View information for the Child Development Program , including Learning Objectives.
View the degree program Roadmap, which provide recommended advising maps to complete the degree program. Please consult your academic advisor as you develop your academic plan.
The Child Development Major is organized around six broad competencies-child development knowledge/foundations; the research process; legal, ethical, and pragmatic issues; professionalism; personal and interpersonal skills; developmentally-appropriate practices; and integration of a personal/professional worldview. Students are introduced to these competencies in CDEV 3000 - Professional Issues in Child Development , at the beginning of their program, and compile a professional portfolio to document their progress throughout the academic program. These portfolios are presented at the end of the program in CDEV 4965 - Child Development Senior Seminar .
State of California Children’s Center Permits
California requires that individuals who serve as teachers and administrators of funded child development programs hold permits issued by the California Commission on Teacher Credentialing. See your academic adviser for coursework that is likely to meet these requirements. Applications for the Child Center Permit may be picked up at the University Credential Processing Center.
The program leading to a Bachelor of Arts, Child Development provides students with a background of knowledge and skills in child growth and development. The degree is delivered by the Department of Psychology and Child Development. Courses are selected from child development and related fields, and include laboratory and field experiences at the Stanislaus State Child Development Center as well as other applied settings. The Child Development major is designed to prepare students for professional occupations with children and families as well as to prepare students to pursue advanced studies or research careers.
All students are expected to:
- Complete the prerequisites to the major;
- Complete a professional development class;
- Complete a core of required courses;
- Complete one of the tracks described; and
- Complete a capstone senior seminar and corequisite internship.
Three professional tracks are designed to provide students with specialized knowledge and abilities:
- Child Development Early Childhood Track-prepares professionals as teachers and administrators of child development programs, curriculum specialists, program evaluators, etc.
- Child Development Middle Childhood Track-prepares students for careers as elementary teachers and administrators, recreational leaders, and other work with children and families in the community.
- Child Development Services Track-prepares professionals to meet the social welfare and guidance needs of young children, parents, families, and the community in agencies, parent education programs, foster care, etc.
A General Track is available for those students who wish to tailor their academic programs to a particular developmental focus. A general track plan of thematically related units must be developed with the student’s academic adviser and submitted for the Child Development Committee’s approval prior to completion of coursework. The requirements for the General Track are shown in the catalog sections that follow and on the general track plan form.
Senior Capstone Experience
The Child Development major culminates in a senior seminar and internship experience related to the student’s career goals. These classes provide opportunities for students to work side-by-side with professionals while developing a worldview and documentation of their accomplishment of program competencies. It should be noted that Senior Seminar and Internship are required assessment courses for the Child Development Major. These courses culminate the student’s educational plan; students may not take these courses until they have met all prerequisites.
Students should take Senior Seminar in the last semester of coursework and should consider carefully the amount of time that will be required to complete successfully the course and internship. Students should plan for participation in a field site for approximately 6 hours per week throughout the entire semester, strict class attendance, and group participation on arranged time with classmates and professional persons. Finally, students should consider that the semester project includes the preparation and presentation of individualized professional portfolios, demonstrating individual achievement of the program’s competencies. See departmental information regarding prerequisites and enrollment procedures for these classes.
Transitional Kindergarten, Elementary, Secondary, and Special Education
Students pursuing teaching in public elementary or secondary schools or special education should consult the College of Education or the University Catalog for the most current information regarding credential requirements and prerequisites to be completed concurrent with or upon completion of the baccalaureate.