Child and Family Studies Bachelor’s Degree Curriculum
Pre-Child and Family Major Courses 18 hours
- CDF 235: Child Development: Conception-Eight Years
- CDF 236: Interaction and Guidance
- CDF 327S: Family Involvement with Young Children
- CDF 203: Philosophical Historical Foundations of the EC Professional
- CDF 246: Creative Activities and Materials for Young Children
- CDF 310: Observation and Assessment in ECE
Core Courses 6 hours
Child Development Concentration 30-33 hours
- CDF 363: Early Childhood Literacy
- CDF 399: Early Childhood Practicum
- CDF 405: Program Planning for Infants and Toddlers
- CDF 406: Program Planning for Preschool Children
- CDF 437: Family Stress and Resilience
- CDF 450: Early Childhood Practicum
- CDF 538: Research Analysis in Child and Family Studies
- CDF 547: Organization and Administration of Early Childhood Programs
Supporting Course Requirements 15 hours
And 3 courses from the following: 9 hours
- NSC 500: Early Childhood Health Care
- OTS 515: Early Child Sensorimotor Development
- PSY 200: Introduction to Psychology
- PSY 250: Information Literacy in Psychology
- PSY 317: Cognitive Psychology
Free Electives 8-17 hours
EKU General Education Requirements 40 hours (See catalog for details.)
Total Hours Required for Degree Completion 120-125 hours
For a full list of course descriptions please see section 7 of the university undergraduate catalog.
(3) I, II. Ecological and systems approach applied to public and private family concepts; historical changes and current status; relationships among individuals, families, consumers, and communities; status of women, men, children and the elderly; public policy related to changes in the family.
(3) I, II. An orientation to the profession: Exploration of the qualities, expectations, & responsibilities of an EC professional. Relationships among early learning standards, history of the profession, interdisciplinary fields, professional organizations, and philosophical approaches. Course is required of all transfer students. Requires 5 hours of field experience.
(3) I, II. Developmental characteristics and theory pertinent to children conception to age eight. Special emphasis on early childhood theoretical frameworks.
(3) I, II. Overview of guidance strategies in fostering children’s social competency within a group or individually. Adults’ role in various interactions (e.g. parent-child, teacher-child) and resources for working with families/parents (e.g. parent education workshop) will be explored.
(3) I, II. Prerequisite: CDF 235 or department approval. Survey of learning experiences in various curriculum areas. Planning activities, including techniques and materials, to provide environments appropriate to the age and backgrounds of young children, and for the individual child based on age, ability, culture and ethnicity.
(3), I, II. Prerequisite: CDF 235. Corequisite: CDF 349. Authentic assessment approaches through observation of children in natural environments. Intentional planning and implementation of Developmentally Appropriate Practice in EC settings. Special emphasis on linking assessment to the EC curriculum.
(3) I, II. Prerequisites: CDF 235 or CDF 241 and 244, 236, and 246 or CDF 345 or departmental approval. Study of effective relationships with families. Methods and materials useful in fostering family life education, including adult learning principles. Experiences include implementing family service plans, planning discussion groups, conducting home visits, and parent-teacher conferences. Includes 15 service learning hours.
(3) I, II. Prerequisite: Admission to Child & Family Studies or department Approval. An exploration of the emergent literacy development of young children within the language-rich context of play. Emphasis on state and national language arts standards, 2nd language learners, literacy assessment, resources for literacy instruction. Course material presented within theoretical context.
(3-6) III. Prerequisites: Admission to Child and Family Studies or departmental approval. Corequisite CDF 349. Supervised practicum experience in programs serving young children & families. Focus on organizations at the public, private and non-profit sectors. Open to A.A.S. and B.S. child development students only. Minimum of 100 hours of field experience.
(3) I, II. Formerly CDF 344. Prerequisite: Admission to Child and Family Studies or department approval. Corequisite CDF 349. Planning, implementation, and evaluation of developmentally and culturally appropriate environments for infants and toddlers. Emphasis is placed on the caregiver-infant relationship, intentional teaching and curriculum/program assessment, laboratory and field experiences, and environmental adaptations for special needs. Credit will not be awarded for both CDF 344 and 405.
(3) I, II. Formerly CDF 343. Prerequisites: Admission to Child and Family Studies or department approval. Corequisite: CDF 349. Planning, implementation, and evaluation of developmentally and culturally appropriate environment for preschool children. Emphasis on intentional teaching, curriculum/program assessment, inquiry learning, documentation, project work, collaborative work with families/colleagues/community, and various programs (e.g. Montessori, Head Start, HighScope). Credit will not be awarded for both CDF 406 and 343.
(3) I, II. Prerequisite: CDF 132 or department approval. Study of stressors which may affect the quality of family life and resiliency factors which families and individuals employ to cope effectively with these stressors. Current research and models of family stress and resilience are studied.
(9) I, II. Prerequisites: CDF 247 or 327 or 327S, 248 or 343 or 406 and 246 or 345, 3.0 GPA in major requirements, and minimum grade of “C” in all courses with a CDF prefix. Practicum focusing on designing and equipping the environment, implementing learning experiences, developing strategies for guiding young children, and arranging effective communication for family involvement. Meetings for collaborative planning and reflective discussion to make program decisions.
(3) I. Prerequisites: CDF 235 and six hours in CDF; or department approval. Students will acquire the skills required to read and evaluate professional research literature in child and family studies by examining current studies. Students will also compare and contrast the treatment of current issues in their field in both popular and professional writing.
(3) I. Prerequisites: CDF 327 or 247, 343, or 406 or 248, and 344 or 405 or department approval. Review of the theories influencing the definition of goals, philosophies and rationales for establishment of early childhood programs (0-5), study of the procedures for organizing early childhood programs, and discussion of the management processes for administering quality early childhood programs.
(3) I, II. Prerequisites: CDF 132 and 12 additional hours in the department. History and principles of the profession of Family and Consumer Sciences. Course emphasizes the interdisciplinary nature of the field and its commitment to public policy activism to benefit individuals and families.
(3) I, II. A scientific study of the essential nutrients and their application in meeting nutritional needs of all ages. Consideration is given to food selection, nutrition misinformation, obesity, and other common dietary problems.
(3) I, II. Study of dietary needs adapted to periods of the life cycle.
(3) I, II. Prerequisites: SED 104, 401 or 575 and SED 260 or CDS 360; or instructor approval. Overview of history, philosophy, legislation and services for young children (0-5) at-risk for or with disabilities, including impact and intervention across developmental domains.
(3) A. Provides an overview of normal sensorimotor development in infants and young children. Includes contrasting normal/abnormal development and application of appropriate developmental tasks. Laboratory experiences will be provided.
(3) I, II. Prerequisite: completion of developmental reading requirement. A survey of the major content areas and methods of psychology, including history, biological correlates, cognition, language, intelligence, motivation, emotion, development, personality, abnormal, therapy, and social behavior.
(3) A. Prerequisite: PSY 200 or 200W. Completion of developmental reading and writing requirements. Information literacy, reading, evaluating, summarizing scientific literature in Psychology; scientific writing (APA format); basic research terminology.
(3) A. Prerequisites: PSY 280 or PSY 312, and PSY 308, and PSY 309, or departmental approval. Introduction to assessment, diagnosis, and intervention in autism spectrum disorders across the life span. Development of skills in applied assessment and intervention.
(3) I, II. Prerequisites: Junior or Senior standing. Open to all majors. This course will examine how to assess, intervene, and treat individuals, families, and groups with substance abuse and other addictions. The course will examine addictions from a strengths perspective.
(3) A. Prerequisite: instructor approval. Critical appraisal of societal values of priorities underlying services to children. Examines range of services and skills used in social work practice with children; understanding psycho-social needs of children.