CD 109Y. American Sign Language: Level I (3). Basic receptive and expressive communication skills using hands, upper body, and facial expressions. Orientation to deaf and hard-of-hearing communities. Only meets lower division GE requirements if 109Z is taken also.
CD 109Z. American Sign Language: Level II (3). Expand basic ASL skills, both receptive and expressive. Emphasis on "functions" or communicative purposes of people's interactions. Study deaf culture comparing hearing and deaf communities. Prereq: CD 109Y or IA. GE.
CD 180. Topics in Child Development (1-9). Introductory level content. Repeatable up to nine units. CR/NC.
CD 211. Perspectives: Professional Development (1-3). Investigation of employment alternatives, professional organizations and resources, and strategies for professional development and employment. 3 hrs per week field observation and participation may be required.
CD 251. Children, Families & Their Communities (3). Examination of the evolution of family roles and functions in the United States focusing on the relationship between family and the community. Application of selected families theories and discussion of family of diversity impacts..
CD 253. Prenatal & Infant Development (3). Development through toddlerhood in a family context. Biological and environmental influences that determine normative and individual development. Interpret theories and research. (CAN H EC 14, if taken together with CD 255)
CD 255. Early Childhood Development (3). Development from toddlerhood through age seven in a family and school context. Impact of diverse family experiences. Biological and environmental influences that determine normative and individual development. Interpret theories and research. Observations required. (CAN H EC 14, if taken together with CD 253)
CD 256. Middle Childhood Development (3). Development of family/social context. Focus on children 7-12 years old. Biological and environmental influences determining normative and individual development. Interpret theories and research.
CD 257. Supervised Work with Children, I (4). Build relationships and communication skills as a foundation for guidance. Create safe and healthy learning environments in a group setting. Prereq: CD 255 (C) or 256 or PSYC 213. Weekly: 3 hrs lect, 3 hrs lab.
CD 280. Topics in Child Development (.5-9). Topics requiring background in the field. Oral and/or written communication. Repeatable up to nine units. CR/NC.
CD 310. Perspectives: History & Theory (2). History and theory with respect to US families and the institutions that serve them. Intellectual paradigms examined and related to socio-cultural context and child development practices. Prereq: CD 251 and 253; CD 255 or 256. DCG.
CD 334. Maternal & Child Nutrition (3). Nutrient requirements and problems through pregnancy, lactation, infancy, and adolescence. Feeding, allergies, weight gain, and cultural/psychological practices influencing food consumption.
CD 350. Perspectives: Life-Span Development (3) The study of biological and environmental influences on normative and individual development across the life-span. Impact of diverse experiences on child development. Interpretation of theories and research.
CD 352. Parent/Child Relationships (3). Dynamics, reciprocal nature of interactions. Historic and contemporary issues. Ethnic and social class variations. Prereq: CD 253 or 255 or PSYC 213 or SW 350. DCG.
CD 354. Methods of Observation (3). Observational strategies and their advantages/disadvantages. Historical background. Standard observational devices. Ethical issues. Summarize and interpret observational records. Prereq: general course in child growth/development (such as CD 253 or 256, PSYC 213 or 311, or SW 350).Weekly: 2 hrs lect, 1 hr lab.
CD 355. Language Development (3). Milestones in speech and language development from birth through adolescence. Theory; factors influencing acquisition and competency; language delays/disorders and their assessment and intervention. Prereq: CD 253 or 255 or 256.
CD 356. Curriculum Development for Early Childhood (3). Plan developmentally appropriate curriculum for early childhood programs (preschool through 3rd grade). Apply cognitive developmental theory to classroom. Plan activities; select equipment and materials; prepare goals and objectives. Prereq: CD 255 or 256.
CD 357. Early Literacy (3). Review principles. Analyze theoretical approaches to facilitating literacy. Examine literary resources. Prereq: CD 255 or 256.
CD 358. Supervised Work with Children, II (4). Analyze and implement a constructionist approach with children. Developmental theory; role of adult in facilitating learning; interactive environments; group dynamics. Prereq: CD 257 or IA. Weekly: 3 hrs lect, 3 hrs lab.
CD 362. Children & Stress (3). Impact of major childhood stressors (divorce, blended families, death, illness, natural disasters) on development. Coping mechanisms and stress disorders. Stress prevention strategies, treatment. Implications for service professionals. Prereqs: CD 352 (C) and either CD 253, 255, or 256.
CD 366. Exceptional Children & Their Families (3). Historical aspects, terminology, factors having an impact on family dynamics, legislation, and intervention models. Prereqs: CD 352 and either CD 253, 255, or 256.
CD 380. Topics in Child Development (.5-9). In depth discussion of mid-level topics introduced in the Child Development Curriculum, such as new CD matrix requirements. Prereq: (C) CD 253 or 255 or 256 or CD 350; upper division status recommended. Rep up to 9 units. CR/NC.
CD 443 / 543. Developmental Models & Learning Environments (3). Pedagogical models and their basic assumptions. Expectations for creating appropriate learning environments. Prereqs: CD 356. Weekly: 2 hrs seminar, 2 hrs lab.
CD 446 / 546. Structure & Content of Children's Thinking (3). Current models for understanding intellectual processes in children. Apply models to thinking/learning processes in liberal arts content areas. Focus on children 5-12. Prereqs: CD 354 (C) and CD 255 or 256. Weekly: 2 hrs seminar, 2 hrs lab.
CD 461. Topics in Early Childhood Administration (1-3). Staff development, funding, board membership, policy development.
CD 463. Administration of Early Childhood Programs (3). Organizing and administering programs for young children: community and government regulations, financial planning, selecting and supervising staff, and arranging and selecting facilities and equipment. Prereqs: CD 257 or 358 (C).
CD 464. Atypical Child Development (3). Develop cognitive, social, motor, and communication skills in at-risk and handicapped children (0-6 years). Risk factors, family concerns, public policy, and intervention. Prereq: CD 354 (C).
CD 467. Working with Culturally Diverse Families (3). Family attitudes, goals, and practices impacted by gender, social class, ethnicity, and racial membership. Sensitize self to personal perspectives on diversity. Seminar format. Prereq: CD 352 or PSYC 303 or SOC 306. DCG.
CD 469. Contemporary Issues in Child Development (3). Define issues, trace historical antecedents, recognize underlying assumptions, organize relevant facts, and draw warranted conclusions. Seminar format. Prereq: CD 310.
CD 479. Policy Analysis & Advocacy (3). Analyze public and private policies affecting families. Methods of influencing family policy development. Prereqs: senior standing; completed core in child development or family studies minor.
CD 480. Selected Topics (.5-3). Current issues. Rep. Prereq: IC; upper division status recommended.
CD 482. Directed Field Experience (1-4). Supervised community field work integrating theory into practice. CR/NC. Arrange prior to semester enrolled.
CD 546 / 446. Structure & Content of Children's Thinking (3). Current models for understanding intellectual processes in children. Apply models to thinking/learning processes in liberal arts content areas. Focus on children 5-12. Prereqs: CD 354 (C) and CD 255 or 256. Weekly: 2 hrs seminar, 2 hrs lab.
CD 580. Special Topics in Child Development (1-3). Rep up to nine units. Prereqs: grad standing and IA.
activ = activity section
(C) = may be concurrent
CAN = California articulation number (for a more complete explanation, see section 3 under Transfer Requirements).
coreq = corequisite(s)
CR/NC = credit/no credit grading
DA = department approval
DCG = diversity & common ground elective course
disc = discussion section
d = domestic
F, S, Su = fall, spring, summer. To help in long-range academic planning, these letters signify that a course is regularly offered in a fall, spring, or summer term.
GE = general education elective course
IA = instructor approval
lect = lecture section
n = non-domestic
prereq = prerequisite(s)
rec = recommended preparation
rep = may be repeated