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Child Development

Child Development

Contact
Karen Pike
Administrative Assistant
Madame Cadillac Building, Room 215
Direct: (313) 927-1459
Email: This email address is being protected from spambots. You need JavaScript enabled to view it.

Denise Nicole Powell, Ph.D.
Assistant Professor and Program Coordinator
Child Development and Early Childhood Education Programs
Madame Cadillac Building, Room 223
Direct: (313) 927-1460
Email: This email address is being protected from spambots. You need JavaScript enabled to view it.

Programs Offered
Denise Nicole Powell, Ph.D.
Assistant Professor and Program Coordinator
Child Development and Early Childhood Education Programs

Child Development Overview

Bachelor of Arts, Child Development Major

The Child Development Bachelor’s Degree program is an excellent choice for students who wish to work with children from birth through the preschool period. The bachelor’s degree earned with the Child Development major leads to becoming a skilled child care provider. This degree enables the successful graduate to serve as a preschool teacher, child development center director, early childhood lead teacher, Head Start educator, early childhood assistant teacher, or home day care provider.

General  Information

The Child Development program prepares the successful student for a career working with children from birth to age 5. Courses emphasize understanding the development of the young child, the best approaches to educating young children, and the importance of family and community in developmental and educational processes.

Specific Information

The Bachelor of Arts with a major in Child Development prepares students to work with children ages birth through the preschool period (age 5) in child care settings. This program has a specific set of required courses designed for those with goals of becoming directors in early childhood centers or pre-school teachers in daycare settings. At the conclusion of the program, there is a required field practice (real classroom experience in a preschool program).

Special Elements of the Program

Academic Performance
A grade point average no lower than 2.7 is required to be accepted to, and remain in, the Bachelor of Arts program in Child Development and the Early Childhood Education programs.

Transfer Students
The Child Development Program generally accepts transfer credit from accredited institutions of higher learning at the 100-200 level, except for methods credits and lab/practicum hours, which are accepted as elective credits only. Advisors make this determination.

Bachelor of Arts, Child Development Major (B.A.)

A. General Education Requirements

B. Required Major Courses

BIO 141 Nutrition through the Life Cycle
CD 213 Infant/Toddler: Care and Education
CD 223 Professional Partnerships in Early Childhood Education: Child, Family, School, and Community
CD 240 Developmental Psychology
CD 241 Developmentally Appropriate Practice in Early Childhood Education
CD 326 Administration of Developmental Centers
CD 333 Math/Science Methods
CD 350 Play Theory and Aesthetics
CD 375 Language and Literacy in Early Childhood Education
CD 399 Child Development Practicum
CD 496 Senior Seminar
ECE 420 The Exceptional Child in Early Childhood Education
EDU 205 Children’s Literature

C. Minor

A minor is required.

D. Electives (as needed and appropriate to equal 128 credits).

 

Bachelor of Arts, Teacher Certification Early Childhood Education Minor

The Early Childhood Education minor (ZS Endorsement) program prepares elementary teacher certification students for the early childhood special education (ZS) specialty endorsement. The Early Childhood Education minor (ZS Endorsement) is done in conjunction with the Teacher Certification Program. The Early Childhood Education program minor (ZS Endorsement) requires the fulfillment of all Elementary Teacher Certification program requirements (elementary major courses, elementary minor courses, and professional education courses). Specifically, the Early Childhood Education minor is additional coursework added to your elementary teaching major (Language Arts, Integrated Science, Math, or Social Studies), elementary teaching minor, and professional sequence courses. The Early Childhood Education minor (ZS Endorsement) requires that the student have a double minor (in Early Childhood Education AND Elementary Education). The successful graduate will qualify for the endorsement in Early Childhood Education being added to an Elementary Level (K-8) teaching certificate. Those students who pass the Michigan Test for ZS Endorsement will be highly qualified to teach both general and special education students in the early childhood period and work with children ages birth through age 8, grades K-3. The Early Childhood Education minor (ZS Endorsement) program has a specific set of required courses in addition to the teacher certification courses. You must apply separately to the Elementary Level Teacher Certification Program in the Education Department.  Students in the Teacher Certification Program are required to maintain a minimum 2.7 GPA. Please see the Teacher Certification Program section of the catalog, the Teacher Certification Program Student Handbook, and an advisor in the Education Department for current information.

A. Required Courses for Early Childhood Education Minor (ZS Endorsement)

ECE 223 Professional Partnerships in Early Childhood Education: Child, Family, School, and Community
ECE 241 Developmentally Appropriate Practice in Early Childhood Education
ECE 320 Literacy, Language, and the Social World in Early Childhood Education
ECE 333 Math/Science Methods for Early Childhood
ECE 350 Play Theory and Aesthetics
ECE 375 Language and Literacy in Early Childhood Education
ECE 420 The Exceptional Child in Early Childhood Education
ECE 499 Student Teaching: Preschool

Child Development Course Descriptions

BIO 141 Nutrition through the Life Cycle   

Term 2 (Saturday)

3 hours

Prerequisites: MTH 099, BIO 139 strongly recommended

Study of the factors affecting the health and nutrition needs of young children. Students will apply the basic principles of nutrition, food handling, and meal planning to meet the nutritional needs of children in care and education programs.

CD 213 Infant/Toddler: Care/Education  

Term 2 (Monday)   

3 hours

Prerequisites: CD 241,  CD 240 or equivalent experience

Study and review of knowledge related to the growth and development of infants to three years old. Students will study the current research and resources to learn about optimal methods of care and education for children in this age group. Course requirements include observation in an infant/toddler program.

CD 240 Developmental Psychology        

Term 1, 2 (Monday and Wednesday)

3 hours

Prerequisite: PSY 205

An overview of human development and factors that influence development. Course covers physical‚ intellectual‚ social and emotional development from infancy through adolescence.

CD 326 Administration of Developmental Centers

Term 2 (Monday)

3 hours

Prerequisites: CD 241, CD 213, CD 240, CD 350, CD 333, CD 375, BIO 141

Study of the requirements for establishing and operating child care centers. Course work focuses on understanding and applying State of Michigan licensing rules. Course requirements include a field experience in a child care center.

CD 399 Child Development Practicum         

Term 2 (Thursday)

6 hours

Prerequisites: EDU 205; CD 241, CD 213,         CD 223, CD 240, CD 326, CD 333, CD 350, CD 375; CD 420, or permission of instructor

Course requires participation in on-going structured and supervised field experiences in an infant/toddler or preschool program under the direction of a qualified cooperating teacher. The practicum experience will provide students with opportunities to apply what they have learned, become a member of a collaborative community, and deepen their understanding of their role as members of the early childhood profession. During the practicum experience, students will have opportunities including, but not limited to: creating and implementing curriculum, creating and implementing student assessment, analyzing and applying assessment data, partnering and communicating with families, and demonstrating the ability to partner and guide the work of other adults in the educational setting. Seminar required.

CD 496 Senior Seminar                               

Term 1 (Thursday)

3 hours

Prerequisites: EDU 205, CD 241, CD 213, CD 223, CD 240, CD 326, CD 333, CD 350, CD 375;

CD 399, CD 420 Senior status, child development; or permission of the instructor; ENG 312

Study and exploration of the major types of research design. Students will use comprehensive knowledge and understanding of the central concepts, inquiry tools, and structures in child development to support their selection of a research topic related to early childhood care and education. Students will identify articles from a selection of scholarly journals related to their chosen topics. Students will write a literature review based on identified key ideas in the literature. Students create a plan of action based on their research. Students will design, implement, and evaluate their plan and report their findings in a Case Study format. Students will report their findings in an in-class presentation. Students will begin to develop a specific area of expertise and experience the link between research and practice. This course provides a foundation for students who elect to continue their studies in Child Development at the Graduate level.

CD/ECE 223 Professional Partnerships in Early Childhood Education: Child, Family, School, and Community                                             

Term 2 (Tuesday)

3 hours

Prerequisites: CD 241, CD 240, or equivalent experience

Study and exploration of theory and research on the impact of the multiple influences of children’s environments including the influence of culture, language, economic factors, health status, learning needs, family, technology, media, and community. Students will use their knowledge of children’s physical and psychological health to learn what constitutes child abuse and neglect and about their legal responsibilities to report suspected abuse. Students will explore their role as advocates for children, families, and the early childhood profession. Students will have opportunities to observe and interact with multiple stakeholders during field experiences.

CD/ECE 241 Developmentally Appropriate Practice in Early Childhood Education         

Term 1 (Wednesday)

3 hours

(This is the foundational/first course in the Child Development major).

Introduction to a foundational understanding of children’s development and learning processes. Knowledge gained provides as a basis for creating and promoting learning environments that affirm the diversity of children, their families, and community contexts. Students will learn about the appropriate use and interpretation of data derived from a variety of assessment tools, and ways to use assessment data in positive partnerships with families and other professionals. In order to foster children’s social competence, students will learn ways to build community within care and learning environments Students will use as their primary resources state and national guidelines and standards that represent what is known to represent best practices  for diverse learners in care and educational settings for young children. Students will apply developmentally appropriate approaches to teaching and learning during field experiences.

CD/ECE 333 Math/Science Methods for Early Childhood                                                   

Term 1 (Monday)

3 hours

Prerequisites: EDU 205,CD 241, CD 213, CD 223, CD 240, CD 350

Study of the central concepts, inquiry tools, and structures in the content areas of math and science. Students will use their knowledge to create challenging learning environments using curricular interactions and learning materials designed to promote children’s cognitive development, positive social skills, and self-motivation. Students will create learning environments that include spontaneous activity and guided investigations appropriate to the needs of diverse learners. Students will learn to use a systematic approach to assessment to inform planning, implementing, and evaluating math and science curriculum. Students will create, implement, and assess math and science activities and curriculum during field experiences in early childhood care and educational settings that serve diverse learners.

CD/ECE 350 Play Theory and Aesthetics    

Term 2 (Thursday)

3 hours

Prerequisites: CD 241, CD 213, CD 240

Study of the theories of play and aesthetic development. Students will build an understanding of the characteristics and development of young children in play and aesthetic domains (including art, music, and drama), and will use their knowledge to create challenging and supportive environments and curriculum for diverse learners. Students will use (and adapt) appropriate assessment measures to guide them in evaluating children’s development. Students will model and teach positive social skills during play interactions to facilitate children’s development of self-control, self-motivation, and self-esteem.  Students will create, implement, and assess play and aesthetic activities and curriculum during field experiences in early childhood care and educational settings that serve diverse learners.

CD/ECE 375 Language and Literacy in Early Childhood Education

Term 1 (Tuesday)

3 hours

Prerequisites: EDU 205, CD 241, CD 213, CD 223 CD 240, CD 350

Study of the central concepts, inquiry tools, and structures in the content areas of language and literacy development. Students consider the impact of children’s cultural, linguistic, and economic contexts on their language and literacy learning.  Students will learn ways to create supportive and challenging language and literacy learning environments (using curriculum interactions, teaching practices, and learning materials) to meet the needs and interests of diverse learners. Students will learn to appropriately and effectively use assessment methods to design, implement, and evaluate children’s experiences in language and literacy learning environments and will have opportunities to apply this knowledge in early childhood care and educational settings that serve diverse and exceptional learners.

CD/ECE 420 The Exceptional Child in Early Childhood Education

Term 2 (Wednesday)                                   

3 hours

Prerequisites: None

Study of children’s typical and atypical developmental characteristics and needs in learning domains including physical, cognitive, social, emotional, language, and aesthetic development. Students will gain specific knowledge about developmental disabilities, sensory impairments, physical disabilities, health problems, and learning and behavior disorders. Students will understand the teacher’s role in initiating and developing Individualized Education Programs (IEP) and Individualized Family Services Plans (IFSP), and will explore the responsibilities of all stakeholders in the process of developing and implementing educational plans to meet the needs of diverse learners. Students will explore the use of assessments for specific disabilities and the use of adaptive and assistive devices. Students will have opportunities to apply this knowledge during field experiences in early childhood care and educational settings that serve diverse and exceptional learners.

ECE 320 Literacy, Language, and the Social World in Early Childhood Education

Term 1                       

3 hours

Prerequisites: None

Exploration of personal experiences and assumptions about diverse cultures, languages, family contexts, and communities to facilitate critical thinking and reflection. Students will use this knowledge in creating and implementing curriculum linked to children’s languages, cultures, and communities and based on their needs and interests.  Developmentally and culturally appropriate children’s literature will be used as a primary resource in learning and applying the central concepts of social studies and world languages. Students will model and affirm anti-bias perspectives and will develop the necessary dispositions to create positive, respectful relationships with children whose cultures and languages differ from their own. Students will apply anti-bias approaches to teaching and learning during field experiences.

EDU 205 Children’s Literature                   

Term 1, 2 (Thursday)

3 hours

Prerequisites: CD 241, CD 240,  ENG 108

Interpretive and critical study of literature for children and adolescents is provided. An historical and categorical survey of children’s books, stressing significance in classrooms and the home, is outlined.

ECE 499 Student Teaching: Preschool      

Term 2

6 hours

Prerequisites: CD 241, CD 223, CD 333, CD 350, CD 375, ECE 320, ECE 420, or permission of instructor

Students will participate in on-going structured and supervised field experiences in at least two of the three early childhood periods (i.e., infant/toddler, preschool, and early elementary through grade 3) under the direction of a qualified cooperating teacher. Students will have opportunities to demonstrate knowledgeable, reflective, and critical perspectives on their work and make informed decisions. During the student teaching experience students will have opportunities including but not limited to: creating and implementing curriculum, creating and implementing student assessment, analyzing and applying assessment data, partnering and communicating with families, and demonstrating the ability to partner and guide the work of other adults in the educational setting. Senior status. Seminar required.

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