II. Cross listed as WGS 132. Ecological and systems approach applied to public and private family concepts; historical changes and current status; relationships among individuals, families, consumers, and communities; status of women, men, children and the elderly; public policy related to changes in the family. Credit will not be awarded to students who have credit for WGS 132.

I, II Corequisite CED 100. An orientation to the profession: Exploration of the qualities, expectations, & responsibilities of an EC professional. Relationships among early learning standards, history of the profession, interdisciplinary fields, professional organizations, & philosophical approaches. Background check College approved procedure must be ordered and paid for by the first day of class. Credit will not be awarded for both CDF 203 and EDF 203.

A. Selected topics in child development and early childhood program planning. May be retaken to a maximum of six hours provided topics vary.

I, II. An exploration of the changing attitudes about and among men/women and their effect on choices and interpersonal relationships. Emphasis will be on promotion and maintenance of positive mental, physical, emotional, and sexual development. Gen. Ed. Block VIII, and Element 6.

I, II. Developmental characteristics and theory pertinent to children conception to age eight. Special emphasis on early childhood theoretical frameworks.

I, II. Overview of guidance strategies in fostering children¿s social competency within group or individually. Adults¿ role in various interactions (e.g. parent-child, teacher-child) and resources for working with families/parents (e.g. parent education workshop) will be explored.

A. Prerequisite or Corequisite: CDF 132. Examination of programs which focus on forming partnerships with families through the public, private, and nonprofit sectors to support family and individual well-being. Career development and opportunities explored.

I, II. Prerequisite: CDF 235 or department approval. Survey of learning experiences in various curriculum areas. Planning activities, including techniques and materials, to provide environment appropriate to the age and background of young children for the individual child based on age, ability, culture and ethnicity.

(3) I,II. Prerequisite: CDF 235. Authentic assessment approaches through observation of children in natural environments. Intentional plannaing and implementation of Developmentally Appropriate Practice in EC settings. Special emphasis on linking assessment to the EC curriculum.

I, II. Prerequisites: CDF 235 and 236, or departmental approval. Study of effective relationships with families. Methods and materials useful in fostering family life education, including adult learning principles. Experiences include implementing family service plans, planning discussion groups, conducting home visits, and parent-teacher conferences.

I. Cross listed as WGS 331. The process within and types of intimate relationships in contemporary times. Topics include singlehood, partner selection, marriage, divorce, remarriage, longterm enduring marriage, and factors which affect the success of intimate relationships. Credit will not be awarded to students who have credit for WGS 331.

II. Study of U.S. youth, utilizing systems theory and a life-course perspective approach. Effects of economic, social, and technological change on policies and programs affecting youth of diverse backgrounds.

A. Work under faculty and field supervisors in placements related to academic studies. Minimum of 40 hours field experience required.

A. Prerequisites: department approval, 2.5 cumulative GPA, minimum grade of "C" in all courses with "CDF" prefix. Enrollment limited to students who have earned a Child Development Associate credential with college credit. Teaching experience in early childhood programs emphasizing emergent curriculum, documentation, project work, and family involvement. Meetings for collaborative.

I, II. An exploration of the emergent literacy development of young children within the language-rich context of play. Emphasis on state & national language arts standards, 2nd language learners, literacy assessment, resources for literacy instruction. Course material presented within theoretical context.

I, II. Supervised practicum experience in programs serving young children & families. Focus on organizations at the public, private and non-profit sectors. Open to B.S. Child Development students only. Minimum of 160 hours of field experience.

I, II. Planning, implementation, and evaluation of developmentally and culturally appropriate environments for infants and toddlers. Emphasis is placed on the caregiver-infant relationship, intentional teaching and curriculum/program assessment, laboratory and field experiences, and environmental adaptations for special needs.

I,II. Planning, implementation, and evaluation of developmentally and culturally appropriate environments for preschool children. Emphasis on intentional teaching, curriculum/program assessment, inquiry learning, documentation, project work, collaborative work with families/colleagues/community, and various programs (e.g. Montessori, Head Start, High Scope).

II. Prerequisite: junior standing. Professionals working with individuals and families today must develop cultural competency. With a focus on sensitivity and respect, this course provides an overview of diversity in society, including race, gender, socioeconomic status, sexual orientation, religion, and other forms of diversity.

I, II. Prerequisite: CDF 132 or department approval. Study of stressors which may affect the quality of family life and resiliency factors which families and individuals employ to cope effectively with these stressors. Current research and models of family stress and resilience are studied.

A. Individual and familial development from young adulthood though death. Particular focus on changing family roles as members age. Emphasis on social changes affecting life satisfaction, living environments, and social relations of the middle-aged and elderly.

I.II. Prerequisites: CDF 132, 243, and 327; 3.0 GPA in major, and minimum of "C" in all courses with a CDF prefix; senior standing. Supervised practicum experience in family life education, family resources and community-based programs serving individuals and families in the public, private, and nonprofit sectors.

A. Prerequisites: department approval and a 3.0 GPA (major). May be retaken to a maximum of six hours provided topics vary. The student chooses a problem and works under the supervision of the instructor. Student must have the independent study proposal form approved by faculty supervisor and department chair prior to enrollment.

I, II. Prerequisites: CDF 246, 327, 405, and 544, 3.0 GPA in major requirements, and minimum grade of "C" in all courses with a CDF prefix. Practicum focusing on designing and equipping the environment, implementing learning experiences, developing strategies for guiding young children, and arranging effective communication for family involvement. Meetings for collaborative planning and reflective discussion to make program decisions.

I, II. Prerequisites: completion of all major courses, supporting courses, special education minor, and professional courses. Practice teaching in programs for children ages birth through five years focusing on organizing environments for learning, planning and implementing developmentally appropriate curricula, selecting and implementing guidance strategies, assessing individual strengths and concerns of children and their families and colleagues for the benefit of children.

I, II, A. Growth and development from conception to three years. In-depth study of theories and issues related to development during the first three years and before birth. Impact of family, education, and community will be explored.

I, II. Prerequisites: CDF 235 and six hours in CDF; or department approval. Students will acquire the skills required to read and evaluate professional research literature in child and family studies by examining current studies. Students will also compare and contrast the treatment of current issues in their field in both popular and professional writing.

A. Growth and development from conception to three years. Emphasis on family intervention, appropriate policies and practices for group care, assessment, disabilities, multicultural and gender issues, and caregiver professional growth.

A. Corequisite CED 450. Theory pertinent to early childhood development and learning including constructivism, socially-mediated intelligence, multiple intelligences and creativity. Emphasis on emergent curriculum and teaching strategies reflecting social collaboration such as webbing, project work, and multimedia documentation.

I, II. Prerequisites: CDF 327, 405 and 544 or departmental approval. Review of the theories influencing the definition of goals, philosophies and rationales for establishment of early childhood programs (0-5), study of the procedures for organizing early childhood programs, and discussion of the management processes for administering quality early childhood programs.

A. Study of various topics in child and family studies selected to meet student needs and interests. May be retaken to a maximum of six hours provided topics vary.

I, II, A. Growth and development from conception to three years. In-depth study of theories and issues related to development during the first three years and before birth. Impact on family, education, and community will be explored.

I, II. Prerequisites: CDF 235 and six hours in CDF, or departmental approval. Students will acquire the skills required to read and evaluate professional research literature in child and family studies by examining current studies. Students will also compare and contrast the treatment of current issues in their field in both popular and professional writing.

A. Growth and development from conception to three years. Emphasis on family intervention, appropriate policies and practices for group care, assessment, disabilities, multicultural and gender issues, and caregiver professional growth.

A. Theory pertinent to early childhood development and learning including constructiveness, socially mediated intelligence, multiple intelligence and creativity. Emphasis on emergent curriculum and teaching strategies reflecting social collaboration such as webbing, project work, and multimedia documentation.

I, II. Prerequisites: CDF 327, 405 and 544 or departmental approval. Review of the theories influencing the definition of goals, philosophies and rationales for establishment of early childhood programs (0-5), study of procedures for organizing early childhood programs, and discussion of the management processes for administering quality early childhood programs.

A. Workshops on selected topics in child and family studies. May be retaken to a maximum of six hours provided topics vary. Students having received credit for the course at the 500 level may take this course to a maximum of six hours, including the undergraduate credits. Those who have not received credit for this course at the undergraduate (500) level may retake it to a maximum of six hours credit.

A. Prerequisite: CDF 548 or 748 or instructor approval. The student chooses a problem and works under the supervision of the instructor. May be taken to a maximum of six hours provided topics vary. Student must have the independent study proposal form approved by faculty supervisor and department chair prior to enrollment.