C A L I F O R N I A   S T A T E   U N I V E R S I T Y   B A K E R S F I E L D 2003-2005 Catalog

CHILD, ADOLESCENT, AND FAMILY STUDIES

Education Building 151

(661) 664-3286

(661) 665-2016 (fax)

http://www.csub.edu/childdev/

Coordinator:   Cary Larson-McKay

Faculty:           Christie Howell

                        Barbara Schaudt

DISCLAIMER:  Due to ongoing and substantial changes in credential legislation and degree programs in the State of California, please check with an official School of Education advisor for current information.

Shaping the Future

Vision Statement

The vision within the Child, Adolescent, and Family Studies Program is to promote partnerships that foster healthy children, supportive family relationships, and an interactive community of diverse learners.

This program will also offer learning activities that provide superior educational preparation for teachers, parents, and community professionals that will aid in the development of well prepared persons to interact and support a fluid, culturally, socially, and biologically diverse population within the local, regional, national, and global community.

Child, Adolescent, and Family Studies

Philosophy

The philosophy of the Child, Adolescent, and Family Studies Program (CAFS) has at it’s basis a confluent and constructivist educational approach that perceives learning as the merging of cognitive, affective, social, and motor domains as experienced by the individual, family, and community, as experienced in the cultural contexts of global, national, and regional communities.  This belief re-enforces the premise that the study of Human Development is not a parochial study, but rather a process of examining the totality of the human experience in ever-changing environments.

Program Description

The Child, Adolescent, and Family Studies Program (CAFS) at California State University, Bakersfield offers a major leading to a Bachelor of Arts Degree.  The CAFS program provides students with an undergraduate level of knowledge within Child, Adolescent, and Family Studies.  This program highlights diverse theories, milestones across developmental domains, family systems, ethics, and developmental research methods.

The CAFS major focuses on the biological, cognitive, psychological, and sociological foundations of child behavior and development.  Students will acquire knowledge and gain understanding through, exposure to relevant literature, current research topics, selected service, fieldwork, and development of their own research.  Students will gain an intensive, as well as global, understanding of the developmental needs, behavioral patterns, and problems of children and their families.  Through a variety of courses, students obtain knowledge and refine skills in observing, assessing, interpreting, and implementing programs for children and families; working with and supervising child-centered programs; participating in supportive structures for children and adolescents; and understanding families from diverse backgrounds.

All Child, Adolescent, and Family Studies students are expected to complete: 1) a core of required courses, (2) classes (at least 15 units) in 3 of the 4 program areas, and (3) a capstone senior seminar.

Child, Adolescent, and Family Studies Bachelor of Arts Degree

Prerequisites (5 units)

1.   CAFS 200 Introduction to Child, Adolescent, and Family Development (5) or PSYC 100 Introduction to Psychology (5)

Core (15 units)

1.   CAFS 208 Child, Family and Community (3)

2.   CAFS 410 Research, Assessment and Evaluation of Children and Families (5)

3.   CAFS 490 Senior Seminar (5)

To complete a major in Child, Adolescent, and Family Studies, students must take the Core Courses, as well as a minimum of four units from three of the four program areas (developmental theory, practicum/fieldwork, socio-cultural influences on development, and programs and program development for children and families).  A minimum of 20 units must be from upper division courses (those numbered 300 or 400).  Students working toward a concentration in Elementary Education may be required to take different courses based on changes made due to new state standards.

Four Program Areas

Area A: Developmental Theory

1.   CAFS 311 Infant/Toddler Development (5)

2.   CAFS 312 Child Development in the School Years (5)

3.   CAFS 313 Adolescent Development (5)

Area B: Practicum/Fieldwork

1.   CAFS 210 Observation of Children (2)

2.   CAFS 220 Curriculum, Procedures, Materials, and Laboratory Experiences for the Young Child (5)

3.   CAFS 230 Curriculum, Procedures, Materials, and Laboratory Experiences in the Elementary School Setting (5)

4.   CAFS 350 Child Guidance, Supervision, and Support (5)

5.   CAFS 414 Advanced Practicum (2)

6.   CAFS 440 Advanced Practicum in Adult Education and Supervision (2)

Area C: Socio/Cultural Influences on Development

1.   CAFS 280 Multicultural Children’s Literature (5)

2.   CAFS 320 Individual and Family Development in Diverse Cultures (5)

3.   CAFS 360 Parenting and Family Relations (5)

4.   CAFS 430 School, Community, and Family Collaborations (5)

Area D: Programs and Program Development for Children and Families

1.   CAFS 240 Introduction to Administration of Child and Family Programs (5)

2.   CAFS 250 Child Health, Safety & Nutrition (5)

3.   CAFS 420 Advanced Techniques for Working in Child and Family (4)

Elementary Education/Subject Matter Preparation for  Elementary Teachers

A specialty concentration in Child, Adolescent, and Family Studies-Elementary Education provides an academic experience best suited to those who wish to teach in the elementary K-8 setting.  The CAFS Elementary Education student will take classes that have been approved by the California Commission on Teacher Credentialing (CCTC) as a program meeting the requirements for the Multiple Subjects preparation to waive the Multiple Subjects Aptitude Test (MSAT).  Upon successful completion of the courses described below, the student will have completed all the California State Department of Education and California State University requirements for the Multiple Subject preparation for entrance into an Elementary Education Multiple Subject Credential program.  This specialty track is for students who plan to become elementary teachers.  Please see an advisor for a listing of the required courses.

Child, Adolescent, and Family Studies Minor

A student wishing to minor in Child, Adolescent and Family Studies should complete at least 20 quarter units in CAFS, of which at least 15 units must be upper division.  A faculty member in the CAFS program must approve the specific course of study.

Those students majoring in Liberal Studies and seeking a Child Development Concentration may use CAFS 312, CAFS 313, and CAFS 320 toward the concentration in Child Development.

Course Descriptions

Note:    Among the courses comprising the Child, Adolescent, and Family Studies major and specialty areas (see above), those not found elsewhere in this catalog are listed below.

Lower Division

CAFS 101 Introduction to Teaching in the

Elementary School (2)

This course is open to high school students only.  This course enables high school students to work in elementary classrooms while receiving high school and university credit. In order to participate, students must apply to the program, maintain a 3.0 GPA or better, and have two recommendations from their high school.  Those who participate will receive units toward high school graduation and have the opportunity to earn up to 6 college quarter units per year.

CAFS 200 Introduction to Child Development (5)

Introduction to Child, Adolescent, and Family Development as a unique field of study.  Introduces developmental theory highlights, common milestones across developmental domains, family systems, ethics, introduction to research methods and observation techniques.  Explores Human Development as a profession, examines professional responsibilities, reviews publications, becomes cognizant of child organizations, and connects Child and Family development to other related fields of study.  Advances the ability to make sensitive observations and accurate recordings of children and families of diverse life-styles and abilities.  Upon consent of the instructor, this class can fulfill the Subject Matter Preparation requirement for an Early Field Experience in the Elementary School by a Field or Service Learning placement in the elementary school setting.  This class also includes the introduction to technology within the field and requirements for graduation.

CAFS 208 Child, Family and Community (3)

Introduction of roles of and interactions among and between child, family and community systems.  This approach to understanding the interaction of child, family and community will emphasize an appreciation for diverse cultural, socioeconomic, and life-style needs.  Students will become aware of individual and family requirements, social issues, and available support programs in the local area.  Students will engage in program analysis and assessment of program effectiveness and quality in light of family needs and community priorities.

CAFS 210 Observation of Children (2)

Advances the ability to make sensitive observations and accurate recordings of children and families of diverse life-styles and abilities.  Includes a Service Learning component requiring students to work and interact with children to link theory and practice.  Upon consent of the instructor, this class can fulfill the Subject Matter Preparation requirement for an Early Field Experience in the Elementary School by a Field or Service Learning placement in the elementary school setting.

CAFS 220 Curriculum, Procedures, Materials, and Laboratory Experience for the Young Child (5)

Acquaints students with curriculum, procedures and materials important for effective child development programs.  Emphasis on learning theory and development as related to learning environments, curriculum areas for the young child, materials, methodology, and evaluation.  Planning developmentally appropriate activities that are respectful and sensitive to individual abilities as well as cultural and family backgrounds.  Emphasis on learning and teaching practices; the role of play in the child’s development, age and ability appropriate classroom organization and management, child health, nutrition, and child self-care.  Prerequisite: CAFS 200 and CAFS 210.

CAFS 230 Curriculum, Procedures, Materials, and Laboratory Experience in the Elementary School Setting (5)

Acquaints students with curriculum, procedures, and materials important for effective elementary classroom planning.  Emphasizes curriculum requirements, learning theory, research and assessment, development, methodology, and planning developmentally appropriate activities.  Emphasis on learning and effective teaching practice; the role of play in the child’s development, age-level appropriate classroom organization and management.  Prerequisite: CAFS 200 and CAFS 210.

CAFS 240 Introduction to Administration of Child and Family Programs (5)

An overview of administration in child and family programs for site supervisors and directors.  Topics include program organization, staffing, proactive program management, historical background, and philosophical underpinnings of relevant programs.

CAFS 250 Child Health, Safety and Nutrition (5)

Examines principles, practices and issues related to meeting the health, safety and nutritional needs of children emphasizing physiological and biological aspects of development.  Students will learn techniques and skills for the support and implementation of health and safety practices and their impact on an individual child’s development and how these practices might be adapted to support the goals and values of family and community systems.  Students will also gain the knowledge and skills to receive certification in American Red Cross CPR and First Aid. Prerequisite: CAFS 200.

CAFS 280 Multicultural Children’s Literature (5)

This course explores the interrelatedness of social, aesthetic, cultural, elements of children’s literature.  It covers criteria for effective evaluation of literature and how to select books that are developmentally appropriate.  It examines the elements of literature and how it supports language, creative, and intellectual development.  It also covers specific teaching strategies that reflect current literacy theory to enhance transactions with literature.

CAFS 296 Human Corps (1)

One unit of credit for 20 or more hours of volunteer community service experience working directly with young children (Pre-K through grade 3) in a variety of socioeconomic settings.  Open to students who are interested in pursuing a career in Early Childhood Education (Pre-K through grade 3).  Students may request an assignment through the Human Corps office.  A journal, a brief reflective paper and meetings with a faculty sponsor as required.  This course may be repeated up to twelve times (12 units), however, students may earn only one unit per quarter.  Offered on a credit, no-credit basis only. Prerequisite: CAFS 200.

CAFS 299 Individual Study (1-5)

To be arranged with the instructor.

Upper Division

CAFS 311 Infant/Toddler Development (5)

Focus on growth and development from conception into the preschool years.  This course examines the historical context for the modern conception of child development.  Emphasis is given to contemporary research in physiological and motor development, socio-emotional development, cognitive development, language and communication development, health and nutrition, child rearing practices and infant stimulation.  The class will highlight a social-historical-contextual approach to the development of young children and families.  Prerequisite: CAFS 200.

CAFS 312 Child Development in the School Years (5)

Advanced study in growth and development from early childhood to adolescence.  Theoretical and research orientations focus on the dynamic interaction of domains of development and their practical applications.  Classroom discussion is based on field experiences with children in a variety of environments, examination of patterns and causes of behavior including family, school, community, and cultural contexts.  Prerequisite: CAFS 200.

CAFS 313 Adolescent Development (5)

This class in adolescent development will examine theoretical and conceptual frameworks for the study of the social, emotional/psychological, biological/physical, cognitive, language/communicative and aesthetic aspects of human development during adolescence.  Development within the various contexts of contemporary adolescent’s cultural, familial, educational, socioeconomic, and ability contexts provides the core of class content.  Prerequisite: CAFS 200.

CAFS 320 Individual and Family Development in Diverse Cultures (5)

An exploration of the values, attitudes, child rearing practices, family, and social relationships in a variety of cultural settings.  The impact of these factors on personal, social, economic, and political systems will be discussed.  Comparisons with western family systems including cultural universals and differences will be emphasized.  The course will also discuss immigrant experiences in the United States.

CAFS 350 Child Guidance, Supervision and

Support (5)

Examination of children’s interpersonal, emotional, and personality development, emphasizing theoretical issues and research on discipline and empathy development.  Study of models of guidance and their implications for academic, home, and clinical settings is emphasized.  Prerequisite: CAFS 200.

CAFS 360 Parenting and Family Relations (5)

Examines the family as the child’s first educator. Studies models of Family Systems, parenting strategies, community programs and experiences in Child Service programs, schools, and communities that support and recognize the family as an integral part of the child’s educational experience.  Emphasis is on parent education, interpersonal communication, and system awareness.  Prerequisite: CAFS 200.

CAFS 410 Research, Assessment and Evaluation of Children and Families (5)

Introduction to the interpretation and analysis of Child Development theory and research.  Develops an awareness of research methodology, assessment, and evaluation of children and families as represented in the body of Child Development literature.  Emphasis on research as applied to children, adolescents, and families of diverse cultural, socioeconomic and life-style backgrounds as representing the current study of Child Development.  Includes examination of research design, data collection strategies, reliability, validity, ethics and values to increase students’ ability to locate, understand, critique, report and use child development research.  Prerequisites: Junior standing; MATH 140 or PSYC 200; and CAFS 312 or CAFS 313.

CAFS 414 Advanced Practicum (2)

An application of theory in various clinical and community settings.  Placement is made according to student goals and interests.  Prerequisite: CAFS 200.

CAFS 420 Advanced Techniques for Working in Child and Family Programs (4)

A course for those who wish to supervise and direct programs for children, adolescents and families.  Topics will include financing, budget requirements, legal codes, planning, operating, evaluating and staff training of child centered programs.  Prerequisite: CAFS 200.

CAFS 430 School, Community, and Family

Collaborations (5)

Developing knowledge and skills for effective communication with adults in childhood settings including schools, and extracurricular programs for a diverse population.  Topics include human relations management, processes for supervision of adults, and parent relations within programs.  Prerequisite: CAFS 200.

CAFS 440 Advanced Practicum in Adult

Education and Supervision (2)

Supervision experience with adults in child, adolescent, and family programs.  Prerequisite: CAFS 200.

CAFS 481 Directed Research in Child Development (1-5)

Students conduct research, assessments, and investigations in the area of child development under faculty supervision.  Strongly suggested for majors who are considering graduate study in Child Development.  Prerequisite: consent of instructor who will serve as sponsor, approved by the Child, Adolescent, and Family Studies Program Coordinator.

CAFS 489 Experiential Prior Learning (1-5)

Evaluation and assessment of learning which has occurred as a result of prior off-campus experience relevant to the curriculum of the department. Requires complementary academic study and/or documentation. Available by petition only, on a credit, no-credit basis. Not open to post-baccalaureate students. Interested students should contact the program office.

CAFS 490 Senior Seminar (5)

A senior capstone class to study the nature of Human Development as a field of study and to support the ability of students to integrate knowledge and skills from relevant courses within the theoretical constructs appropriate to the understanding of children from a developmental point of view.  Provides a culminating experience for the Child Development major designed to synthesize the broad concepts of the field, examine current issues and problems within the domain of Child Development, and provide the opportunity to strengthen competencies needed to achieve personal and professional goals.  Senior paper (based on work completed in CAFS 410) and portfolio development are requirements.  Prerequisite: Senior Standing; CAFS 410.

CAFS 497 Cooperative Education (1-5)

This course provides sponsored learning in a work setting, integrated with academic learning.  The Cooperative Education office assists the student in finding a placement on an individual basis.

CAFS 499 Individual Study (1-5)

Students are encouraged to explore a specific topic on an individual basis.  Students learn through directed readings, reflective papers, discussions with their faculty advisor, and research on the agreed upon topic. Prerequisite: consent of the instructor who will serve as mentor.