Southern New Hampshire University DEV 241 Cognitive Development of Infants and Young Children (3 credits) The purpose of this course is to provide students with an understanding and a working knowledge of both the content and processes of cognitive development in children from birth through eight years of age. The primary foci of the course are understanding (1) different theoretical frameworks for examining sequences and variations in the processes of cognitive change; (2) the interactive relationship between the child and the social context in the course of development; (3) the interrelationship of cognitive development with other aspects of development, particularly language development; and (4) the role of play in the development of cognition and language. Students learn how to conduct and report observations of children’s thinking and learning. They also learn to apply different theories of cognitive development and to recognize their implications for practice with children of differing needs and abilities in a range of programs in culturally diverse settings. This course may require off-campus field experiences. DEV 250 Adolescent Development (3 credits) This course explores the primary theories of adolescent development by Erikson, Blos, Freud and others. Adolescence as a time of identity development and consolidation is explored including new research on brain development during this phase. Successful resolution of developmental tasks are viewed in light of the possible roles available to adolescents in a given culture, subculture or community. DEV 260 Family and Culture (3 credits) This course considers how family and culture influence child development including family structures, sibling relationships, parenting behaviors, children’s special needs, family violence, diversity in educational settings and the relations between family and community. Students explore their own and other’s cultural influences through the lens of diverse cultural perspectives. The challenges faced by children and families from a variety of cultures and socio-economic backgrounds including communication, interaction, education, and societal norms will be examined from the role of the practitioner. Research informs student projects in which a particular aspect of culture is studied in depth. DEV 301 Behavior Management and Legal Issues (3 credits) Students learn how to give positive guidance so that children, both typical and atypical, behave in acceptable ways. There is an emphasis on proactive behavioral systems. Legal issues are included. It is highly recommended that the student be taking the practicum or internship concurrently. Prerequisite: DEV 102 DEV 302 Foundations and Issues in Child Development (3 credits) The student is exposed to historical, sociological and philosophical foundations of child development programs. Students develop their personal philosophies of education, study topical issues and problems in the field and are encouraged to form independent opinions. Students examine the 136
various models of programs in use today, including models of special-needs education. DEV 303 Administration of Child Development Programs (3 credits) This course provides students with basic skills in supervising and administering child development programs. Basic competencies of administrators are reviewed, such as law, child care licensing, personnel, budgeting, and corporate structures. Students are also introduced to governmental and non-governmental structures, public funding, and grant writing. This course may require off-campus field experiences. Prerequisite: DEV 320. DEV 320 Precursors of Academic Skills (3 credits) This course focuses on the development of pre-academic skills in young children. Students explore how to apply developmental theory to foster cognitive, social, emotional, and language development in young children. The relationship between the development of pre-academic skills and emerging literacy will be emphasized. Promotion of emerging literacy skills through the identification of high quality children’s literature is covered. Prerequisite: DEV 241. DEV 340 Theories of Play (3 credits) Students explore theories of play during early childhood. The role of play in promoting healthy development, learning and literacy are covered. The distinction between developmentally appropriate play and play which does not promote development is made. Play as a form of early intervention to assist children experiencing developmental challenges is covered in detail. Prerequisite: DEV 210. DEV 424 Assessment and Intervention During Early Childhood (3 credits) Students are introduced to qualitative and quantitative forms of developmental assessment used with children during the first eight years of life. The Denver-II, The OUNCE, Bailey, Brigance, HOME, HELP, Peabody, Transdisciplinary Play Based Assessment as well as other commonly used assessments within early childhood and public school settings are reviewed. Assessment will be discussed in relationship to developmental outcomes, interpretation and planning for intervention and curriculum. Prerequisite: DEV 340. DEV 460 Developmental Research Seminar (3 credits) Students in this course will work on their senior thesis. The course is designed to be a supportive and collaborative effort. Students will share their research, present new or alternative conceptualizations and help one another through the process of conducting a research project from conceptualization to completion. Prerequisite: Senior standing. DEV 480 Independent Study (3 credits) This course allows the student to investigate any child development subject not incorporated into the curriculum. Prerequisite: Permission of the advisor and school dean. DEV 499 Internship (3-12 credits) The Internship is a culmination of a student’s field experiences. It consists of a minimum of 150 clock-hours in the field and is accompanied by seminar meetings to provide