The history, philosophy, and practice of observing, documenting, and analyzing children's behavior within an ecological framework will be presented.  Specific observational techniques to assess adult-child and child-child interactions, assessment of play, and environmental assessment will be presented.  Students will develop an assessment portfolio for individual children. Prerequisites: CD-234, CD-334, PSY-210 or PSY-310.

An examination of biological and environmental factors and their interactions as they impact the development of young children, and may interfere with typical growth and development. The effects of various risk factors, developmental delays or disabilities on patterns of development in the physical, cognitive, language, social-emotional, and adaptive domains will be discussed. Emphasis will be placed on low-incidence disabilities. Field experiences required. Prerequisites: PSY-210, or PSY-310, PSY-312, CD-234. Prerequisite or corequisite: CD-340.

This seminar gives students the opportunity to investigate current professional literature and integrate content from multiple courses and field experiences focused on meeting a  wide variety of individual needs in early childhood environments. Student-led discussions will focus on applying principles of universal design, inclusion, and developmentally appropriate accommodations for children with disabilities and delays. Students will be introduced to Individualized Education Programs and will practice developing appropriate goals and objectives for children. Prerequisites: PSY-210 or  PSY-310, PSY-312, CD-234, CD-334. Prerequisite or corequisite: CD-340. Corequisite: BK-341.

This course focuses on the development of reading and writing processes from birth through kindergarten and how technology can be integrated across the curriculum. This course gives students a deeper understanding of the theory, research and recommended practices behind emergent literacy,  focusing on the development of reading and writing. Students will develop an initial electronic teaching portfolio and will conduct literacy and technology activities in inclusive preschool and kindergarten settings. Prerequisites: CD-234, CD-334, BK-337 and CD-345.

This course will focus on the application of developmental theory to curriculum planning and developmentally appropriate practice; on linking assessment and curriculum planning; and on adapting and evaluating curriculum to promote the inclusion of young children of various developmental abilities. Students will examine the underlying theory related to the development of an integrated curriculum for young children and the various strategies that can be employed to develop a comprehensive curriculum.  Specific ideas and strategies for planning and implementation will be discussed. Three hours of lecture and three hours of practicum each week. Prerequisites: BK-337, CD-345.

Supervised clinical internship with infants and toddlers with and without disabilities under the direction of a cooperating teacher with faculty supervision. Full-time teaching assignments with weekly seminars. Course fee assessed. Instructor's consent required. Prerequisites: CD-234, CD-334, CD-340, CD-345, BK-337, BK-341, BK-342. Corequisites: BK-465, CD-434.

This seminar will introduce students to the function of interdisciplinary, multidisciplinary and transdisciplinary teams and the primary disciplines involved in the delivery of services to young children and their families.  The role of the professional in assessment, planning, intervention, and case management will be examined as will the mechanisms whereby these services are coordinated, and the strategies for implementing interdisciplinary, and multi-disciplinary and transdisciplinary programs will be discussed. Issues related to ethics and professional conduct will be discussed. Instructor's consent required. Prerequisites: CD-234, CD-334, CD-340, CD-345, CD-434, CD-438, BK-337, BK-341, BK-342. 

In this professional seminar, students will explore the role of teacher as leader and advocate by examining current research and recommended practice in BK teaching and leading. Topics will include professional learning communities,  Recognition and Response (Response to Intervention for early childhood), preventing overrepresentation of racially diverse students in  early intervention, working with children and families who are English language learners,  issues in BK curriculum, service-learning with young children, using digital technology, and career paths in birth-kindergarten. In  collaboration with the instructor,  cooperating teachers and principals, students will select readings, lead discussions and host the seminar one time each in their students teaching sites. In addition, students will construct and lead a service-learning project with their pupils, and will lead one professional discussion or activity with the faculty in their schools. Students will reflect on their teaching and leadership. Corequisite: EDU-490.

A study of the behavior and development of young children two through eight years of age. Students will participate in the care, guidance, and education of a group of young children in an early childhood classroom. Content includes major developmental theories and research applications. Students are to register for a separate off campus practicum (sections as 234L). Three hours of lecture and three hours of practicum each week.

In conjunction with a faculty mentor, the student will participate in a research or creative project investigating topics and questions in Child Development. This course will provide an introduction to research methods in social science and child development. The research experience will culminate in a paper and presentation. Open to freshmen and sophomore majors and others by permission of the instructor. May be repeated for a total of six credit hours. A research proposal form completed by the student and faculty mentor is required for registration. Instructor's consent required. Prerequisite: CD-234.

Children undergoing hospitalizations and medical treatment have unique developmental, emotional, social, and educational needs.  Child life specialists are trained members of health care teams who focus on addressing the needs of these children and the needs of their families.  This course will introduce students to topics that are central to child life profession, such as helping children and families cope with acute and chronic illness, preparing children for medical procedures, standards and ethics, and coping with grief and loss. It will also focus on how the use of therapeutic play can reduce the stress of hospitalization, and examine how illness can impact children’s development. Prerequisites: CD 234, PSY 210 or PSY 310 or by permission of instructor

This course will provide the theoretical foundations of infant-toddler development as students examine the current research relevant to the growth and development of very young children from a multidisciplinary perspective.  Students will participate concurrently in a field experience in a program serving infants and toddlers. Three hours of lecture and three hours of practica each week. Prerequisite: CD-234.

A functional course designed to help the students achieve an understanding of various family structures and interpersonal dynamics.  Students will examine theories of family structure, of family function, and of interpersonal and close relationships that can be applied to their personal and professional lives.

This course emphasizes strong teacher-child relationships as a foundation for child development in all domains.  Students will learn and practice positive interaction strategies to promote young children's development and learning. The course also focuses on how interactions with adults and peers and the structure and organization of indoor and outdoor environments influence the development and learning of children. Students will learn to support and facilitate children's play as the major context for development and learning, create inclusive indoor and outdoor environments, and meet diverse individual needs through sensitive interactions and environmental design.  Weekly field experiences required.  Prerequisite: CD-234.

Students will design and implement activities that integrate multiple developmental areas and levels of ability that are in accordance with the guidelines of developmentally appropriate practice. Placements will be in early education programs that provide services for children with and without disabilities. Instructor's consent required.  Course fee assessed. Prerequisites: CD-234, CD-334, CD-340, and BK-337.

This course will analyze the needs of families from a global perspective. Using an interdisciplinary approach, the family will be examined in various cultures, focusing on family structures, gender roles, socialization practices, health issues, and risk and resiliency factors. Major trends that affect families worldwide will be examined. 

Methods of developing, implementing, and evaluating curriculum experiences that are developmentally based for both infants and toddlers with and without disabilities, will be addressed. Program issues that relate to the needs of infants and toddlers and their families will be examined. Three hours of field experiences per week. Instructor's consent required. Course fee assessed. Prerequisites: CD-234, CD-334, CD-340, CD-345.

A study of administration and the role of leadership in programs serving young children. Primarily through project and portfolio work, students will demonstrate competency in understanding the role of developmental theory in establishing and developing programs; the practical needs of programs in terms of staffing,  financial management, licensing, environmental design, equipping and furnishing classrooms; working with parents and governing boards; and assessment and development of teaching staff. Health, safety, and nutritional concerns will also be addressed.  May be taken without prerequisite course with permission from the instructor. Prerequisites: CD-234, CD-334, CD-340.

An overview of current information related to working with families of young children. Family and social systems theories and research provide a foundation for an ecological transactional view of families of diverse structural and sociocultural backgrounds. The emphasis of the course is on providing family-centered services that support and strengthen the family unit. Field experiences required.  Prerequisites:  CD-234, CD-334, and BK-337.

This course will trace the history and supporting theoretical bases of early education and early childhood special education in the United States. Models of early education and early intervention will be examined from a national perspective. Current trends and legislation at the state and national level will also be investigated. Program models designed to serve the needs of economically disadvantaged and at-risk children and families will be a focus of examination. Observations of programs that exemplify different models may be conducted during the semester. Prerequisites: CD-234, CD-334, CD-340.

Supervised student teaching will provide an in-depth opportunity for students to plan and implement developmentally appropriate curriculum and instruction for young children.  Student teaching is co-supervised by a cooperating classroom teacher and a member of the Child Development faculty. In addition to 300 contact hours spent in the classroom, students will meet weekly to discuss, analyze, and evaluate their field experiences. Students need to have four consecutive days when they can participate in the classroom on a full-time basis.  Course fee assessed. Instructor's consent required. Prerequisites: CD-234, CD-334, BK-337, CD-340, CD-345, and BK-445.

In conjunction with a faculty mentor, the student will formulate and execute a research project at an advanced level of complexity that will culminate in a paper and a presentation.  The project must meet Honors Program thesis requirements as well as the expectations of the child development faculty.  A research proposal form completed by the student, faculty mentor, and Honors Program director is required for registration.  Open to seniors who are members of the Honors and/or Teaching Fellows Programs.

In conjunction with a faculty mentor, the student will develop and conduct a research project investigating topics and questions in Child Development.  This course will provide an introduction to research methods in social science and child development. The research experience will culminate in a paper and presentation.  Open to junior and senior majors and others by permission of the instructor. May be repeated for a total of six credit hours. A research proposal form completed by the student and faculty mentor is required for registration. Instructor's consent required. Prerequisites: CD-234, CD-334, BK-337.

Curriculum requirements and course descriptions are subject to changes with each catalogue.

Contact Information

Pamela Norcross
Interim Child Development Program Coordinator
206 Martin Hall
(919) 760-2357
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