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Bachelor of Arts in Child Development
Course Descriptions

 


Lower-Division Bachelor of Arts in Child Development

CD 214
Understanding Children's Behavior: Social Emotional Guidance (3 units)

This course focuses on understanding and analyzing young children's behavior while fostering healthy social and emotional development in preschool- and primary-school-age children. The course will provide students with strategies for creating theory-based, individualized, child-centered interventions, and for establishing nurturing classroom learning communities in which all children feel safe, valued, and genuinely respected. The course will also provide an overview of guidance theories that focus on pro-social behavior while considering the child's developmental level as well as family and cultural contexts.

Prerequisites: ECE 103 or CD 100, and ECE 105



ECE 101
Introduction to Early Childhood Education (3 units)

This course introduces current educational theories and research, historical aspects, and current practices relating to Early Childhood Education. This course includes observations in selected environments.



ECE 103
Child Growth and Development (3 units)

This course focuses on the study of growth and development from the prenatal stages to adolescence, addressing physical, cognitive, social and emotional domains. The course emphasizes both the impact of cultural diversity upon the lives of children and individual differences in the study of human development. Includes some fieldwork.



ECE 105
Observation and Assessment Techniques (3 units)

This course covers various strategies of classroom and home observation of young children, formal assessment methodologies used to understand children’s developmental needs and age-appropriate curriculum.  Course requires observation of children in various settings.

Prerequisites: ECE 103 or CD 100



ECE 106
Child, Family, and Community (3 units)

This course explores the relationship between the child, family, community, and educators, including a study of parent education and involvement, family and community lifestyles, child abuse, and contemporary family life issues. Special attention will be given to cultural diversity, social class, gender roles, and their impact on family dynamics, values, morals and attitudes. Fieldwork required.



ECE 110
Early Childhood Curriculum (3 units)

This course ties curriculum to the understanding of child development by focusing on designing developmentally appropriate practices for early childhood education. It also explores planning and development and of anti-bias-curricula; childhood curriculum goals, objectives, and content standards related to social/emotional, physical, cognitive, and language development, including both theoretical foundations and practical applications. Some fieldwork required.

Prerequisites: ECE 103 or CD 100, and ECE 105



EDU 101
Technology and Information Literacy for Educators (4 units)

This course is designed to provide students with the level of computer literacy needed to function in today's early childhood educational settings. This course provides interactive computer activities to learn about the role of computers in education and is designed to introduce students to computers and to teach appropriate uses for young children. Students will explore online and Internet resources, learn word processing applications, and become familiar with a number of educational software packages used in education.




Upper-Division Bachelor of Arts in Child Development


CD 352
Cognitive and Language Development (3 units)

This course covers theories and research on the stages of child language acquisition, first and second language learning, the relationship between language and cognition, and how they relate to the development of oral and written languages. Emphasis is placed on multicultural language-rich environments that support language and literacy development of monolingual and dual language learners in group care settings and schools. It also critically analyzes current research on brain development in the first five years and its impact on developmentally appropriate practice for children.

Prerequisite: Upper-division standing



CD 353
Play, Development, and Learning (3 units)

This course focuses on major theories of play and contemporary research-based perspectives, including the relationships between play, child development and learning. It also addresses the implications of play to the child's socio-emotional, cognitive, and physical development. It considers cultural and developmental perspectives, emphasizes theories in practice, and provides a theoretical-methodological framework for structuring, observing, and analyzing play. Stages of development of play from infancy through middle childhood from the perspectives of Piaget, Vygotsky, Elkind, Freud, Erickson, and Mead as well as anthropological perspectives on play and culture are addressed.

Prerequisite: Upper-division standing



CD 450
Socio-Emotional Development of Children (3 units)

This course focuses on the psychological foundations of children's socio-emotional development. Children's socio-emotional development will be examined in relation to family dynamics, community interrelationships, and play as a central medium for socio-emotional development in childhood. Special emphasis will be placed on the healthy socio- emotional development of children from diverse backgrounds, and the interaction between brain development and interpersonal relationships.

Prerequisite: Upper-division standing



CD 452
Leadership and Advocacy for Children (3 units)

This course covers the ways child development professionals can advocate for children and their families. It includes critical examination of current leadership, advocacy and policy issues as they relate to the involvement of families in child development settings and schools, bilingual education, family literacy programs, and community-based services for families and children from diverse cultural, linguistic, and socioeconomic backgrounds. This course also explores the connection of theory, policy, and systems analysis to students' practical experience in leadership at their worksites and/or communities.

Prerequisite: Upper-division standing



CD 453
Research in Child Development (3 units)

This course covers different research methodologies for observing and understanding children's behavior, and their implications for policy making in the child development field. Contents include critical analysis and evaluation of qualitative and quantitative research in child development and its implications for curriculum in schools and child development programs serving children infancy through middle childhood. Emphasis will be placed in developing skills needed to locate, understand and critique research findings. Students will also design a research project.

Prerequisite: Upper-division standing (required capstone course)



CD 454
Practicum in Early Childhood Education II (3 units)

This course combines in-depth field experience in various types of child development programs with seminars as it integrates theory and research into practice. It focuses specifically on the role of the teacher supervising other adults while simultaneously addressing children's needs and establishing relationships with families. The course also emphasizes planning and implementation of developmentally appropriate activities for culturally and linguistically diverse children while addressing the physical, social, emotional, and cognitive developmental domains.

Prerequisite: Upper-division standing



CD 455
Culture and Cognition (3 units)

This course covers major theories and contemporary research findings on child cognitive development from birth to age 12, focusing on the socio-cultural and biological underpinnings of cognitive development. It emphasizes the relationship between culture and cognition as it explores foundations of cognition, perception, mental representation, problem solving, reasoning, memory, metacognition, and social cognition.

Prerequisite: Upper-division standing



CD 456
Violence and Its Impact on Children and Families (3 units)

This course integrates research, theory, and applied approaches on domestic violence. It provides a foundation covering a range of 'good enough' and disturbed care giving, including maltreatment. The course highlights the impact of domestic violence on every member of the family, including children and teens. Behavioral and emotional effects of exposure to violence and importance of community support to overcome such effects are emphasized.

Prerequisite: Upper-division standing



CD 458
Becoming a Child Development Professional (3 units)

This course provides students the opportunity to integrate theories of child development, principles of effective early childhood practice, as well as culturally, and linguistically responsive methods of working with young children and their families learned throughout the program. Students are required to create a project that demonstrates both synthesis and application of this knowledge.

Prerequisite: Upper-division standing



PSY 325
Children with Varying Abilities (3 units)

This course covers issues related to children with varying abilities. Teaching practices and philosophies of inclusion are discussed. Adaptations, intervention methods, and working respectfully with families are highlighted.

Prerequisite: Upper-division standing


Concentrations in Bachelor of Arts in Child Development

CD 219
Inclusive Practices for Young Children (3 units)

This course examines the four largest categories of exceptionality among young children: Learning disabilities, speech and language impairments, mental retardation, and emotional disturbance. It identifies the various handicapping conditions and special needs of young children, including the gifted. This course also examines inclusive practices for children from birth to the age of 5, focusing on preschool-age environmental and curricular modifications. It specifically addresses ways to promote and support success in children within relationship-based childcare. Students will work on strategies for meeting the needs of individual children including making adaptations and modifications in the environment and on the curriculum.

Prerequisites: ECE 103 or CD 100, and ECE 105



CD 434
Literacy Development in Second Language Learners (3 units)

This course examines the development of listening, speaking, reading, and writing in first and second languages in relation to children's socio-emotional, physical and cognitive development. It covers the social and psycholinguistic underpinnings of communicative competence, emerging literacy and conceptual development in both home and second languages. Emphasis will be placed on oral language and on literacy in children's first language as a way to support their formal learning to speak, read, and write in English.

Prerequisite: Upper-division standing. This is a required capstone for the Early Biliteracy Development concentration.



CD 435
Autism Spectrum Disorders (3 units)

This course examines the psychological, physiological, social, and educational characteristics of children ages 18 months to 5 years who have been identified as having an Autism Spectrum Disorder (ASD). It covers ASD etiology, assessment, diagnosis and empirically proven treatments and educational strategies.

Prerequisite: Upper-division standing. This is a required capstone for the Early Intervention concentration.



CD 436
Socio-Cultural Issues in Biliteracy Education (3 units)

This course covers issues that affect the socialization and enculturation of bilingual children in a multicultural society. It emphasizes the instrumental role teachers play in empowering culturally and linguistically diverse families. The course also focuses on approaches to help children and the adults who care for them to embrace diversity, recognize social bias, and take action on their own and others' behalf. Strategies for establishing teacher-parent relationships that are based on mutual respect, equality and trust are highlighted.

Prerequisite: Upper-division standing



CD 440
Appropriate Practices Across the Curriculum through Pedagogy (3 units)

This course is an introduction to curriculum and pedagogy. It provides students with the understanding of basic skills and knowledge they must have in order to recognize and effectively respond to a variety of teaching situations as they address the needs of culturally and linguistically diverse children. The course focuses on pedagogical practice and emphasizes developmental perspectives in the areas of language, reading, math, and visual and performing arts while providing a nurturing instructional environment for children.

Prerequisite: Upper-division standing. This is a required capstone for the School-Age concentration.



CD 442
Methods for Second Language Learners (3 units)

The course covers the contribution of various branches of linguistics and related disciplines to language learning and teaching. In addition, it focuses on classroom–oriented applications of linguistic principles for effective instruction in multicultural and multilingual environments.

Prerequisite: Upper-division standing



CD 457
Observation and Assessment of Differently-Able Young Children (3 units)

This course focuses on the principles and practices of observation and assessment of young children who are differently-able. Students will learn advanced observation and assessment techniques, gain a working knowledge of commonly used assessment tools, and acquire practice in writing objective, descriptive and culturally-inclusive assessment reports.

Prerequisite: Upper-division standing



ECE 216
Infant-Toddler Care and Education (3 units)

This course combines theory and practice to provide a solid foundation in infant-toddler care and education for both home and center-based settings. The health, safety and nutritional needs of infants and toddlers are also examined. Some fieldwork is required.



EDU 300
Liberal Studies Gateway Experience (3 units)

This course is an introduction to the academic and professional requirements for K-8 teachers and must be completed by all Liberal Studies majors during the junior year. It focuses on the eight required subject areas (language arts, mathematics, science, history/social studies, child development, visual and performing arts, health, and physical education), linking the Liberal Studies curriculum and the Academic Content Standards and State Curriculum Frameworks for grades K-8. Students practice college-level research.

Prerequisite: Upper-division standing