CHLDV 101 introduces students to the concepts and issues related to teaching diverse learners in today's contemporary schools, Transitional Kindergarten through Grade 6. Topics include teaching as a profession and career, historical and philosophical foundations of the American education system, contemporary educational issues, California's content standards and frameworks, and teacher performance standards. In addition to class time, the course requires a minimum of 45 hours of supervised fieldwork in public school elementary school classrooms that represent California's diverse student population, and includes cooperation with at least one campus approved and selected certificated classroom teacher.

CHLDV 133 focuses on the appropriate use of assessment and observation strategies to document development, growth, play and learning in order to join with families and professionals in promoting children's success and maintaining quality programs. Recording strategies, rating systems, portfolios, and multiple assessment methods are explored.

CHLDV 135 examines the major physical, psychosocial, and cognitive/language developmental milestones for children, both typical and atypical, from conception through adolescence. There will be an emphasis on interactions between maturational processes and environmental factors. While studying developmental theory and investigative research methodologies, students will observe children, evaluate individual differences, and analyze characteristics of development at various stages.

CHLDV 137 is designed for students interested in working in before and after school or out-of- school programs for children aged 5-12. The course introduces School Age program philosophies and program types, examines needs and concerns relating to school-age children in child care and strategies for managing classrooms and guiding children's behavior. Knowledge of developmental ages and stages is emphasized. This course includes designing developmentally appropriate curriculum and experiences for school age children and creating developmentally appropriate environments.

CHLDV 138 introduces the laws, regulations, standards, policies and procedures and early childhood curriculum related to child health, safety and nutrition. The characteristics of good health and the recognition of the symptoms of communicable diseases are examined. The habits and attitudes essential for physical and mental health of teachers, parents and children are identified. This course is intended to examine the current concepts in the field of health, safety and nutrition and their relationship to the young child and program planning. Emphasis is given to the components of quality care for young children and the importance of collaboration with families and health care professionals.

CHLDV 140 examines the underlying theoretical principles of developmentally appropriate practices applied to programs, environments, emphasizing the key role of relationships, constructive adult- child interactions, and teaching strategies in supporting physical, social, creative and intellectual development for all children. This course includes a review of the historical roots of early childhood programs and the evolution of the professional practices promoting advocacy, ethics, and professional identity.

CHLDV 141 provides for a demonstration of developmentally appropriate early childhood teaching competencies under guided supervision. Students utilize practical classroom experiences to make connections between theory and practice, develop professional behaviors, and build a comprehensive understanding of children and families. Child centered, play-oriented approaches to teaching, learning, and assessment; and knowledge of curriculum content areas is emphasized as student teachers design, implement and evaluate experiences that promote positive development and learning for all young children.

CHLDV 142 examines the developing child in a societal context focusing on the interrelationship of family, school and community with an emphasis on historical and socio-cultural factors. The processes of socialization and identity development will be highlighted, showing the importance of respectful, reciprocal relationships that support and empower families.

CHLDV 147 is designed to provide specialization in the milestones of infant and toddler development, and the various programs currently available. Students consider principles of care- giving, and learn appropriate play activities and materials necessary to enhance early childhood education. Observation of infants and toddlers is required, both in the classroom and outside in the community.

CHLDV 150 provides an overview of principles involved in planning, implementing and evaluating developmentally appropriate curriculum. It includes processes for planning and implementing developmentally appropriate environments and experiences; selection of appropriate materials, emerging curriculum, scheduling, room arrangement, and planning developmentally appropriate activities and curricula for young children from birth to age eight in child care and early childhood development settings. Included are focuses on children's play, the role of assessment, webbing, activity planning, daily scheduling and curriculum areas such as art, science, math, literature, music, language arts, and dramatic play are examined.

CHLDV 152 focuses on designing developmentally appropriate musical experiences for young children. This course introduces basic principles and theories of music development in children from birth to age twelve. It also considers the developmental needs of children with special needs.

CHLDV 154 provides students with the basic knowledge of the content and style of children's art and its link to thinking. Emphasis is placed on the developmental areas of children's growth and the ways teachers can provide appropriate and stimulating experiences. Students have the opportunity to merge theory and practice and gain skills to facilitate creative expression. Experiential learning will be implemented and students will have the opportunity to explore with art materials and then analyze those experiences through a developmental lens. Inclusion, diversity, and the Reggio Emilia approach are featured.

CHLDV 155 provides instruction in identifying typical/atypical development of children, and includes methods of management and teaching techniques which prove helpful in working with children with disabilities. A humanistic view of the whole child and the valuing and supporting of their rights is emphasized. The class includes discussions about educational services and community agencies available to parents.

CHLDV 156 examines the development of social identities in diverse societies including theoretical and practical implications of oppression and privilege as they apply to young children, families, programs, classrooms and teaching. Various classroom strategies will be explored emphasizing culturally and linguistically appropriate anti-bias approaches supporting all children in becoming competent members of a diverse society. Course includes self-examination and reflection on issues related to social identity, stereotypes and bias, social and educational access, media and schooling.

CHLDV 158 focuses on designing developmentally appropriate creative dance experiences for young children. It provides those students who are interested in teaching movement to children the opportunity to acquire knowledge and techniques related to motor development and use of creative dance to explore subjects across the early childhood and early elementary curriculum. The course introduces basic principles and theories of motor development in children from birth to age twelve, focusing on designing developmentally-appropriate and creative dance experiences for young children.

CHLDV 160 provides an overview of the developmental, environmental, and cultural factors that impact the behavior of children and adolescents; examines the role of the environment and the teacher in supporting appropriate behavior; and explores techniques to effectively address many types of behavior including those that are aggressive, antisocial, disruptive, destructive, emotional, and/or dependent. Emphasis is on developing culturally sensitive individualized plans for guiding the behavior of children and adolescents in early childhood and early elementary settings.

CHLDV 174 is an introduction to the administration of early childhood programs. Topics covered include general responsibilities of a program director, program types, developing and managing program budgets, program management skills, an examination of relevant laws and regulations governing early childhood programs, and the development and implementation of policies and procedures. The course also examines administrative tools, philosophies, and techniques needed to organize, open and operate an early care and education program.

CHLDV 175 explores effective strategies for personnel management and leadership in early care and education settings, including legal and ethical responsibilities, supervision techniques, professional development, and reflective practices for a diverse and inclusive early care and education program. Comprehensive methods for analyzing the different components of an early childhood program to effect organizational change are discussed. Particular emphasis is on the art of leadership and interpersonal relationships.

CHLDV 176 is designed to examine the methods and principles of supervising student teachers, entry level teachers, volunteers and other adults in early care and education settings. Emphasis is on the roles and development of early childhood professionals as mentors and leaders.

CHLDV 180 provides a semester teaching experience in an infant/toddler setting. The teacher candidate, under the supervision of a cooperating teacher and a college supervisor, assumes complete responsibility for the instruction of children. The course is designed to provide opportunities for practical application of skills and knowledge previously gained in the classes specified in the infant/toddler and child development curriculum. Field experience provides the teacher candidate the opportunity to participate in classroom activities, design and teach a developmentally appropriate focus under the guidance of the supervising/mentor teacher, assess themselves as a prospective teacher, and participate in seminar discussions. The environment and routines are emphasized as an integrating context for planning instruction.

CHLDV 181 provides a semester teaching experience in a preschool setting. The teacher candidate, under the supervision of a cooperating teacher and a college supervisor, assumes complete responsibility for the instruction of children. The course is designed to provide opportunities for practical application of skills and knowledge previously gained in the classes specified in the preschool and child development curriculum. Field experience provides the teacher candidate the opportunity to participate in classroom activities, design and teach a developmentally appropriate focus under the guidance of the supervising/mentor teacher, assess themselves as prospective teachers, and participate in seminar discussions.

CHLDV 182 provides a semester teaching experience in a school age setting. The teacher candidate, under the supervision of a cooperating teacher and a college supervisor, assumes complete responsibility for the instruction of children. The course is designed to provide opportunities for practical application of skills and knowledge previously gained in the classes specified in the school age and child development curriculum. Field experience provides the teacher candidate the opportunity to participate in before and after-school activities, design and provide developmentally appropriate activities and tutoring under the guidance of the supervising/mentor teacher, assess themselves as a prospective teacher, and participate in seminar discussions.

CHLDV 210 compares current cognitive theories and provides methods for bridging the gap between research and classroom practice. Strategies and skills necessary to preparing environments that encourage active learning and problem-solving skills for children are developed. Particular emphasis is given to the project approach to implementation, using the acclaimed Reggio Emilia techniques.

CHLDV 215 provides students an opportunity to learn a specialization in supporting emerging literacy for young children (birth through age eight). Emphases are placed on the study of oral language development, children's literature, and play related to early literacy. Students study the working theories for understanding emerging literacy in relation to cultural, social, and family environments. Topics include: reading, children's literature, early literacy, second language learning, play and literacy, family literacy, and becoming a conversationalist with children.