Request to revise Graduate Certificate: Birth – Kindergarten Program in Child and Family Development

Date: July 6, 2010
To: College of Education
From: Clarence Greene, Faculty Governance Program Assistant DATE: July 6, 2010
Approved On: June 18, 2010
Implementation Date: 2010

Note: Deletions are strikethroughs. Insertions are underlined.

Catalog Copy

Catalog Copy

CHFD 5100. Development: Prenatal to Pre-Adolescence. (3)Prerequisites: Admittance to Teacher Education and GPA of at least 2.5. The focus of this course is the study of development (within the context of family, community, culture, and society) beginning at conception through adolescence. The potential influences of biological, genetic, environmental, and cultural factors on development are explored. Examined within the course are theories and research related to developmental processes. A field-based clinical assignment of approximately 20 hours is required. (Fall)

CHFD 5114. Collaboration with Diverse Families: Prenatal to 36 months. (3)Prerequisites: Admittance to Teacher Education and GPA of at least 2.5. Examines and applies in-depth research, theory and practices to create and implement evidence-based supports that build upon family and child strengths in a variety of home and community settings. Relationship-based approaches will be embedded throughout the course content. Explores the influence of family and community on the development of infants and toddlers through 30 hours of field-based experience. (Spring)

CHFD 5116. Responsive Approaches to Supporting Children�s Learning (Infancy through age 5) (6)Prerequisites: Admittance to Teacher Education, GPA of at least 2.5, CHFD 5100, CHFD 5114. Examines integrated approaches to learning within the context of emotional, social, language and communication, cognitive, and health and physical domains with an emphasis on practice in applied settings. This course provides opportunities to select, modify, present, and extend curriculum for young children who are culturally, linguistically, and ability divers in a developmental framework. This course will also provide opportunities to examine relationships that support and facilitate learning in a variety of environments. (Fall)

CHFD 6110. Parenting Education. (3) Prerequisite or corequisite: CHFD 6102: Admittance to Teacher Education, GPA of at least 2.5, CHFD 5100, CHFD 5114. An examination of the principles and practices of parenting education in terms of research, program implementation, evaluation, and collaboration. In-depth study of developmental designs, supportive programs designed to prevent problems, and programs and organizations which respond to parent needs and interests. Emphasis is placed on the process of parent involvement, communication, and collaborative leadership. (On demandSpring, Summer)

CHFD 6400. Student Teaching Seminar: B-K Child and Family Development Internship in Child and Family Studies. (3) Prerequisites: Approval of an Application for Student Teaching Completed application to internship anddepartmental approval. Supervised, field-based experiencesin observation, instruction and administration of programsfor young children in birth-kindergarten settings. Includes on-campus seminars.Planned sequence of experiences in the student’s area of specialization conducted in an approved setting under the supervision and coordination of a University supervisor and a cooperating teacher. Student must demonstrate the competencies indentified for the B-K teaching field. Approximately 35-40 hours per week in an assigned school setting and on-campus seminars scheduled throughout the semester. (Fall, Spring)

SPED 5111. Issues in Early Intervention for Children with Disabilities. (3) Prerequisites: Admittance to Teacher Education; GPA of at least 2.5. Explores issues and evidence-based practices for young children with disabilities and their families in home, school, and community settings. Current issues and trends in early intervention and preschool services for young children with disabilities and their families. Includes site visits scheduled throughout the semester.(Fall, Summer)

SPED 5112. Authentic Approaches to Assessment of Young Children with Disabilities: Birth-Kindergarten. (3) Prerequisite: Admittance to Teacher Education, GPA of at least 2.5, SPED 5111. Develops competence in evaluation, design, implementation, and interpretation of culturally appropriate, interdisciplinary assessment approaches within the context of the young child’s natural environments and in partnership with families that lead to appropriate intervention plans for children with disabilities. A field-based clinical assignment of approximately 20 hours is required. Strategies for interdisciplinary educational assessment to identify needs and plan appropriate programs for young children with disabilities and their families. Approximately 20 hours of field experiences.(Fall,Spring, Summer)

SPED 5210. Developmental Interventions for Young Children with Disabilities: Birth through Kindergarten. Instructional Methods and Materials: The Early Years.(3) Prerequisites: Admittance to Teacher Educatoin, GPA of at least 2.5 overall, SPED 5111, SPED 5112. Focuses on developing, facilitating, and evaluating incidental learning, and play- and routines-based interventions with young children with disabilities and their families. A field-based clinical assignment of approximately 20 hours is required. Goal-setting, instructional design, and strategies for teaching young children with disabilities and their families. Includes a field-based assignment of approximately 20 hours.(Fall, Spring)