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2 + 2 child development

The child development 2 + 2 is designed for the educator who has at least 60 semester hours or 90 quarter hours of transferable college work and who is currently working in an educational setting, such as Head Start.   This major prepares the graduate to work in a variety of settings with young children.  Although it does not lead to licensure, the major provides knowledge and skills for a solid understanding of the academic, social, and emotional needs of typical and atypical young children, all within the context of the family, community, and educational setting.  Classes are offered in the evening during the fall and spring semesters and during the day and evening during the summer.  Graduation requirement is 122 semester hours.

Child Development (41 hours)  

EDU 200   Introduction to Teaching in a Diverse Society  (3)
EDU 215   Human Growth and Development: Birth Through Adolescence (3)
EDU 255   Developmental Curriculum I: Science and Mathematics (3)
EDU 265   Developmental Curriculum II: Aesthetic  (3)
EDU 282   Teaching Reading through Literature (3)
EDU 332   Social and Philosophical Issues in Education (3)
EDU 356   Early Childhood Practicum: Preschool (3) 
EDU 390   Independent Study in Child Development (2)
SED 228    Introduction to the Education of Students with Mild/Moderate Educational Needs (3)   COM 195 Interpersonal Communication (3)
FCS 225    Fundamentals of Nutrition (3)
HPR 135    Personal and Community Health Concerns (3)
SOC 162    Anthropology (3)
SWK 263 Human Behavior and Social Environment 1 (3)

Required Red Cross Certificates: Caring for Ill Children/Communicable Diseases, Child Abuse and Neglect Prevention, and First Aid.

Liberal arts and sciences core program

The liberal arts and sciences requirements listed below must be met to graduate. (See pages x-x for a description of the liberal arts and sciences program and course descriptions.) This can be done through course work at Bluffton, transfer credit, DSST, CLEP or academic credit by examination.  An advisor will work with you to determine the best option.  The completion of English composition is required before beginning Child Development 2+2. 

Semester hours
English composition                                            3
First Year Seminar                                                3
Understanding Numerical Data                         2
Introduction to Biblical Literature                     3
Christian Ethics                                                    3
Social Sciences                                                     6
Humanities                                                            6
Foreign Language                                                6
Fine arts appreciation                                          3
  (art, music or theatre)
Natural science                                                     7
  (must be in at least two areas of science with one being a lab course)
Christian Values in a Global Community          3

EDU 200 Introduction to Teaching in a Diverse Society
This course is designed to provide a beginning opportunity for students to assess their compatibility with the teaching profession. It serves as an introduction to the history and philosophy of education, school finances, curriculum and the sociology of education. It also provides a study of the characteristics, abilities and educational needs of children and adolescents, both typically developing and those who are diverse in their educational needs. It will provide a study of the structures of American education and special education, educational reform, multicultural considerations in American education and the impact of socio-economic conditions on education. This course will be co-taught by both general and special education faculty. 

EDU 215 Human Growth and Development: Birth Through Adolescence (3)
This course is a study of the growth, development and behavior of children from prenatal stages through adolescence. This course is crucial for all education students in order to understand child development in the larger context. It examines the effects of heredity and environment, including risk factors, developmental variations and patterns of typically and atypically developing children. It focuses on aspects of child development that are particularly relevant to people who will be professionally involved with children and their parents. The course includes comprehensive coverage of the physical, intellectual and emotional/social development of children, yet attempts a distinctly practical orientation. Clinical/field hours include preschool and family screenings as well as opportunities to observe early childhood, middle childhood and/or adolescent/young adult classrooms. 20 field hours.

EDU 255 Developmental Curriculum in Early Childhood 1: Science and Mathematics (3)
This course is designed to develop knowledge of how young children (ages 3-8) develop and learn to provide opportunities that support all areas of development of young children with special emphasis on cognitive development in the science and math classrooms. Students will create, evaluate and select topics of study in terms of conceptual soundness, significance and intellectual integrity using developmentally appropriate materials, equipment and environments. Informal and formal assessment strategies to plan and individualize curriculum and teaching practices will be incorporated. Topics to be covered in this course: theoretical framework (assumptions and beliefs); how children learn (both typically and atypically developing); early mathematic experiences; discovery in the physical world; and nutrition. All topics will be addressed within a framework of cultural sensitivity. Curriculum areas addressed in this course use the Ohio Department of Educationís competency-based models as a framework. 10 field hours in an integrated, inclusive early childhood setting are required. Prerequisite: EDU 215 and sophomore standing.

EDU 265 Developmental Curriculum in Early Childhood 2: Art, Music, Movement (3)
This course is designed to provide opportunities that support the aesthetic development in art, music and movement in children ages 3-8 who are both typically and atypically developing. Students will learn to plan and implement developmentally appropriate curriculum and instructional practices based on knowledge of individual children, the community, curriculum goals and content using a variety of strategies to encourage childrenís aesthetic development. Topics to be covered in this course: fostering creativity, music and movement (framework and programs), exploration with materials and planning and assessing programs. Curriculum areas addressed in this course use the Ohio Department of Educationís competency based models as a framework. 10 field hours in early childhood settings are required. Prerequisites: EDU 200, 205, 215 and sophomore standing.

EDU 282 Teaching Reading through Literature (3)  
Students will read books for children preschool through the primary grades, analyze and criticize their content and possible use, investigate the literatureís portrayal of ethnic and racial groups, recognize outstanding authors and artists, learn how literature is integrated into the reading/language arts curriculum and develop reading aloud and storytelling techniques to promote literature apprecia­tion. 10 clinical/10 field hours. Prerequisites: EDU 200, 215.

EDU 332 Social and Philosophical Issues in Education (3)
A critical examina­tion will be made of selected historical, philosophical and social problems and promises relevant to contemporary education. The intent is to provide students with readings and discussions which will encourage and enable them to establish a set of personal beliefs and commitments. The course is built around the idea that being reflective and critical is of strategic value as we seek to become enlightened about the problems and promises of modern education. Five hours of field experience are required. Prerequisites: EDU 200.

EDU 356 Early Childhood Practicum: Preschool (3)
Students in this course will develop and implement an integrated curriculum that focuses on childrenís needs and interests, taking into account culturally valued content and childrenís home experiences. Topics of study will be selected in terms of conceptual soundness, significance and intellectual integrity. A part of this course is fieldwork in preschool. Students will use individual and group guidance and problem-solving techniques to develop positive and supportive relationships with children, to encourage positive social interaction among children, to promote positive strategies of conflict resolution and to help children develop personal self-control, self-motivation and self-esteem. Establishing effective communication and collaborative, positive relationships with families will be encouraged. Administering a preschool will be a component of the course. Topics to be covered in this course: theories for interaction, physical environments supporting interactions, planning and assessing programs, licensing, certification, accreditation, professional considerations, working with parents, financing the program and nutrition. 30 field/10 clinical hours.

EDU 390 Independent Study
By arrangement.

SED 228 Introduction to Education of Students with Mild and Moderate Educational Needs (3)
This course is an introduction to the broad spectrum of abilities of students aged 3-21 with mild to moderate disabilities. A study of the history, definition, characteristics, assessment and services is covered as well as family, social and legal aspects. Numerous philosophical and practical perspectives are integrated into current practices of diagnosis and intervention as they relate to the specific needs of persons with disabilities in the community, school and world of work. Topics to be covered in this course: schools, society and achievement; special programs; labels and children with mild and moderate disabilities; cognitive and academic characteristics; social-emotional characteristics; individualizing instruction; services, curriculum and instruction; research-based and traditional approaches to teaching; inclusion and collaboration; early intervention and preschool intervention programs. 10 field/10 clinical hours. Prerequisites: EDU 200, 215.