Child, Adolescent, and Family Studies
Program Office: Education Building 151
Telephone: (661) 654-3286
Faculty: Cary Larson-McKay, Ph.D.,
Barbara Schaudt, Ph.D.
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
The vision within the Child, Adolescent, and Family Studies Program (CAFS) 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 with and support a culturally, socially, and biologically diverse population within the local, regional, national, and global community.
The philosophy of the Child, Adolescent, and Family Studies Program (CAFS) has as it’s core a constructivist educational approach that perceives learning as the merging of cognitive, affective, social, and motor domains as experienced by the individual, family, and community, and as experienced within the cultural contexts of global, national, and regional communities. This belief reinforces 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 everchanging environments.
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 and 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. Any prerequisites to the university 2. General education requirements of the university 3. Graduation Writing Assessment Requirement 4. Gender, Race and Ethnic Studies 5. American Institutions 6. Core of required courses, and 7. A capstone senior seminar.
Students majoring in our program must also complete all CAFS coursework with a grade of “C-“or higher.
Within the CAFS major, there are 3 tracks from which students may choose to complete their requirements for graduation. Each student is strongly encouraged to meet with an advisor to more thoroughly discuss each track.
The Child, Adolescent, and Family Studies program has a strong online component. Students will leave this major competent on the computer. Each of our Major courses is also taught completely online at least once in a two year cycle.
The first track in the CAFS program is our FAST Track, Future Academic Studies for Teachers, for future elementary school teachers. Students following this track will complete their BA and multiple subjects credential in 4 years (rather than the usual 5 years). This track is designed for students who want to be elementary school teachers, are interested in completing our general track, and can maintain a GPA of 2.67 or higher for their first 3 years and a GPA of 3.0 in their final year. Please speak to an advisor in order to follow this track.
The second track in the CAFS program is our general track. The students who choose this track typically want to work with children and families in a variety of ways, including the following, as preschool teachers, administrators, social workers, counselors, advocates, readiness coordinators, etc. There is also a growing number of students who want to work as elementary school teachers who are choosing this track. The reason that future elementary school teachers may choose this track is because there is not current a waiver to enter teaching credential programs. The third CAFS track offers a set of courses specifically designed to assist students in preparing to pass the CSET. However, students do not have to choose that track. Students may choose this general track, study on their own, and take (and pass) the CSET so that they may enter the multiple subjects teaching credential program. Students are strongly advised to meet with an advisor when choosing this track.
The third Child, Adolescent, and Family Studies track is our Elementary Education teacher preparation track. In the CAFS major the students take a significant amount of coursework preparing them specifically to work with children in developmentally appropriate ways. This degree track has been approved by the California Commission on Teacher Credentialing (CCTC) as a program that prepares students for passage of the subject matter examination that candidates must pass to receive the multiple subjects credential required for multiple subjects instruction in the public schools. This track does change as state requirements are changed; students are strongly encouraged to meet each quarter with their advisor so that they may be notified of modifications to the program. All the CAFS tracks are available for students interested in teaching in the elementary schools.
Future Academic Studies for Teachers - CAFS FAST Track
Students following this track must inform their advisor and must meet with an advisor every quarter.
This track is designed to prepare students to be elementary education teachers. Upon completing the following courses students will have their BA in Child, Adolescent, and Family Studies as well as their Multiple Subjects Credential.
CAFS FAST Track: Child, Adolescent, and Family Studies Future Academic Studies for Teachers
Elementary Education Teacher Track
|Area A2 (C or higher)||5|
|Area B1-Biol 100||5|
|Area D3-Plsi 101||5|
|Area B4-stats (C or higher)||5|
|2||Fall||CAFS 230 or 280||5|
|Area D1, D2, or D5||5|
|Spring||EDBI 475 (GRE)||3|
|Minor (PEAK 345)||5|
|Area C3-Hist 210||5|
|GWAR test or course||15|
Recommended pattern of courses 195
Child, Adolescent, and Family Studies-General Track
This general track may also be used for students who desire to become elementary education teachers. All general education coursework for the university must be completed in addition to the courses specific to this major. It is critical that students following this track who wish to enter a teacher credential program (either multiple subject or preschool) notify their faculty advisor of their intentions so that they can be advised correctly.
To complete a major in Child, Adolescent, and Family Studies, students must take the Core courses, as well as a minimum of nine units from three of the four program areas (developmental theory, practicum/fieldwork, sociocultural influences on development, and programs and program development for children and families). A minimum of 1 upper division course (those numbered 300 or 400) must be completed from each of the three program areas.
Students working toward a concentration in Elementary Education may be required to fulfill specific requirements for entrance to a credential program and may need different courses based on state or university standards for the credential program.
Prerequisite (7 units)
1. CAFS 110 Introduction to the Field of Child Development (2) or CAFS 310 2. CAFS 200 Introduction to Child, Adolescent, and Family Development (5)
Core (17 units)
1. CAFS 208 Child, Family and Community (4)
2. CAFS 400 Introduction to Research (5)
3. CAFS 410 Research, Assessment and Evaluation of Children and Families (5)
4. CAFS 490 Senior Seminar (3)
Four Program Domains
(complete at least 9 units in 3 of the areas; with at least one being upper division)
Domain 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)
Domain B: Practicum/Fieldwork
1. CAFS 210 Observation of Children (2)
2. CAFS 220 Creative Activities Curriculum, Procedures, Materials, and Laboratory Experiences for the Young Child (5)
3. CAFS 230 Creative Activities 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)
Domain C: Sociocultural 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)
Domain 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 Programs (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-6 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 Elementary Education Multiple Subjects preparation. Upon successful completion of the courses described below, the student will have completed all the California State Department of Education and California State University course requirements for the Elementary Education 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 current listing of the required courses. The following is the most recent course outline.
Elementary Education Concentration Program of Classes
Major = Satisfies a CAFS major requirement
GE = Satisfies a General Education requirement
FLRQ = Satisfies the Foreign Language requirement
MSP = Multiple Subject Preparation
Requirements for the Elementary Education Track
|Area or Goal satisfied||Course(s)|
|GE A1/MSP||COMM 108 or THTR 232|
|GE A2/MSP||ENGL 110 (C or higher)|
|GE A3/MSP||PHIL 102 or ANTH 121 or SOC 120|
|GE B1/MSP||BIOL 100|
|GE B2/MSP||SCI 111 and SCI 112|
|GE B3/MSP||Lab from 1 or 2 above|
|GE B4/MSP||MATH 221 (C or higher)|
|GE C1/MSP||ART 101 or MUS 101 or THTR 101|
|GE C3/MSP||HIST 210|
|GE C4/MSP||ENGL 101, 207, 208, 235, 290, 294 or 295|
|GE D1or D2 or D5||ANTH or EEGS or SOC|
|GE D3/USCA Govt.||PLSI 101|
|GE D4||PSYC 100|
|Theme 1/MSP||SCI 325A or 325B|
|Theme 2/MSP||ENGL 364, 365, 366, 370, 373, 395, 470, 471, 473 or FREN 380 or THTR 307 or 385 (BCLAD: SPAN 301, 302, 303, 416, 419, or 422|
|Theme 3/MSP||ANTH 330, EEGS 385, or SOC 339 UDW/GWAR/MSP Choose one course from current schedule (C or better) or GWAR (passing score 8)|
|CSUB RQ||CSUB 101 or CSUB 301|
|US History/MSP||HIST 231|
|GRE/MSP||EDBI 475 (BCLAD and SOC 335 or SPAN 427 or 428)|
|FLRQ||test out or complete course|
|MSP- complete 2||MUS 310 or ART 302 or THTR 305 Completion of the two of the courses which study disciplines different from the discipline of the course used to satisfy requirement General Area C1|
|MSP||MATH 320 (C- or Higher)|
|MSP||SCI 213 Prerequisite: SCI 111 and 112 or BIOL 100|
|MSP||PLSI 332 or ANTH 340 or HIST 330 or GEOG 302 or EEGS 395|
|Major/MSP||CAFS 110 (C- or Higher)|
|Major/MSP||CAFS 200 (C- or Higher)|
|Major/MSP||CAFS 208 (C- or Higher)|
|Major/MSP||CAFS 250 (C- or Higher)|
|Major/MSP||CAFS 312 (C- or Higher)|
|Major/MSP||CAFS 350 or 430 (C- or Higher)|
|Major/MSP||CAFS 400 (C- or Higher)|
|Major/MSP||CAFS 410 (Prerequisite: MATH 221, CAFS 200, CAFS 311 or 312 or 313) (C- or Higher)|
|Major/MSP||CAFS 490 (requires a portfolio) (Prerequisite: CAFS 410) (C- or Higher)|
|Major/MSP||Technology folder Level 1 Date CTAP Certified (test out or complete EDCI 579 or LS 290)|
Students who are interested in the BCLAD (for Bilingual, Cross-Cultural, Language and Academic Development) option should contact an advisor for course requirements.
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.
Please note: this minor may be completed completely online.
Those students majoring in Liberal Studies and seeking a Child Development Concentration are recommended to take the following courses (a wider selection is available in the Liberal Studies office):
- a. CAFS 200 Introduction to Child Development
- b. CAFS 312 Child Development in the School Years
- c. One of the following: CAFS 311 Infant/Toddler Development, CAFS 313 Adolescent Development, CAFS 350 Child Guidance, Supervision and Support, or CAFS 280 Multicultural Children’s Literature.
- d. One course selected from the following: CAFS 320 Individual and Family Development in Diverse Cultures, CAFS 360 Parenting and Family Relations, or CAFS 430 School, Community and Family Collaborations
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.
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 110 Introduction to the Field of Child Development (2)
This course will give students an introduction to the field of child development. Students will survey the programs and services that are available for children, adolescents, and families and explore the professional opportunities, organizations, and publications related to this field. Students will also be exposed to the Child, Adolescent, and Family Studies Program (CAFS) and the faculty within the CAFS program. This course will provide students with an overview of what will be needed to earn their Bachelor of Arts in Child, Adolescent, and Family Studies. This course will enable the student to gain basic informational and competency skills that will aid in the academic success of the student.
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, student becomes cognizant of child-related organizations, and connects child and family development to other related fields of study. Advances the student’s ability to make observations and accurate recordings of children and families. This class also includes an introduction to technology within the field (meets core requirement for CCTC Child Development Associate teacher Permit), CAFS senior portfolio, and requirements for graduation.
CAFS 208 Child, Family and Community (4)
Introduction to various roles of and interactions among and between children, families, and community systems. This approach to understanding the interaction of child, family, and community will emphasize an appreciation for diverse cultural, socioeconomic, and lifestyle experiences. 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. (Meets core requirement for CCTC Child Development Associate Teacher Permit).
CAFS 210 Observation of Children (2)
Advances the ability to make sensitive observations and accurate recordings of children and families of diverse lifestyles and abilities. Includes a Service Learning/Fieldwork component requiring students to work and interact with children in order to link theory and practice. This requirement includes 36 hours of field-based observation.
CAFS 220 Creative Activities 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. This course also emphasizes planning developmentally appropriate activities that are respectful and sensitive to individual abilities as well as cultural and family backgrounds. Emphasis is 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 and studies various approaches like exploring several different curriculums and activities and projects that students could utilize to promote and support those curriculums (such as Reggio, Emergent, Creative, Weekly, Themes, Projects, etc.). (Meets core requirement for CCTC Child Development Associate Teacher Permit.)
CAFS 230 Creative Activities 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. Learning and effective teaching practice is central to the content of this course: the role of play in the child’s development, age-level appropriate classroom organization, and classroom management.
CAFS 240 Introduction to Administration of Early Childhood 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 and emphasizes 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 be required to gain the knowledge and skills consistent with certification in American Red Cross CPR and First Aid. (Meets requirement for CCTC Child Development Master Teacher Permit.)
CAFS 280 Multicultural Children’s Literature (5)
This course explores the interrelatedness of social, aesthetic, and 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 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.
CAFS 310 Introduction to the Field of Child Development (2)
This course is for transfer students and will give students an introduction to the field of child development. Students will survey the programs and services that are available for children, adolescents, and families and explore the professional opportunities, organizations, and publications related to this field. Students will also be exposed to the Child, Adolescent, and Family Studies Program (CAFS) and the faculty within the CAFS program. This course will provide students with an overview of what will be needed to earn their Bachelor of Arts in Child, Adolescent, and Family Studies. This course will enable the student to gain basic informational and competency skills that will aid in the academic success of the student.
CAFS 311 Infant/Toddler Development (5)
Focuses 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, socioemotional 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. (Meets requirement for CCTC Child Development Master Teacher Permit.) 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 partially on required field experiences with children in a variety of environments, examination of patterns and causes of behavior, and the school experience for children of this age, 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 adolescents’ cultural, familial, educational, socioeconomic, and ability contexts provides the core of class content. Classroom discussion is based partially on field experiences and observations with adolescents in a variety of environments, examination of patterns and causes of behavior, and the school experience for children of this age. 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 diverse 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)
Examines 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 family systems awareness. (Meets the requirement for CCTC Child Development Master Teacher Permit.) Prerequisite: CAFS 200.
CAFS 400 Introduction to Research Methods (5)
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 and families of diverse cultural, socioeconomic and life-style backgrounds as data collection strategies, reliability, validity, ethics, and values to increase students’ ability to locate, understand, critique, report and use child development research. Prerequisites: CAFS 200; MATH 140 or PSYC 200; CAFS 311, 312 or 313 (C- or higher).
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 lifestyle 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: Senior standing; Statistics, and CAFS 400 (C- or higher).
CAFS 414 Advanced Practicum (2)
An application of theory in various educational, clinical, and community settings. Placement is made according to student’s 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 (3)
This course is a senior capstone class that will assist students to the next level of their professional development. The course will help students prepare to strengthen competencies needed to achieve personal and professional goals. As part of the course work, students will be required to produce a Senior paper and develop a professional electronic portfolio. Prerequisite: Senior Standing; CAFS 410 (C- or higher).
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.