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Human Development and Family Studies

Human Development and Family Studies Course (HDF)

New or amended courses for 2010–11

211 Human Development Across the Life Span (3:3)

GE Core: GSB

Study of how development unfolds in diverse contexts and cultures from conception to death and how individual characteristics, relationships, and social settings influence cognitive, social, and psychological development.

212 Families and Close Relationships (3:3)

GE Core: GSB

Issues related to singlehood, partnership, and family relationships over time. Topics include love, sexual intimacy, dating, cohabitation, marriage, remarriage, parenting, divorce, and family violence.

250 Introduction to Birth through Kindergarten Education and Programs (3:2:3)

Introduction to Birth through Kindergarten programs and careers. Discussion of development from birth to six and developmentally appropriate practice. Overview and observations of program types for children with and without disabilities.

301 Development of School-Age Children (3:3)

GE Core: GSB

Introduction to physical, social-emotional, and cognitive development of children age 5 to 12. Influence of families, culture, race/ethnicity, and teacher/school characteristics on children's development and school experiences emphasized.

302 Infant and Child Development (3:3)

GE Core: GSB

HDFS majors may not receive credit for both HDF 302 and PSY 250.

An in-depth examination of development from conception through middle childhood with a special focus on the roles of family, peers, and school on individual behavior and well-being.

303 Adolescent Development: From Puberty to Young Adulthood (3:3)

GE Core: GSB

An in-depth examination of adolescent development, behavior, and well-being with a special focus on context and ways in which family, peers, school, and the media shape development during this period.

304 Adult Development (3:3)

Study of developmental stages from early to late adulthood across family, work, and society. Emphasizes family functioning and roles in these contexts.

315 Assessment and Planning for Inclusive B–K Programs (4:4)

Pr. HDF 211, 302

Pr. or Coreq. SES 242

Theoretical, practical, ethical issues in observing, assessing, and planning for young children with and without disabilities. Individualized approaches for program planning and monitoring development are integrated. (Same as SES 315)

321 Issues in Parenting (3:3)

GE Core: GSB

Examination of parent-child relationships and interactions from infancy through young adulthood. Explores issues relevant to lesbian/gay parents, divorced parents, and parents from diverse racial/ethnic groups. (Formerly HDF 421)

340 Birth to Kindergarten Teaching Practicum I (3:1:6)

Pr. HDF 315 or SES 315 or permission of instructor

Introduction to teaching; requires six (6) hours per week placement in ECE classroom for typical and atypical children. Assignments include developing activities, tracking children's learning, and reflecting on personal professional growth.

341 Social Emotional Competence in Inclusive Settings (3:3)

Social, emotional, and physical environments of inclusive early childhood settings (birth to kindergarten) and their role in promoting optimal development and successful learning. (Same as SES 341)

407 Issues Affecting Women and Families (3:3)

Study of cultural influences on definitions and roles of women in families and work, including impact of educational, scientific, religious, and legal institutions. Exploration of issues affecting women and families.

410 Families and Children in Global Perspective (3:3)

GE Marker: GN

Pr. HDF 211, 212, 302 or 303 or 304, or permission of instructor

A study of Asian, African, Latin American, and Eastern European families and children, focusing on family structure, gender roles, and socialization practices within their socioeconomic, historical, and cultural context.

425 Infants and Toddlers: Development, Learning, and Curriculum (3:3)

Pr. HDF 211 and 302; HDF or SES 315; SES 242; 2.50 GPA; formal admission to HDFS major required.

Theories, principles, methods, and issues related to infant and toddler development and inclusive programs. An emphasis on integrating knowledge with skills to design, implement, and evaluate programs will be taken. (Same as SES 425)

435 Preschool: Development, Learning, and Curriculum (3:3)

Pr. HDF 211 and 302; HDF or SES 315 and 425; SES 242; 2.50 GPA; formal admission to HDFS major required.

In-depth examination of typical and atypical development of diverse preschool-age children. Integrated teaching strategies and effective inclusive learning environments will be emphasized. (Same as SES 435)

436 Kindergarten: Development, Learning, and Curriculum (3:3)

Pr. HDF or SES 315; HDF or SES 425; HDF or SES 435; 2.50 GPA; and formal admission to HDFS major.

In-depth examination of current policies and practices in public school kindergartens. Development of children with and without disabilities and appropriate teaching strategies in kindergarten will be emphasized. (Same as SES 436)

440 Birth to Kindergarten Teaching Practicum II (3:1:6)

Pr. HDF 340; admission to HDFS major; 2.50 GPA

Includes six (6) hour placement in ECE with typical and atypical children. Personal growth as a teacher will be highlighted. Assignments include activity planning for individual children's learning, growth, and development.

460 Supervised Student Teaching (3:1:16 or 6:2:32 or 12:2:32)

Pr. HDF 250, 340, and 440, KIN 342, TED 516; a C or better in HDF 409, SES 242, HDF or SES 341, 425, 435, 436; 2.70 GPA; formal admission to HDFS major and permission of instructor; must be admitted to the Teachers Academy.

Supervised student teaching in an infant/toddler, preschool, or kindergarten setting under direction of a cooperating teacher with university supervision.

468 Diversity in Inclusive Early Care and Education (3:3)

Pr. HDF 450 or 460; 2.50 GPA; formal admission to HDFS major or permission of instructor

In-depth analysis of the issues, challenges, and recommended practices related to effectively serving diverse populations of young children and their families in inclusive early care and education settings. (Same as SES 468)

470 Leadership in Early Education (3:2:3)

Pr. HDF 450 or 460 and 2.50 GPA, or permission of instructor

Identifying characteristics of leaders and effective leadership styles and how these can be applied in early care and education. Prepares students to advocate best practice in a community-based environment.

Courses with new or changed prerequisites for 2010–11

409 Family Diversity (3:2:3)

Pr. HDF 211, 212, and either 302 or 303 or 304, or permission of instructor

Study of the variation within and between families through an exploration of the similarities and differences according to culture, race, class, gender, family structure, and sexual orientation.

450 Professional Experience in Early Childhood (3:1:9 or 6:2:18)

Pr. a C or better in HDF/SES 341, 425, 435; HDF 250, 340, 409 or 410, 440, SES 242, TED 516; 2.50 GPA; formal admission to HDFS major and permission of instructor required.

May be repeated for up to 6 s.h.

Supervised professional experience for students working with children in early childhood settings.

Courses that have been deleted from the curriculum effective fall 2010

441 Young Children's Learning Environments (4:3:3)

Pr. SES 242; 2.50 GPA; formal admission to Human Development major required.

Principles and methods of working with typical and atypical young children. Emphasis on identifying and evaluating strategies for enhancing children's development within a program setting. Laboratory experience required. (Same as SES 441)

452 Child Observation and Assessment (3:3)

Pr. formal admission to Human Development major or permission of instructor required.

Theoretical, practical, ethical issues in the observation and assessment of children. Laboratory assignments cover direct observation, questionnaires and standardized testing. Applications for research, education, diagnosis, program evaluation will be discussed.

Advisor Contacts Bulletins / Catalogs Calendars Classroom Scheduling Commencement Central Confidentiality of Records Course Schedules Degree Evaluation Faculty & Advisors Forms & WebFOCUS Reports Grades & Honors Graduate School Graduation Services Major Changes Mission Statement Parents & Families Pay Tuition Online Personal Information Registration ShareNet Summer Session Transcripts Transfer Information Undergraduate Admissions Verifications Veteran Services		Human Development and Family Studies Human Development and Family Studies Course (HDF) New or amended courses for 2010–11 211 Human Development Across the Life Span (3:3) GE Core: GSB Study of how development unfolds in diverse contexts and cultures from conception to death and how individual characteristics, relationships, and social settings influence cognitive, social, and psychological development. 212 Families and Close Relationships (3:3) GE Core: GSB Issues related to singlehood, partnership, and family relationships over time. Topics include love, sexual intimacy, dating, cohabitation, marriage, remarriage, parenting, divorce, and family violence. 250 Introduction to Birth through Kindergarten Education and Programs (3:2:3) Introduction to Birth through Kindergarten programs and careers. Discussion of development from birth to six and developmentally appropriate practice. Overview and observations of program types for children with and without disabilities. 301 Development of School-Age Children (3:3) GE Core: GSB Introduction to physical, social-emotional, and cognitive development of children age 5 to 12. Influence of families, culture, race/ethnicity, and teacher/school characteristics on children's development and school experiences emphasized. 302 Infant and Child Development (3:3) GE Core: GSB HDFS majors may not receive credit for both HDF 302 and PSY 250. An in-depth examination of development from conception through middle childhood with a special focus on the roles of family, peers, and school on individual behavior and well-being. 303 Adolescent Development: From Puberty to Young Adulthood (3:3) GE Core: GSB An in-depth examination of adolescent development, behavior, and well-being with a special focus on context and ways in which family, peers, school, and the media shape development during this period. 304 Adult Development (3:3) Study of developmental stages from early to late adulthood across family, work, and society. Emphasizes family functioning and roles in these contexts. 315 Assessment and Planning for Inclusive B–K Programs (4:4) Pr. HDF 211, 302 Pr. or Coreq. SES 242 Theoretical, practical, ethical issues in observing, assessing, and planning for young children with and without disabilities. Individualized approaches for program planning and monitoring development are integrated. (Same as SES 315) 321 Issues in Parenting (3:3) GE Core: GSB Examination of parent-child relationships and interactions from infancy through young adulthood. Explores issues relevant to lesbian/gay parents, divorced parents, and parents from diverse racial/ethnic groups. (Formerly HDF 421) 340 Birth to Kindergarten Teaching Practicum I (3:1:6) Pr. HDF 315 or SES 315 or permission of instructor Introduction to teaching; requires six (6) hours per week placement in ECE classroom for typical and atypical children. Assignments include developing activities, tracking children's learning, and reflecting on personal professional growth. 341 Social Emotional Competence in Inclusive Settings (3:3) Social, emotional, and physical environments of inclusive early childhood settings (birth to kindergarten) and their role in promoting optimal development and successful learning. (Same as SES 341) 407 Issues Affecting Women and Families (3:3) Study of cultural influences on definitions and roles of women in families and work, including impact of educational, scientific, religious, and legal institutions. Exploration of issues affecting women and families. 410 Families and Children in Global Perspective (3:3) GE Marker: GN Pr. HDF 211, 212, 302 or 303 or 304, or permission of instructor A study of Asian, African, Latin American, and Eastern European families and children, focusing on family structure, gender roles, and socialization practices within their socioeconomic, historical, and cultural context. 425 Infants and Toddlers: Development, Learning, and Curriculum (3:3) Pr. HDF 211 and 302; HDF or SES 315; SES 242; 2.50 GPA; formal admission to HDFS major required. Theories, principles, methods, and issues related to infant and toddler development and inclusive programs. An emphasis on integrating knowledge with skills to design, implement, and evaluate programs will be taken. (Same as SES 425) 435 Preschool: Development, Learning, and Curriculum (3:3) Pr. HDF 211 and 302; HDF or SES 315 and 425; SES 242; 2.50 GPA; formal admission to HDFS major required. In-depth examination of typical and atypical development of diverse preschool-age children. Integrated teaching strategies and effective inclusive learning environments will be emphasized. (Same as SES 435) 436 Kindergarten: Development, Learning, and Curriculum (3:3) Pr. HDF or SES 315; HDF or SES 425; HDF or SES 435; 2.50 GPA; and formal admission to HDFS major. In-depth examination of current policies and practices in public school kindergartens. Development of children with and without disabilities and appropriate teaching strategies in kindergarten will be emphasized. (Same as SES 436) 440 Birth to Kindergarten Teaching Practicum II (3:1:6) Pr. HDF 340; admission to HDFS major; 2.50 GPA Includes six (6) hour placement in ECE with typical and atypical children. Personal growth as a teacher will be highlighted. Assignments include activity planning for individual children's learning, growth, and development. 460 Supervised Student Teaching (3:1:16 or 6:2:32 or 12:2:32) Pr. HDF 250, 340, and 440, KIN 342, TED 516; a C or better in HDF 409, SES 242, HDF or SES 341, 425, 435, 436; 2.70 GPA; formal admission to HDFS major and permission of instructor; must be admitted to the Teachers Academy. Supervised student teaching in an infant/toddler, preschool, or kindergarten setting under direction of a cooperating teacher with university supervision. 468 Diversity in Inclusive Early Care and Education (3:3) Pr. HDF 450 or 460; 2.50 GPA; formal admission to HDFS major or permission of instructor In-depth analysis of the issues, challenges, and recommended practices related to effectively serving diverse populations of young children and their families in inclusive early care and education settings. (Same as SES 468) 470 Leadership in Early Education (3:2:3) Pr. HDF 450 or 460 and 2.50 GPA, or permission of instructor Identifying characteristics of leaders and effective leadership styles and how these can be applied in early care and education. Prepares students to advocate best practice in a community-based environment. Courses with new or changed prerequisites for 2010–11 409 Family Diversity (3:2:3) Pr. HDF 211, 212, and either 302 or 303 or 304, or permission of instructor Study of the variation within and between families through an exploration of the similarities and differences according to culture, race, class, gender, family structure, and sexual orientation. 450 Professional Experience in Early Childhood (3:1:9 or 6:2:18) Pr. a C or better in HDF/SES 341, 425, 435; HDF 250, 340, 409 or 410, 440, SES 242, TED 516; 2.50 GPA; formal admission to HDFS major and permission of instructor required. May be repeated for up to 6 s.h. Supervised professional experience for students working with children in early childhood settings. Courses that have been deleted from the curriculum effective fall 2010 441 Young Children's Learning Environments (4:3:3) Pr. SES 242; 2.50 GPA; formal admission to Human Development major required. Principles and methods of working with typical and atypical young children. Emphasis on identifying and evaluating strategies for enhancing children's development within a program setting. Laboratory experience required. (Same as SES 441) 452 Child Observation and Assessment (3:3) Pr. formal admission to Human Development major or permission of instructor required. Theoretical, practical, ethical issues in the observation and assessment of children. Laboratory assignments cover direct observation, questionnaires and standardized testing. Applications for research, education, diagnosis, program evaluation will be discussed.