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Child Development Course Offerings

Please see the section on "Course Description Symbols and Terms" in the University Catalog for an explanation of course description terminology and symbols, the course numbering system, and course credit units. All courses are lecture and discussion and employ letter grading unless otherwise stated. Some prerequisites may be waived with faculty permission. Many syllabi are available on the Chico Web.

Prerequisites: Registration limited to parents of children in AS Children's Center; faculty permission.

This is a directed on-floor experience with children. 4.0 hours activity. You may take this course more than once for a maximum of 15.0 units. Credit/no credit grading only.

Prerequisites: Registration limited to parents of children in AS Children's Center; CHLD 190; faculty permission.

This is an advanced on-floor experience with children. 4.0 hours activity. You may take this course more than once for a maximum of 15.0 units. Credit/no credit grading only.

Prerequisites: Registration in CHLD 251 for Child Development majors and minors.

A study of the physical, cognitive, social, and emotional development of children from conception through adolescence. The course examines genetic, biological, and environmental influences including cross-cultural issues. Scheduled observation in the Associated Students Children's Center/Child Development Laboratory is met through enrollment in CHLD 251. CAN FCS 14.

Prerequisites: concurrent registration or prior completion of CHLD 250 or CHLD 252.

This course includes acquisition and application of basic observation skills regarding children's physical, cognitive, social, and emotional development. (Required for students enrolled in CHLD 250.) 2.0 hours discussion, 2.0 hours activity.

Designed for Nursing, Liberal Studies, Communication Sciences & Disorders, and other non-Child Development majors, this course studies the physical, cognitive, social and emotional development of children from conception through adolescence. The course explains genetic, biological, and environmental influences including cross-cultural issues. Scheduled observations are included. This is an approved General Education course.

This is an introductory course to marriage and family, including psychological, physiological, and social aspects of close personal relationships. The topics include dating, courtship, marriage, family life, dual career marriages, single parenting, and other contemporary issues. This is an approved General Education course. CAN FCS 12.

Prerequisites: CHLD 250, CHLD 251.

This course examines the role of curriculum in effective learning programs for children's development. Students gain skills in applying knowledge of children's growth and development to appropriate experiences in the creative arts, play, math, science, literacy, and language. Planning, implementing, and evaluating curriculum activities are key components of the course. Students in the class work directly with children in an approved community program approximately 3 hours a week. Special fee required; see the Class Schedule. Formerly CHLD 352.

Prerequisites: CHLD 250 or CHLD 252 or PSYC 355.

This course studies characteristic developmental changes in and environmental influences on human infants from conception to approximately two years of age. Special emphasis is on sensory-perceptual abilities, social-emotional interactions, and cognitive developmental processes. Guided observations of infants required.

Prerequisites: ENGL 130 (or its equivalent) with a grade of C- or higher; General Education math course; CHLD 250, CHLD 251.

Students learn the fundamentals of scientific methodology, increase their knowledge of qualitative research methods, and acquire quantitative skills in measurement and statistical evaluation. These skills are applied through reviewing, evaluating, and communicating research. Students also idenitfy the major dimensions of research strategies used in child development and related fields. 2.0 hours seminar, 2.0 hours activity. This is a writing proficiency, WP, course; a grade of C- or better certifies writing proficiency for majors.

Prerequisites: CHLD 250 or CHLD 252 or PSYC 355.

This class examines the physical, cognitive, emotional, and psychosocial aspects of growth during the school-aged years (ages 5 through 12), as well as contextual influences (e.g., family, school, peer group) on children's development. Particular attention is paid to the implications of developmental patterns for those who work with school-aged children.

Prerequisites: CHLD 250 or CHLD 252 or CHLD 255 or PSYC 355.

The course examines the connections among child development, families, and public policies. Discussions focus on the role of policy in addressing social problems that pertain to children and families and the consequences policies may have for families and for children's social, physical, cognitive, and emotional development. Particular attention is given to such issues as poverty, education, childcare, and welfare reform.

Prerequisites: CHLD 250 or CHLD 252 or PSYC 355.

This course examines the physical, cognitive, emotional, and psychosocial aspects of adolescent development, as well as the influence of contextual factors (e.g., family, schools, peer group, work, media). Topics include parent-adolescent relationships, peer group, schools, employment, and media.

This course is designed for upper-division students who wish to develop a broader and deeper understanding of contemporary controversial issues in child development. Students learn fundamentals of social, emotional, and cognitive development from infancy through puberty, and study clashing theoretical explanations of these developments. Students apply their knowledge by preparing position papers and participating in debates on a number of urgent issues children present to society. The course takes a topical rather than "ages and stages" approach to development. This is an approved General Education course.

Prerequisites: Faculty permission.

This course provides leadership experience in child development. You may take this course more than once for a maximum of 6.0 units. Credit/no credit grading only.

Prerequisites: CHLD 250, CHLD 251, CHLD 282, CHLD 353, junior standing.

This course examines and appraises current and professional issues affecting the field of child development. Cultural and political influences on the practices of professionals in the field are explored and analyzed.

Prerequisites: CHLD 250, CHLD 251, CHLD 282, CHLD 353; NFSC 100 or HCSV 450; junior standing; faculty permission.

This course emphasizes early childhood curriculum design and practice in a supervised student teaching experience in the Associated Students Children's Center/Child Development Laboratory. Students plan and implement a developmentally effective program for young children, practice the role of teachers, assess children's developmental progress, and evaluate their own teaching/learning effectiveness and professional development. Enrollment is limited. 2.0 hours activity, 9.0 hours laboratory. Special fee required; see the Class Schedule.

Prerequisites: Faculty permission.

Credit/no credit grading only.

Prerequisites: Faculty permission.

This course is an independent study of special problems offered for 1.0–3.0 units. You must register directly with a supervising faculty member. You may take this course more than once for a maximum of 6.0 units. Credit/no credit grading only.

Prerequisites: CHLD 250, CHLD 251, CHLD 282, CHLD 353, and GE math.

This course provides an overview of child and family assessment. The course offers the student both research-based theory and practical applications in these areas. Students apply the knowledge gained during class sessions and readings to relevant assigned projects and papers.

Prerequisites: CHLD 250 or CHLD 252 or CHLD 255, faculty permission.

This course is an advanced study of the interpersonal relationships among family members. Topics of reading and discussion include theories and research on dating, mate selection, interpersonal commitment, family structure and function, family crises, child raising patterns, family finances, and other related topics as per instructor choice.

Prerequisites: CHLD 250, CHLD 251.

This course focuses on the role of the program administrator in various types of licensed child development facilities. Topics include programming, fiscal oversight, licensing regulations, personnel decisions, legal issues, and management aspects of children's programs.

Prerequisites: CHLD 250, CHLD 251.

This course offers opportunities to gain skills and knowledge about supervising adults in the workplace. Topics include interpersonal communication techniques, adult learning theory, leadership skills, professional collaboration, and personnel assessment in the early childhood education field.

Prerequisites: Faculty permission.

This course is an internship offered for 1.0–6.0 units. You must register directly with a supervising faculty member. Provides direct experience in agencies, institutions, or work settings appropriate to the application of Child Development background and training. You may take this course more than once for a maximum of 15.0 units.

Prerequisites: BIOL 303 or BIOL 318; CHLD 392, PSYC 355, senior standing, faculty permission.

This class is a guided internship for majors in Child Development. Based on individually determined internship learning objectives, students select a community-based agency placement that matches their career interest in children from birth through 18 years of age and/or their families. Students spend a minimum of 6 hours a week in their internship placement for 12 weeks. Enhanced Internet course; WebCT access is required for this course. 1.0 hours lecture, 4.0 hours activity.

Prerequisites: BIOL 303 or BIOL 318; CHLD 392, PSYC 355, senior standing; faculty permission.

This capstone seminar integrates the perspectives of various disciplines concerned with the developing child. Its emphasis is on physical, cognitive, personality, and social development of the child in relationship to the family, community, and society. From a research framework, the topics include program practices, government policies, program evaluation techniques, professional ethics, collaboration, case management, effective communication, leadership styles, self evaluation, and professional responsibilities (e.g., reporting child abuse, advocacy). Students also complete comprehensive protfolios as part of the course requirements.

Prerequisites: BIOL 303 or BIOL 318; CHLD 392, PSYC 355, senior standing; acceptance in undergraduate honors program; faculty permission.

This capstone seminar integrates the perspectives of various disciplines concerned with the developing child. Its emphasis is on physical, cognitive, personality, and social development of the child in relationship to the family, community, and society. From a research framework, the topics include program practices, government policies, program evaluation techniques, professional ethics, collaboration, case management, effective communication, leadership styles, self evaluation, and professional responsibilities (e.g., reporting child abuse, advocacy). Students also complete comprehensive portfolios as part of the course requirements and a senior honors project, which culminate in a paper appropriate for publication and a public presentation.

Prerequisites: CHLD 250, CHLD 251, CHLD 282, CHLD 353; NFSC 100 or HCSV 450; faculty permission.

Independent study resulting in a piece of scholarly or creative work involving substantial research to be completed and publicly presented. This will be the first course taken in the year-long honors program in the major and is open only to undergraduate honors students.

Prerequisites: CHLD 250, CHLD 251, senior standing.

This course is the study of inter-relationships among staff, parents, and children in child development programs. It includes knowledge of parent education, communication techniques, staff management and relationships, observation of parent meetings, and other aspects of program functioning.