Child Development

Special topics course offered in response to student and faculty interest.

An introduction to the study of behavior, growth, and development of young children for ages two through eight years, through a bio-ecological systems framework.  Content includes a review of major developmental theories; examining developmental domains; an introduction to developmentally appropriate practices (DAP); exploration of career opportunities with young children and families; and applications of child development research. 

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. Two hours of lecture and two hours of field experience each week required. 

This course examines how the structure and organization of indoor and outdoor environments influence the development and learning of children.  Emphasis is placed on creating, adapting and using developmentally supportive indoor and outdoor environments with children and families with attention to the organization of space, time, and materials.  Universal design for learning will be emphasized. Room arrangement, scheduling and space utilization will be addressed. 

This course will examine theoretical foundations, materials, principles, and techniques of play to promote growth and development in young children. The primary role of play in all major domains of development will be analyzed. Strategies for applying research on playful learning, investigating the role of therapeutic interventions and relationships, and applying developmentally appropriate practices through play to a variety of early childhood settings will be explored.  This course will have a field placement 3 hours a week. 

A 30-hour co-requisite laboratory required for students taking CD-260. Students are placed at an off-campus early childhood program serving children ages three to five for three hours each week. Placement assignments integrate course content and theory and include child observations and positive interaction strategies to promote young children's play and learning. CD-265 Lab must be taken simultaneously with CD-260. Students must receive a passing grade in both the course and the lab in the same semester to qualify Child Development requirements.

Special topics course offered in response to student and faculty interest.

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. A research proposal form completed by the student and faculty mentor is required for registration.

Children undergoing hospitalizations and medical treatment have unique developmental, emotional, social, and educational needs. Child life specialists are trained members of healthcare 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. 

A functional course designed to help 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.  

The history, philosophy, and practice of observing, documenting and analyzing young children’s learning and development within a developmentally and culturally appropriate framework will be introduced.  Specific authentic assessment strategies utilizing observational techniques will be developed. Basic concepts related to formal assessment approaches will also be presented. Ethical considerations regarding observing, assessing, and planning for young children with and without disabilities are integrated. Weekly field experiences required.

This course emphasizes strong adult-child relationships as a foundation for child development in all domains. Students will examine developmentally appropriate strategies to support and guide children’s social and emotional development. Guidance strategies that support self-regulation, peer relationships, pro-social interactions, resilience, coping strategies, and problem-solving will be emphasized. Students will implement class content during a weekly three-hour placement.  

An in-depth 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, including trauma, 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.  Students will be introduced to Individualized Family Service Plans & Individualized Education Programs, and will practice developing appropriate goals and objectives for young children. Students will participate concurrently in a field experience in an inclusive and/or self-contained early childhood setting.

A 30-hour co-requisite laboratory required for students taking CD-260, CD-337 and CD-339.  Students are placed at an off-campus early childhood program serving children ages three to five for three hours each week. Placement assignments integrate course content and theory and  include child observations and positive interaction strategies to promote young children’s social and emotional development and learning. 

Special topics course offered in response to student and faculty interest.

This child development course will explore scientific inquiry of social science research. Research methods and techniques, theory, research design, and methodology will be examined.  Students will be guided in searching, reading, interpreting, and evaluating research reports on child development and family related topics. Research ethics will be discussed, along with CITI training and the IRB process.  Students will create a literature review, and present findings using APA style. Spring every even year. 

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. Two hours of lecture and two hours of field experience each week required. 

An overview of current research related to issues and processes surrounding death and bereavement when working with families and children in healthcare environments. Students will examine concepts from cultural, psychosocial, and theoretical perspectives, while investigating the impact of death, dying, and bereavement on family, child, and community.  Students will explore the states of grief, and apply them using family systems and developmental theory, with a focus on patient/family-centered-care.  Students will examine memento creation, therapeutic and legacy building activities, while also identifying resources and tools for children and families that promote positive coping skills and strategies throughout the death and bereavement process.  Aspects of life-threatening chronic illness will also be addressed.  This course primarily focuses on death, dying, and bereavement in pediatric care, however, community aspects will also be considered.

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. Two hours of lecture and two hours of field experience each week required. 

A supervised early childhood professional field placement will provide an in-depth experience for students to learn, develop, lead, and implement appropriate concepts and practices related to young children, families, and colleagues within the given setting. Students are co-supervised by an on-site supervisor and a member of the Child Development faculty. In addition to completing a minimum of 300 contact hours within the field placement, students will meet by the discretion of the professor of course to analyze and evaluate their field experiences and career objectives.  Students are expected to attend their placement for four-five consecutive days.

Special topics course offered in response to student and faculty interest.

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.

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. A research proposal form completed by the student and faculty mentor is required for registration.