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 the pre-natal period to middle childhood, including an in-depth study of physical, socioemotional, cognitive and language development, including children's play and aesthetic development. The socio-cultural context, such as gender, family, race, ethnicity, language, ability, socioeconomic status, religion/spirituality, and society, will be explored with an emphasis on how context impacts child development. Three hours observing young children, ranging in age from birth to age eight, are required. Writing assignments and presentations as appropriate to the discipline are part of the course.

This course continues the examination of human growth and development introduced in Child Development 101. It explores developmental milestones in adolescence through all stages of adulthood to the end of life. The course includes an in-depth study of developmental concepts across all domains of development. The sociocultural context, such as gender, family, race, ethnicity, language, ability, socioeconomic status, religion/spirituality, and society, is explored with an emphasis on how context impacts development. Writing assignments and presentations, as appropriate to the discipline, are part of the course.

This introductory course explores early childhood professional practices and policies that promote the physical and mental health and safety of young children (birth to age eight) as well as high quality nutrition and food experiences in early childhood education. The course has a dual emphasis on the health, safety, and nutrition of young children, and of the college students enrolled in the course. Lifestyle, preventative health, community resources, and emergency response procedures are examined. The course investigates cultural beliefs and their impact on families’ practices and decision making related to health, safety, and nutrition. It explores ethical and legal responsibilities of adults in protecting the emotional and physical well-being of young children. Three hours observing young children, ranging in age from birth to age eight, are required. Writing assignments and presentations, as appropriate to the discipline, are part of the course.

This course is focused on providing students with a comprehensive understanding of language and literacy development for children, ages birth to age eight. It dives deep into the complex relationship between language, literacy, and other areas of learning and development. It provides practical strategies for planning and implementing developmentally appropriate activities that promote language acquisition and literacy for young children. Additionally, the course illuminates the impact of the interrelationship of physical, cognitive, socioemotional, and linguistic factors on children's development. It equips students with the knowledge and skills to create language and literacy-rich environments that support children's learning and development. The course covers essential aspects of early childhood education including plurilingualism, pluriculturalism, and the complex role language and culture have in shaping children's learning and developmental experiences. Five hours observing young children, ranging in age from birth to age eight, are required. Writing assignments and 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 exploring different types of early childhood programs, the role of the early childhood professional, and the opportunity for students to examine their own personal qualities in relation to the profession's expectations for early childhood educators. 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 ethics, including the NAEYC Code of Ethical Conduct. Five hours of observing young children in an early childhood education setting are required for the course. Writing assignments and 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 five observation hours in an infant, toddler early childhood setting. Writing assignments and presentations, as appropriate to the discipline, are part of the course.

This course explores the relationship of inquiry and play with science and mathematics content areas in early childhood education. 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 uses observation and documentation to emphasize science and mathematics learning and development in diverse early childhood settings. The course includes student reflections about their personal experiences with STEM (science, technology, engineering and mathematics). Five hours observing young children, ranging in age from birth to age eight, are required. Writing assignments and 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, socioemotional, and language 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. Five hours observing young children in an early childhood education setting are required for the course. Writing assignments and 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 to inform curriculum planning and promote positive teaching 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. Students will also critically examine observation and assessment biases and unpack the importance of objectivity when working with young children from diverse backgrounds. Ten observation hours of young children in an early childhood education setting are required for the course. Writing assignments and presentations, as appropriate to the discipline, are part of the course.

This course explores federal, state, and local disability rights legislation, anti-discrimination laws, and the history of specialized education. It includes a review of typical and atypical development across all developmental domains with consideration of various contextual factors (e.g. family structure, culture, language(s), socioeconomic status, etc.). The course includes an examination of screening tools and ethical assessment practices as well as the design of developmentally and ability appropriate learning activities that are responsive to diverse sociocultural contexts of children and their families. Students will reflect on their own biases and develop strategies for intentional practice and advocacy. Five observation hours of young children in an inclusive early childhood education setting are required for the course. Writing assignments and presentations, 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.

The course examines Early Intervention (EI) as a system of services for families to assist them in supporting their young child’s learning and development (birth to age three). The course emphasizes the importance of building collaborative partnerships between families/caregivers and EI professionals to develop and maintain an Individualized Family Service Plan (IFSP). The course explores strengths-based, culturally, and linguistically responsive and affirming EI practices. Students will have opportunities to reflect on their personal biases and to practice advocating for families and their rights within the EI process. Writing assignments and presentations, as appropriate to the discipline, are part of the course.

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

This course examines current research on child development from birth to age eight and emphasizes the multiple contexts in which young children develop and learn. It provides opportunities to plan appropriate, play-based activities for young children that support physical, cognitive and social-emotional developmental domains with an emphasis on designing early childhood environments that can meet the needs of diverse children and are conducive to supporting cultural, linguistic and abilities diversity. The course prioritizes professionalism in the early childhood education field, including ethics, guidelines, standards and the implementation of the NAEYC Code of Ethical Conduct. Students will compose an updated philosophy of early care and education. Twenty hours observing young children, ranging in age from birth to age eight, are required. Writing assignments and presentations, as appropriate to the discipline, are part of the course.

In this capstone course, students spend a minimum of two hundred and forty field experience internship hours in an early childhood program under the direct mentorship of an on‐site supervisor, field supervision by the course instructor, and weekly two¬‐hour seminar discussions with classmates. Students are expected to apply what they have learned in all previous Child Development courses including engaging in positive interactions with children, families and early childhood educators, planning developmentally appropriate and culturally responsive activities, and using observation and analyses techniques and assessment tools. Emphasis is placed on professionalism, ethics, and guidelines, including the NAEYC Professional Standards, Competencies for Early Childhood Educators and Code of Ethical Conduct. Practicum students will be expected to uphold professional and ethical guidelines. Two hundred forty teaching internship hours with on‐site supervision in an early childhood education setting are required for this course. Writing assignments and presentations, as appropriate to the discipline, are part of the course.

This course provides opportunities to develop specialized knowledge and skills for serving in an administrative role in early childhood settings such as center-based programs, Head Start, and family childcare programs. The course emphasizes developing leadership skills and a theoretical foundation and practical applications in the daily administrative role in early childhood education. Five hours in an early childhood setting (birth to age eight) to observe all aspects of the early childhood environment, including administrative duties, are required. Writing assignments and presentations, 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, pluriculturalism, and culturally responsive approaches to 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 abilities diversity. 3 hours observing young children in an early childhood education setting are required for the course. Writing assignments and 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