Undergraduate Program

This basic course in the growth, development, and learning of young children, prenatal through age eight, provides students with the theoretical foundation for becoming competent early childhood professionals. The course includes knowledge of how young children grow, develop and learn. Major theories of child development are integrated with all domains of development, including biological-physical, social, cultural, emotional, cognitive and language. The adult’s role in supporting each child’s growth, development and learning is emphasized.

This course provides information related to standards and practices that promote children’s physical and mental well being, sound nutritional practices, and maintenance of safe learning environments.

{Fall}

This course explores various theories of child guidance and the practical applications of each. It provides developmentally appropriate methods for guiding children and effective strategies and suggestions for facilitating positive social interactions. Strategies for preventing challenging behaviors through the use of environment, routines and schedule will be presented Emphasis is placed on helping children become self- responsible, competent, independent, and cooperative learners and including families as part of the guidance approach.

This basic course familiarizes students with a variety of culturally appropriate assessment methods and instruments, including systematic observation of typically and non-typically developing children. The course addresses the development and use of formative and summative assessment and evaluation instruments to ensure comprehensive quality of the total environment for children, families, and the community. Students will develop skills for evaluating the assessment process and involving other teachers, professionals and families in the process.

This beginning course examines the involvement of families and communities from diverse cultural and linguistic backgrounds in early childhood programs. Ways to establish collaborative relationships with families in early childhood settings is discussed. Families’ goals and desires for their children will be supported through culturally responsive strategies.

This course provides a broad-based orientation to the field of early care and education. Early childhood history, philosophy, ethics and advocacy are introduced. Basic principles of early childhood systems are explored. Multiple perspectives on early care and education are introduced. Professional responsibilities such as cultural responsiveness and reflective practice are examined.

This course is designed to prepare early childhood professionals for promoting children’s emergent literacy and reading development. Through a developmental approach, the course addresses ways in which early childhood professionals can foster young children’s oral language development, phonemic awareness, and literacy problem solving skills, fluency, vocabulary, and comprehension. . This course provides the foundation for early childhood professionals to become knowledgeable about literacy development in young children. Instructional approaches and theory-based and research based strategies to support the emergent literacy and reading skills of native speakers and English language learners will be presented.

This is a basic course in children’s emergent literacy and reading development: Ways to foster phonemic awareness, literacy problem solving skills, fluency, vocabulary, comprehension, and language development are explored.

The beginning curriculum course places play at the center of curriculum in developmentally appropriate early childhood programs. It addresses content that is relevant for children birth through age four in developmentally and culturally sensitive ways of integrating content into teaching and learning experiences. Information on adapting content areas to meet the needs of children with special needs and the development of IFSPs is included. Curriculum development in all areas, including literacy, numeracy, the arts, health, science, social skills, and adaptive learning for children, birth through age four, is emphasized.

Corequisite: 2121.

The beginning practicum course is a co-requisite with the course Curriculum Development through Play – Birth through Age 4. The field based component of this course will provide experiences that address curriculum content that is relevant for children birth through age four in developmentally and culturally sensitive ways of integrating content into teaching and learning experiences. Information on adapting content areas to meet the needs of children with special needs and the development of IFSPs is included. Curriculum development in all areas, including literacy, numeracy, the arts, health, science, social skills, and adaptive learning for children, birth through age four, is emphasized.

Prerequisite: 1110.

Corequisite: 2120.

The curriculum course focuses on developmentally appropriate curriculum content in early childhood programs, age 3 through third grade. Development and implementation of curriculum in all content areas, including literacy, numeracy, the arts, health and emotional wellness, science, motor and social skills is emphasized. Information on adapting content areas to meet the needs of children with special needs and the development of IEPs is included.

Corequisite: 2131.

The beginning practicum course is a corequisite with 2130. The field based component of this course will provide experiences that address developmentally appropriate curriculum content.

Prerequisite: 1110.

Corequisite: 2130.

Provides both basic knowledge of typically and atypically developing young children from the prenatal period to 36 months and a foundational understanding for the promotion of the health, well- being and development of all infants and toddlers within the context of family, community and cultural environments. The course examines infancy and toddlerhood with an emphasis on the interrelationship of cognitive, physical, social and emotional development, mental health and early parent-child relationships. Students must complete the practicum hours to pass this course.

Students will learn about issues in sleep research with a focus on the examination of sleep in the family context. The course will emphasize how family processes influence sleep across development and vice versa.

This advanced course prepares early childhood professionals to teach reading and writing in Birth to Pre-K classrooms. This course covers a broad spectrum of topics relevant to the teaching of reading.

Prerequisite: 311 and 321 and 401.

Principles of growth and development for 6 to 11-year-olds in language, cognitive, physical, motor, social and emotional areas. Influences on development included.

A course focusing on research and evaluation. 

Restriction: admitted to B.S. Family and Child Studies.

{Spring}

Survey of the research concerning friends and intimate relationships. Focus on the dynamic characteristics of friendship and other intimate relationships.

This advanced course prepares prospective teachers for working effectively as partners with diverse family and community members to facilitate the development and learning of children birth through age 8, including children with special needs.

Prerequisite: ECED 1130.

{Fall}

Dynamic interactions of parents and children throughout the life cycle in diverse family configurations.

Family theories, conceptual frameworks and research relevant to current family lifestyles including single parents, remarried, same sex, cohabitants.

Developmental interaction and communication patterns of adolescents within a family setting.

Course focuses on developmentally appropriate practices and content, learning environments, and curriculum implementation for children in Pre-K through 3rd grade. It emphasizes integration of content areas including reading/writing, math, science, and technology.

Restriction: admitted to B.S. Family and Child Studies, and junior or senior standing.

Advanced course building upon student understanding of connections among learning, teaching, assessment and program evaluation strategies.  Specific focus on educational policies, programs, practices, services appropriate for infants, toddlers, preschoolers, early primary children exhibiting delays and disabilities.

Prerequisite: 220.

Variations in housing structures and the impact of housing on family functioning.

Comparison of current theories of family management.

Role of the family member as a consumer and exploration of the resources available for purchase decisions.

Restriction: permission of instructor.

Combines 120 hours of practical experience in agency or institutional setting with class seminar. Students apply and integrate knowledge and skills for working with or on behalf of individuals and/or families.

This advanced course in child growth, development, and learning builds upon the foundational material covered in the basic course in child growth, development, and learning. An integration of major theories of child development is provided.

Prerequisite: ECED 1110.

{Fall}

This advanced course is designed to prepare early childhood professionals to understand and to teach. This course focuses on reading as a complex, interactive, constructive process.

Prerequisite: 202.

Restriction: admitted to B.S. Family and Child Studies.

{Fall, Spring}

Developmental principles and recent research on language, cognitive, physical-motor and social-emotional development of the preschool child.

Corequisite: 407L.

This advanced course prepares early childhood professionals to teach reading and writing in K-3 classrooms. A broad spectrum of topics relevant to the teaching of reading are covered.

Restriction: admitted to B.S. Family and Child Studies, and junior or senior standing.

This course focuses on the standards, principles, and practices in teaching mathematics and science to young children in preschool through grade 3. An emphasis is placed on developing a content-rich integrated math and science curriculum.

Restriction: admitted to B.S. Family and Child Studies, and junior or senior standing.

Laboratory experience in child care center; must be taken concurrently with 403. Includes participation or observation/participation. Hours arranged.

Pre- or corequisite: 403.

This course emphasizes an integrated approach to teaching the “what and why” of social studies, fine arts and movement; assessing student learning; planning units, lessons, and activities; developing effective instructional strategies.

Restriction: admitted to B.S. Family and Child Studies, and junior or senior standing.

Philosophies and processes of family life education programs (FLE).

This course will examine fathers’ role in child development across cultural groups. Conceptualization of fathering and the relationship between cultural beliefs and fathering behaviors will be explored.

Examination of the biological, psychological and sociocultural aspects of adult development and aging and their dynamic interactions within the context of diverse family structures and lifestyles. Implications for prevention and intervention strategies discussed.

This advanced practicum provides opportunities for students to develop, implement, and evaluate developmentally appropriate and integrated learning experiences for children in K-3rd grade. This 2 credit-hour practicum requires 60 supervised contact hours.

Pre- or corequisite: 402.

Restriction: admitted to B.S. Family and Child Studies.

{Fall, Spring}

Weekly seminar where students engage in critical reflection and discussion of their own practice, and make connections between theory and practice. Students focus on developing competencies, self-assessment, and develop a professional portfolio.

Prerequisite: 311 and 321 and 401 and 406 and 408 and 417L and ECED 1115 and ECED 1120 and ECED 2110 and ECED 2115 and ECED 2120 and ECED 2121 and ECED 2130 and ECED 2131.

Restriction: admitted to B.S. Family and Child Studies, and senior standing.

Student teaching experience in early childhood including placement and assigned tasks in an early childhood classroom with a mentor teacher, and a weekly seminar where students review and reflect on their own teaching practices.

Prerequisite: 305 and 401 and 402 and 417L.

Restriction: admitted to B.S. Family and Child Studies.

{Fall, Spring}

Discussion of working with family members to identify and help meet family demands with an emphasis on family resource use. Includes 40 hours in a field setting.

Synthesis of issues in Family Studies with emphasis on the formulation and impact of public policies.

Restriction: junior or senior standing.

Survey of family dynamics of ethnic minority families in the U.S. Topics include gender roles, mate selection, conjugal power, intermarriage, child development, parenting, the elderly, kinship patterns and reciprocal impact of social environments and family systems.

Advanced studies and research under the supervision of a faculty mentor.

Restriction: permission of instructor.

Advanced studies and research under the supervision of a faculty mentor.

Prerequisite: 497.

Restriction: permission of instructor.

Prerequisite: 498.

Restriction: permission of instructor.

Focus on philosophy of parent education, including content, processes, procedures, techniques and resources. Implications of child development principles from infancy through adolescence for parenting will be examined.

Addresses developmental issues in families with children from birth through age 8, including all aspects of development in children, with developmental implications for family members, based on contemporary research.

Prerequisite: a course in human development, early childhood or developmental psychology.

Theories and research relevant to human growth and development across the life span, including implications for education, child rearing and counseling.

Physical, affective, social and language/cognitive development in middle childhood and adolescence. Ecological and relational influences will be emphasized, including school, gender, social class, family and peer relationships.

{Offered in rotation with two other developmental courses}

Current issues concerning the biological, psychological and sociocultural aspects of adult development and aging within the contexts of diverse family structures and lifestyles will be examined through the study of the relevant research literature.

{Offered in rotation with 502 and 504}

Topics vary from term to term, but are all critically important for Family Studies. They include but are not limited to: Death and Dying and Family Violence.

A critical examination of issues related to fatherhood including the multiple dimensions of paternal involvement, influences on involvement and consequences of involvement. The course examines multiple perspectives and frameworks for understanding fatherhood.

This course explores the processes of young children s emergent literacy. It focuses on selection of materials and design of activities appropriate for use in the home, school and other settings.

Prerequisite: EDUC 331L and EDUC 333L.

{Summer}

This course focuses on investigating early childhood curricula for children birth to 3rd grade. Students conduct studies to gain deeper understandings of current curricula, theoretical foundations, related trends and issues, and impact on children's learning.

Review of salient theories and dynamics involved in understanding interaction patterns within contemporary families. The ability to analyze relationships is emphasized.

Restriction: permission of instructor.

A survey of the research in the field of family management to include family resources, decision making and work allocation.

Prerequisite: a course in family management theories or permission of instructor.

This course examines the development of family systems theories from the physical and biological sciences and explores current use within a broader ecosystemic perspective. Implications for research, education and clinical practice are illustrated and discussed.

This course focuses on how, and why, Early Childhood Education programs and policies vary in different countries and regions. It examines research that analyzes, comparatively, the history and current dimensions of such programs and policies.

Research design and methods used in research with families. Includes individual projects.

This course explores the philosophical and theoretical foundations of play and its impact on children's development and learning. Students explore current research, issues, and trends related to play in early childhood programs.

{Fall}

Examination and analysis of contemporary issues relating to families from legal, ethical and policy perspectives. Development of a code of ethics for family professionals.

Restriction: admitted to Ph.D. Family and Child Studies.

Provides information specific to various subcultures in the U.S.A., including cultural self-awareness, and the development of multicultural competence for successful interaction. Emphasis is on research findings on multicultural issues working with children, adults and families.

May be repeated to a maximum of 6 credit hours for Master’s Plan I and a maximum of 12 credit hours for Master’s Plan II.

Various current topics in family studies are offered on a trial basis before they are established as permanent courses. Additional information may be obtained from the program.

Course completed in a setting where student will work with families and/or individuals. Students must participate in 160 hours.

Restriction: permission of instructor.

Designed for non-thesis M.A. Family and Child Studies students to complete a scholarly research project. In this project, students are expected to demonstrate skills and knowledge in research methods, statistics, and academic writing. 

Prerequisite: 570 and EDPY 511.

Restriction: admitted to M.A. Family and Child Studies.

Independent readings to be arranged with individual faculty.

See Graduate Programs for total credit requirements.

Offered on a CR/NC basis only.

This advanced doctoral seminar explores the application of Developmental Science to the understanding of human development in families.

This course discusses empirical findings and conceptual, descriptive, and cultural frameworks for understanding diverse forms and functions of the family in a global context.

This course explores theories and methodological commitments of developmental cultural psychology. It analyzes issues, trends, and controversies in relation to current and future empirical work.

Students will learn about issues in sleep research with a focus on the examination of sleep in the family context. The course will emphasize how family processes influence sleep across development and vice versa.

This advanced studies course focuses on multiple dimensions associated with educating children birth to 3rd grade. Discussions topics include current literature, investigations of practice, tensions between policy and practice, advocacy, initiatives, and exemplary programs.

Advanced doctoral seminar explores the field of self-regulation from an ecological, developmental, and applied approach. Related constructs will be explored as well as diverse theories and applications.

The first half of a two-semester course examining the nature of theories, theoretical approaches to the study of families and the application of various theories of human development.

Restriction: admitted to Ph.D. Family and Child Studies.

The second half of a two-semester course examining the application of certain theories to research on families and the implications of family theories for education, prevention and social policies.

Prerequisite: 670.

Restriction: admitted to Ph.D. Family and Child Studies.

Students may not receive credit in dissertation until the semester in which the doctoral comps are passed.

Offered on a CR/NC basis only.

An introduction to the profession of Family Studies including content areas, community agencies and career opportunities.

Overview of significant research and theories in premarital, marital and family relationships.