General Information

General Admission Requirements

Financial Information

Academic Policies and Procedures

General Degree Requirements

Programs of Study

Academic Divisions

Service/Support Divisions

Off-Campus Studies

Courses of Instruction

Glossary of Academic Terms

Student Services

Student Policies (found in Student Handbook)

General Services for Students

Business Affairs

Printable Version

Site Map/Index


Course Descriptions

Care and Development of Young Children (CDYC)

101: Foundations of Early Childhood Development. (3-3-0)
This course provides an overview of Early Childhood, including personal and professional growth and development, ethical standards, learning theories, principles of child development and learning, developmentally appropriate practices, working with families, and current issues and trends in Early Childhood Education.

103: The Learning Environment. (3-3-0)
This course focuses on promoting and maintaining the health and well-being of young children. Topics include: safe and healthy learning environments, recognition and reporting abuse and neglect, current state licensing and health regulations, and resources for creating developmentally appropriate environments for young children.

105: Early Childhood Growth and Development. (3-3-0)
This course focuses on topics of early development theories- ranging from theoretical discussions on development in the prenatal period to the cognitive, emotional, and social growth of newborns, infants and toddlers through 36 months. Current brain development during this “sensitive period” will be emphasized. Infant and toddler caregivers will gain knowledge about current developmentally appropriate practices (DAP) to provide the most effective, and nurturing care. It includes theorists: Erikson, Piaget, Vygotski, Maslow, Bandura, Brazelton, Greenspan, Ainsworth, Gerber, Pikler, Jensen and others.

141: Creative Expression in Early Childhood Development. (3-3-0)
This course is based on developmentally appropriate practices to reflect a creative arts concentration, emphasizing child-directed, as opposed to teacher-directed activities. It acknowledges the philosophy of process-oriented art, instead of product-oriented activity. Also, this course will present an art studio approach; maximizing responsible freedom, decision-making, discovery, creative thinking and expression integrated within the early childhood curriculum.

165: Language and Literacy in Early Childhood. (3-3-0)
This course introduces students to the developmental stages and theories of language and promotes an understanding of individual and cultural differences in language. Actual methods and developmentally appropriate practices are discussed, demonstrated and practiced.

170: Math and Science for Early Childhood Educators. (3-3-0)
This course presents an organized, sequential approach to creating developmentally appropriate math and science curricula for young children. It is designed to support children’s construction of concepts and skills essential to a basic understanding of mathematics and science. Three types of learning approaches are emphasized: naturalistic, informal, and structured.

211: Child Guidance. (3-3-0)
Positive guidance, discipline and behavior management techniques are learned skills that create competent, effective early childhood educators. Many educators leave the field because they lack knowledge and skills in positive guidance. This course will not only give students a background in discipline techniques but will also provide limited practical experiences with children and caregivers. This course will also incorporate parenting skills so that educators can effectively present helpful techniques to parents of young children.

213: Planning the Infant and Toddler Curriculum. (3-3-0)
This course presents research based knowledge about developmentally appropriate practices (DAP) in the care and development of infants and toddlers in childcare settings. The approach of this course acknowledges the concept of: "The Three Rs: Respectful, Responsive, and Reciprocal Caregiving." Focus is placed on accepted and current theories of development and stages and ages of children from conception through thirty-six months. Topics include: health and safety regulations; including diapering and feeding, the environment, brain growth, the importance of play, movement, attachment, observation of infants and toddlers, professionalism, and communication with caregivers and parents.

218: Communicating with Infants, Toddlers and their Families. (3-3-0)
Upon review of current research, students will examine the elements of beginning language and literacy and discuss how families, childcare programs and communities can encourage language and literacy development in infants and toddlers. Students will explore and learn the typical milestones of language development and some of the challenges which caregivers and parents might encounter as language emerges in infants and toddlers. Specific research-based tips on how to talk to children with diverse backgrounds and temperaments and guidelines to foster vocabulary and oral language acquisition at home will be provided.

232: School-age Children in Childcare Settings. (3-3-0)
This course applies research based knowledge about developmentally appropriate practices (DAP) with four, five, six, seven, and eight year olds in childcare settings or before and after school care. The course concentrates on issues and concerns with DAP in early elementary school. Topics in this course include: theories of development and stages and ages of children 4-8 years, the learning environment, health and safety regulations, positive guidance, the importance of play and movement, brain growth and early literacy, communication, professionalism, and other special concerns.

240: Observation and Participation. (3-2-1)
Prerequisite: CDYC 101, CDYC 103, CDYC 141, CDYC 165, CDYC 211, CDYC 273, and permission from program coordinator
This course presents an overview of child development with several varied methods of observing and assessing development in an actual child care setting.

261: Home, School, and Community Relationships. (3-3-0)
This course promotes positive communication and professionalism with families. Topics include: the importance of developing positive relationships with parents, attachment and separation anxiety, daily reporting, reporting child abuse or neglect, positive guidance techniques, posting schedules, procedures, changes, developing a parent handbook to communicate the facility’s policies and regulations, and recognizing, recording, and reporting special concerns to parents.

265: Special Needs in Early Childhood Programs. (3-3-0)
The focus of this course is to provide education about children with special needs. This course covers topics about children (ages birth through 8 years) with physical, cognitive, and social-emotional exceptionalities. Broad areas of study will include programs which provide care for children who are: gifted, talented, hearing or vision impaired, physically challenged, or health impaired and may possess characteristics which indicate learning or behavior disorders, developmental delays, or speech and language deficits. Students will gain knowledge about various developmentally appropriate practices (DAP) strategies and methods, communication techniques with parents, service providers, paraprofessionals, and community resource agencies. Students will learn various state and federal laws concerning children with exceptionalities.

273: Developmentally Appropriate Curriculum and Materials in Early Childhood. (3-3-0)
Planning and implementing developmentally appropriate curriculum and materials for young children; required knowledge and skills in curriculum content area and in developmentally appropriate practice.

280: Administration of Early Childhood Programs. (3-3-0)
Prerequisites: Three (3) years experience as a director in a child care setting or CDA credential (or test-out equivalent), and/or permission from the CDYC program coordinator.
This course is designed for directors of childcare centers or students who have plans to become a director in a childcare facility. Topics include: quality programs in childcare, determining the needs of the community, planning the budget, writing a business proposal, childcare licensing and other laws, facility regulations, supplies and equipment, staff issues, marketing, daily program, responsibilities, parenting concerns and other administrative matters.

282: Management and Financial Strategies for the Childcare Business. (3-3-0)
Prerequisites: CDYC 280 plus three (3) years experience as a director in a child care setting or CDA credential (or test-out equivalent), and/or permission from the CDYC program coordinator.
This course is designed to teach the childcare director skills necessary to manage human and financial resources, how to plan for a financially stable enterprise, and how to complete business tasks more quickly and accurately.

298: Practicum in Early Childhood Development. (6-1-5)
Prerequisites: all CDYC courses with a grade of "C" or better, a candidate for graduation, and permission from the program coordinator.
Supervised work experience in an approved childcare setting.

Back to Course List