
FS
|
|
|
Development of the skills for effective dramatization of literature in the elementary classroom or children's theatre, including creative dramatics, storytelling, oral interpretation and group readings. 3 hours discussion.
|
|
SWRK 320
|
Child Welfare
|
|
3.0
|
FS
|
|
|
Acquaints students with the relevant history and concepts of child welfare. Examines abuse, neglect, molestation, prostitution, pornography, day care, teen pregnancies, foster care, intergenerational issues, and adoptions. Focuses on the application of generalist social work knowledge, values, and skills, and the problem-solving process to child welfare practices. Required for Title IV-E students. 3 hours lecture.
|
Special Education
| SUBJ NUM |
Title |
Sustainable |
Units |
Semester Offered |
Course Flags |
|
KINE 315S
|
Introduction to Adapted Physical Activity
|
|
3.0
|
FS
|
|
|
A study of common disabilities found across the lifespan. Discussions are held about the historical and philosophical basis for adapted physical activity, and the impact of state and federal legislation. Analysis of the roles and responsibilities of the adapted physical education specialist and the inclusive educational environment also are examined. This course is applicable to all disciplines dealing with the disabled. 3 hours seminar.
|
|
KINE 520S
|
Interdis Autism Clinic
|
|
3.0
|
FS
|
|
Prerequisites: A survey course on disability, faculty permission.
This course covers the organization, administration, planning, and evaluation of interdisciplinary programming for children with autism spectrum disorder (ASD). The course is for students who are interested in working with children with autism and their families. Students examine research from a variety of disciplines and discuss within interdisciplinary teams the needs and effective support for a child and his or her family via direct service to children with ASD in a University laboratory setting. 3 hours seminar. You may take this course more than once for a maximum of 6.0 units.
|
|
SPED 343
|
Overview of Special Education
|
|
3.0
|
FS
|
|
|
This is a survey course recommended for students interested in all types of exceptional learners and a prerequisite to professional preparation programs in the Department of Professional Studies in Education. Content includes (1) an overview of the characteristics, identification, and educational needs of special populations, (2) social, familial, biological, historical, cultural, economic, political, and legal contexts in which special education occurs, and (3) characteristics of effective programs. Includes a service learning experience. 3 hours lecture.
|
|
SPED 561
|
Curriculum and Instruction: Emphases for Inclusive Settings
|
|
3.0
|
FS
|
|
Prerequisites: SPED 343. Recommended: senior standing.
This course focuses on the principles and practices of elementary school instruction in language arts, fine arts, mathematics, science, and social studies and national and state curriculum and subject matter standards. It includes selecting appropriate instructional strategies, lesson planning, assessment, service learning, writing goals and objectives, and methods for enhancing critical thinking and content area reading skills to meet the educational needs of culturally and linguistically diverse students. 3 hours lecture.
|
|
SPED 580
|
Introduction to Autism/Mild-Moderate Disabilities
|
|
3.0
|
FS
|
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This is a survey course recommended for students interested in autism spectrum disorders. Content includes: characteristics and educational needs of students within autism spectrum, including social, familial, biological, cultural and legal contexts; characteristics of effective programs including evidence-based practices and effective communication with support services. Includes a service-learning experience. 3 hours seminar.
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Elementary Focus
| SUBJ NUM |
Title |
Sustainable |
Units |
Semester Offered |
Course Flags |
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EDTE 255
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Introduction to Democratic Perspectives in K-12 Teaching
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3.0
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FS
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Prospective teachers acquire planned, structured observations and experiences in K-12 classrooms. Placements are made in selected schools and classrooms that demonstrate exemplary practice as described in the California Standards for the Teaching Profession and represent California's diverse student population. Dialog/discussion sessions assist prospective teachers in making connections between subject matter courses, personal, social and emotional growth, and life in the K-12 schools. Prospective teachers are encouraged to begin introductory school experiences as early as possible in the subject matter program. 3 hours lecture. You may take this course more than once for a maximum of 6.0 units.
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EDTE 302
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Access and Equity in Education
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3.0
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FS
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Prospective teachers examine socio-political issues of education relative to current demographics of California schools, integration of multicultural education, and promotion of social justice. Candidates identify, analyze, and minimize personal and institutional bias and explore the complexities of living and teaching in a pluralistic, multicultural society. Candidates identify barriers English Learners experience in becoming full participants in the school program and strategies for assisting students in overcoming these barriers. 3 hours lecture.
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EDTE 450
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Health Education for Elementary School Teachers
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3.0
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FS
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Addresses major health issues affecting the child, including, but not limited to, health promotion and disease prevention, nutrition, substance use and abuse, and sexuality. Overview of health instruction framework for California public schools. Fulfills the state health education requirement for a preliminary teaching credential. 3 hours discussion.
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EDTE 520
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Fundamentals of Teaching Practice for Elementary Teachers
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3.0
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FS
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Teaching is an intellectual challenge that involves planning, facilitating, and reflecting on the process of student learning. Teacher candidates develop strategies necessary to create safe and structured learning environments and explore relationships among curriculum, instruction, assessment, and classroom climate to meet the needs of a diverse student population within a democratic society. This is a Multiple Subject Program course and is not applicable to a master's degree. 3 hours seminar. ABC/no credit grading.
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ENGL 471
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Intensive Theory and Practice of Second Language Acquisition
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3.0
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FS
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An intensive introduction to the theory and practice of second language acquisition and teaching. 3 hours lecture.
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PSYC 414
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Psychology of Teaching
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3.0
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FS
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Prerequisites: A course in developmental psychology, faculty permission.
Applications of principles of the psychology of human learning and development and counseling to educational practice. Prospective teachers analyze their motivations, personal value systems, role conceptualizations, and self-attitudes in relation to demands of the teaching profession. Concepts of emotional, social, and cognitive development as well as of childhood learning and motivation are applied to development of learning experiences for elementary school children. Enrollment is restricted to second-semester juniors, seniors, and graduates. 3 hours seminar.
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Youth Focus
| SUBJ NUM |
Title |
Sustainable |
Units |
Semester Offered |
Course Flags |
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ARTE 493
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Development of Children's Art (P-8)
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3.0
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FS
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Prerequisites: Junior or senior standing or faculty permission.
An exploration of art-making skills; developing creative, standards-based art lessons and units; and enhancing understanding of theory, history and practice in art education Pre-Kindegarten (P) through Eighth (8) grade levels. 2 hours discussion, 2 hours activity. Formerly ARTS 493.
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ARTE 494
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Development of Youth Art
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3.0
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FA
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An exploration of standards-based art lessons and units; and understanding of theory, history and practice in art education (P-12). 2 hours lecture, 2 hours activity. This course requires the use of a laptop computer and appropriate software. Formerly ARTS 494.
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EDCI 557
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Literature for Children and Young Adults for a Multicultural World
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3.0
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SP
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Multicultural literature is central to helping students understand themselves and the world in which they live. This survey course will address how to identify, select, and evaluate appropriate literature. This course will include study of how to implement and use multicultural books with children who are native English speakers as well as those who are English language learners. Intended for those interested in teaching at elementary, middle, and high schools. 3 hours seminar.
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PSYC 355
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Survey of Child and Adolescent Psychology
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3.0
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FS
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Physical, mental, social, and emotional factors of human growth and development from infancy through adolescence. Supervised experience working with children is strongly encouraged. 3 hours lecture.
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SOCI 484
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Youth, Crime, and Delinquency
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3.0
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SP
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Prerequisites: SOCI 384 recommended.
This course examines marginalized, deviant, and criminally active youth. Students consider how teen experiences and behaviors are labeled and treated differently throughout society. Social, historical, and legal perspectives are used to understand the impact of the juvenile justice system, policies, and trends on the lives of American youth. 3 hours lecture.
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Professional Standards and Disqualification:
The Child Development degree signifies a readiness to begin professional work in areas requiring trust and high ethical standards. Students are expected to meet ethical and professional standards set by the profession and the agencies where they serve as an intern. Should it be determined that a student does not meet such standards, they may be disqualified from fulfilling the advanced internship of the major and thus be prevented from completing the Child Development major.
The professional standards include the following:
1. Honoring the National Association for the Education of Young Children (NAEYC) Code of Ethics and the Society for Research in Child Development (SRCD) Code of Ethics.
2. Meeting the expectations of field agencies and programs which provide internships.
3. Avoiding behavior that suggests potential harm to clients, colleagues, or themselves.
Please consult with the department office for more complete information regarding these standards.
Obtaining a Child Development Permit
If you are interested in teaching or directing in a child development center with young children (0-8 years of age), you may want to obtain a Child Development (CD) Permit. Having a CD Permit may be required or highly recommended for certain types of centers (e.g., Title V Programs, Child Development programs funded by the State Department of Education, Head Start). For more information about obtaining a CD Permit, contact your academic advisor or the Department of Child Development office.
Electives Requirement:
To complete the total units required for the bachelor's degree, select additional elective courses from the total University offerings. You should consult with an advisor regarding the selection of courses which will provide breadth to your University experience and possibly apply to a supportive second major or minor.
Advising Requirement:
Advising is mandatory for all majors in this degree program. Consult your undergraduate advisor for specific information.
Visit the Child Development Department Office to schedule an advising appointment.
Honors in the Major:
Honors in the Major is a program of independent work in your major. It requires 6 units of honors course work completed over two semesters.
The Honors in the Major program allows you to work closely with a faculty mentor in your area of interest on an original performance or research project. This year-long collaboration allows you to work in your field at a professional level and culminates in a public presentation of your work. Students sometimes take their projects beyond the University for submission in professional journals, presentation at conferences, or academic competition. Such experience is valuable for graduate school and professional life. Your honors work will be recognized at your graduation, on your permanent transcripts, and on your diploma. It is often accompanied by letters of commendation from your mentor in the department or the department chair.
Some common features of Honors in the Major program are:
- You must take 6 units of Honors in the Major course work. All 6 units are honors classes (marked by a suffix of H), and at least 3 of these units are independent study (399H, 499H, 599H) as specified by your department. You must complete each class with a minimum grade of B.
- You must have completed 9 units of upper-division course work or 21 overall units in your major before you can be admitted to Honors in the Major. Check the requirements for your major carefully, as there may be specific courses that must be included in these units.
- Your cumulative GPA should be at least 3.5 or within the top 5% of majors in your department.
- Your GPA in your major should be at least 3.5 or within the top 5% of majors in your department.
- Most students apply for or are invited to participate in Honors in the Major during the second semester of their junior year. Then they complete the 6 units of course work over the two semesters of their senior year.
- Your honors work culminates with a public presentation of your honors project.
While Honors in the Major is part of the Honors Program, each department administers its own program. Please contact your major department or major advisor to apply.
Honors in Child Development
In addition to the requirements for all Honors in the Major programs listed above, specific requirements for Honors in Child Development include:
1. Successful completion of CHLD 353W.
2. Faculty recommendation.
3. Students admitted to the Honors in the Major program in child development will enroll in CHLD 499H the first semester of their senior year and CHLD 495H the second semester. It is recommended that CHLD 499H be taken concurrently with CHLD 392. A public presentation of the completed project will take place during the second semester. Students must earn at least a B grade in both CHLD 499H and CHLD 495H.
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