Prepares students to read critically in the field of human development. Writing assignments, as appropriate to the discipline, are part of the course.

This course provides a foundation in theory and principles of human development, from conception to early adolescence, including an in-depth study of physical, social, emotional, cognitive, and language development, including children's play. Five hours observing young children, ranging in age from birth to age eight, are required. Writing assignments and oral presentations as appropriate to the discipline are part of the course.

Continuation of Child Development 101. Emphasizes adolescence through late adulthood. Writing assignments, as appropriate to the discipline, are part of the course.

This introductory course explores practices that promote good nutrition, dental, physical and mental health, as well as the safety of infants, toddlers, preschool, and school-aged children in group settings. The course has a dual emphasis on the health, safety, and nutrition of young children and adult students. Health, lifestyle, preventative health, community resources, and emergency response procedures are examined. This course introduces cultural beliefs that influence health, safety, and nutrition. It explores ethical and legal responsibilities of adults in protecting the emotional and physical well-being of young children. Five observation hours observing young children in an early childhood education setting are required. Writing assignments and oral presentations, as appropriate to the discipline, are part of the course.

This course explores the developmental process of language and literacy development from birth to age eight. In addition, the course explores the relationship between language, literacy, and all other domains of development. Planning for a variety of developmentally appropriate activities that support language and literacy development are explored, as well as an examination of the role the environment plays and how to design a language and literacy-rich environment for young children. Bilingualism, multiculturalism, and the role of culture in language and literacy development and early childhood education are explored. Eight hours observing young children in an early childhood education setting are required for this course. Writing assignments and oral presentations as appropriate to the discipline are part of the course.

This introductory course is designed to familiarize students with the historic roots and philosophical foundations of early childhood care and education. The course includes an exploration of different types of early childhood programs, the role of the early childhood professional, and an examination of the student's personal qualities in relationship to expectations of the field. The course will include an examination of the role of culture in child development and anti-biased practices in early childhood education. Finally, the course defines the profession and explores the profession's Code of Ethical Conduct. 5 hours observing young children in an early childhood education setting are required for the course. Writing assignments and oral presentations, as appropriate to the discipline, are part of the course.

Study of a single topic in child development that would enhance the student's ability to support children and the families of young children. Writing assignments, as appropriate to the discipline, are part of the course. Allowed Repeatable Course: Not more than an accumulated four credit hours will be counted toward graduation.

Recreational and creative activities as factors which change patterns of behavior in children. Writing assignments, as appropriate to the discipline, are part of the course.

This course acquaints prospective Early Childhood Educators with the domains and milestones of child development from birth to age three as well as various strategies for supporting infants, toddlers and their families in center-based and home-based early childhood settings. There is an emphasis on the importance of play and developmentally, culturally and linguistically appropriate materials as well as responsive practices for supporting infants, toddlers, and their families. The course stresses the importance of building an awareness of one’s own culture, personal beliefs, values, and biases and how early childhood educators have a responsibility to reflect on their ongoing commitment to cultural responsivity and equity-based practices. This course requires 5 observation hours in an infant, toddler early childhood setting. Writing assignments, as appropriate to the discipline, are part of the course.

This course explores the relationship of play to the content areas of science and math in early childhood. Planning for a variety of developmentally appropriate experiences in mathematics and scientific inquiry are explored as well as an examination of the role of the early childhood environment in supporting development. The course emphasizes the study of cognitive theory as well as observation and documentation of science and math learning in diverse early childhood settings. The course includes student reflections of their own attitudes about science and math. 8 hours observing young children in an early childhood education setting are required for the course. Writing assignments and oral presentations as appropriate to the discipline are part of the course.

This introductory course explores the importance of creative activities in the early childhood curriculum and the relationship of creativity to physical, cognitive, language, social, and emotional development. Planning for a variety of developmentally appropriate, creative experiences that allow young children to play with art, music, movement, literature, and drama is explored as well as an examination of the role of the early childhood environment on creative expression. This course emphasizes the importance of the process of creative expression and provides diverse, creative experiences for adult students so they may understand the arts as a means of communicating ideas, feelings, and cultural expression. 8 hours observing young children in an early childhood education setting are required for the course. Writing assignments and oral presentations, as appropriate to the discipline, are part of the course.

This course provides an examination of developmentally appropriate techniques for observing, documenting, and assessing the development of young children in order to inform curriculum planning and promote positive guidance strategies. The course emphasizes a strengths-based approach to assessment that includes building partnerships with families and professional colleagues. Self-reflection is a major component of the course as well as the examination of bias in the observation and assessment of young children from diverse backgrounds. 15 hours observing young children in an early childhood education setting are required for the course. Writing assignments and oral presentations as appropriate to the discipline are part of the course.

Study of children whose development does not follow normal patterns; problems of identification, diagnosis and potential assessment. Writing assignments, as appropriate to the discipline, are part of the course.

Techniques in handling and communicating with the deaf, blind, developmentally delayed, and physically challenged child. Writing assignments, as appropriate to the discipline, are part of the course.

Role of the child care worker in group/residential settings; primary objectives and goals; re-examination of child rearing responsibilities in light of treatment goals. Writing assignments, as appropriate to the discipline, are part of the course.

Twenty hours per week of professional, and supervised training in a Child Care Treatment Program; includes two-hour weekly seminar. Writing assignments, as appropriate to the discipline, are part of the course.

Introduction to the field of early intervention and the role of the Early Intervention Associate. Includes units covering the background and current status of the field, an overview of the characteristics of normal versus at-risk and special needs population of infants and toddlers, and theoretical models and strategies of early intervention, including Individualized Family Service (IFS) planning and team building. Writing assignments, as appropriate to the discipline, area a part of the course.

This course provides opportunities to plan for developmentally appropriate, evidence-based, and culturally competent care and education for young children from birth to age three using a comprehensive framework of best practices, historical, philosophical underpinnings, personal reflections, and environmental design strategies. Emphasis is placed on the importance of building positive relationships and creating an environment conducive to exploration and play to support the social, emotional, cognitive, physical, language, and literacy learning of infants and toddlers. This course focuses on the student as developing within the Early Childhood Educator profession with an emphasis on ethical conduct specific to infant and toddler care. This course requires 10 observation hours in an infant/toddler, early childhood setting. Writing assignments, as appropriate to the discipline, are part of the course.

This class provides opportunities to plan developmentally appropriate play-based activities that support all developmental domains including physical, cognitive, language, and socioemotional development with an emphasis on designing appropriate early childhood environments that address the needs of all children. The course emphasizes the process of becoming a professional including the implementation of the NAEYC Code of Ethical Conduct and other professional guidelines as well as fostering an early childhood environment that is conducive to respecting diversity. Students will write/revise their philosophy of early care and education. 30 hours observing young children in an early childhood education setting are required for the course. Writing assignments and oral presentations as appropriate to the discipline are part of the course.

In this capstone course, students spend a minimum of 250 student teaching hours in an early childhood program under the direct mentorship of an on-site supervisor, field supervision by the course instructor, and weekly 2-hour seminar discussions with classmates. Students are expected to apply what they have learned in all previous CD courses including: engaging in positive interactions with young children, planning developmentally appropriate activities, and using appropriate assessment techniques. Students will uphold professional and ethical guidelines. Students will design and revise a Child Development Portfolio compiled of artifacts from their previous coursework and other professional experiences. An emphasis is placed on the NAEYC Standards for Professional Preparation. 250 student teaching hours with on-site supervision in an early childhood education setting are required for this course. Writing assignments and oral presentations, as appropriate to the discipline, are part of the course.

For those with experience as teachers or directors of nursery schools or day care centers who wishes to improve their skills in administration and supervision. Writing assignments, as appropriate to the discipline, are part of the course.

This course explores the importance of building positive relationships between young children, their families, the community, and the early childhood setting. It examines issues of diversity, multiculturalism, and anti-bias approaches in working with young children, their families, and the community as well as current policies, and practices that influence families. This course promotes self-reflection, cross cultural communication, and sensitivity to cultural, linguistic, and ability diversity. 5 hours observing young children in an early childhood education setting are required for the course. Writing assignments and oral presentations as appropriate to the discipline are part of the course.

In this capstone course, students spend a minimum of 250 student teaching hours in a school-age program under the direct mentorship of an on-site supervisor, field supervision by the course instructor, and weekly 2-hour seminar discussions with classmates. Students are expected to apply what they have learned in all previous CD courses including: engaging in positive interactions with young children, planning developmentally appropriate activities, and using appropriate assessment techniques. Students will uphold professional and ethical guidelines. Students will design and revise a Child Development Portfolio compiled of artifacts from their previous coursework and other professional experiences. An emphasis is placed on the NAEYC Standards for Professional Preparation. 250 student teaching hours with on-site supervision in an early childhood education setting are required for this course. Writing assignments and oral presentations, as appropriate to the discipline, are part of the course.Students spend 20 hours a week, under supervision, working with children in a school-child care setting; 17 weeks with a 2 hour seminar. Writing assignments, as appropriate to the discipline, are part of the course.

This course is focused on a special topic or current issue in the field of early childhood care and education. This course requires field experience hours in an early childhood setting. Writing assignments, as appropriate to the discipline, are part of the course