Child and
Adolescent DevelopmentChild and
Adolescent DevelopmentProfessors—Dahl
Assistant Professors—Law, Meschke, Stevenson
B.A. in Child and Adolescent Development: Concentration in Young Child and Family
B.A. in Child and Adolescent Development: Concentration in School-age Child and Family
B.A. in Child and Adolescent Development: Concentration in Youth and Family
Services
B.A. in Child and Adolescent Development: Concentration in Research and Public Policy
The Bachelor of Arts in Child and Adolescent Development is an interdisciplinary, cross-professional undergraduate degree for students interested in studying and working with issues related to children, adolescents, and families.
The Child and Adolescent Development program is housed in the Marian Wright Edelman Institute for the Study of Children, Youth, and Families. The mission of the institute is three fold: to further educational excellence through the delivery of the interdisciplinary child and adolescent development curriculum; to promote collaboration among faculty, and to create public outreach, social advocacy, and other partnerships between SFSU and the community; and to foster research and scholarly work in the area of children, youth, and families. The interdisciplinary faculty are members of departments from colleges across campus and are knowledgeable about careers in the field.
The B.A. in Child and Adolescent Development is designed to convey a broad range of knowledge about child and adolescent development along with applications of this knowledge to services for children and families, as well as to research and public policy development. The core requirements introduce the student to child and adolescent development theory and practice with emphases on family systems and cultural diversity. The degree also includes specialized concentrations which focus on research and practice related to (1) the young child and family, (2) school-age child and family, (3) youth and family services, (4) public policy and research. Courses in the major include didactic in-class assignments, research, observation of children and youth, and a supervised internship.
The degree is designed to meet the education and career needs of students with a variety of interests. Those who wish to complete a bachelor's degree as well as a Child Development Permit for work as a licensed child care provider will choose the Young Child and Family concentration. Students who wish to teach in elementary schools will choose the School Age Child and Family concentration. Others who wish to prepare for work in social service agencies such as residential treatment facilities for school-age children/youth and their families, after school programs, probation, recreation, or community-based programs for children and youth will choose specialized study in either the School Age Child and Family concentration or the Youth and Family Services concentration. Finally, students who are preparing for work in research or policy fields related to children, youth, and families, or who desire a foundation in child and adolescent development as preparation for advanced study in disciplines such as education, medicine, psychology, social work, recreation, counseling, or physical therapy, will select the Research and Public Policy concentration.
The outlook for careers working with children and adolescents and their families is very good. Surveys of employers and community agencies which offer positions working with children, adolescents, and families indicate that there is a strong need for professionals in those areas. Graduates who want to work with young children and their families as infant-toddler pre-school teachers or child care providers are in high demand. There are 6,000 children in San Francisco alone on waiting lists for childcare programs. There is a strong need for well educated professionals to staff and administer quality child care programs, particularly as the existing center-based teaching work force with B.A. degrees or higher ages and starts to retire. There is also a need to expand the ethnic and linguistic diversity of early child care providers. Areas where B.A. degree providers/teachers are particularly needed are in centers serving both infants and preschoolers, working with dual language learners, and working with children with special needs.
Even with state fiscal changes and changes in requirements for teacher preparation, because of the increase in school age children in California and the significant numbers of teachers who plan to retire within the next few years, there is a demand for qualified, fully prepared professionals to teach kindergarten through 12th grade. Students who are multiple subjects credential candidates can no longer complete a multiple subject matter preparation program in lieu of taking a Commission-approved subject matter examination (currently CSET). However, this degree strengthens pre-service preparation in child and adolescent development for students who still decide to take courses in the subject matter program, knowing that they will also have to take CSET.
A survey of local potential employers found that they want staff with a strong foundation of skills and knowledge about child and adolescent development. Employment opportunities are especially strong for graduates wanting to develop careers working with children, youth, and their families in the areas of infant-toddler/pre-school and K-5 teaching, and social services in public and private institutions. This degree also provides a firm foundation for graduates who wish to pursue post-baccalaureate education towards master's and doctoral degrees.
Students should develop their program of study in consultation with a program adviser. Prior to enrolling in CAD 300, students must complete the following two courses (or equivalent courses at another institution which has been approved by a CAD program adviser). Note: Students who plan to apply for the Child Development Permit should take PSY 330.
Please note that credit will not be given for both PSY 330 and PSY 431, according to University policy.
A student must have a grade of C- or better for all prerequisite courses and courses in the major. No grade of CR/NC is accepted.
| Prerequisites | Units | |
| CFS 320 | Children and Families | 3 |
| PSY 330 or PSY 431 |
Child Development Developmental Psychology |
3 |
| Total prerequisites | 6 | |
| Core Requirements | Units | |
| Introduction to the Field | 3 | |
| CAD 300 | Professional Roles/Careers in Child and Adolescent Development | |
| Family Systems | 3-4 | |
| AFRS 515 | Black Family Studies | |
| CFS 325 | Transitions in the Family Life Cycle | |
| RAZA 510 | Psychodynamics of La Raza Family Structure | |
| SOC 464 | Families and Society (4) | |
| COMM 515 | Family Communication (4) | |
| Cross Cultural Perspectives | 3-4 | |
| ISED 585 | Cross Cultural Education | |
| PSY 455 | Cross Cultural Perspectives in Psychology | |
| COMM 542 | Intracultural Communication (4) | |
| COMM 543 | Dialogues Across Differences (4) | |
| Specific Cultures | 3-4 | |
| AAS 315 | Chinese American Personality | |
| AAS 335 | Japanese American Personality | |
| AAS 355 | Psyche and Behavior of Filipinos | |
| AAS 375 | Vietnamese American Identity | |
| AIS 410 | Perspectives of Native California Indians | |
| AFRS 215 | Introduction to Black Family Studies | |
| AFRS 515 | Black Family Studies | |
| AFRS 525 | Black Child Development | |
| AFRS 678 | Excellence and Equity: Black Children and Youth | |
| JS 340 | American Jewish Identity and Family | |
| RAZA 510 | Psychodynamics of the La Raza Family Structure | |
| SOC 467/HMSX 667 | Lesbian, Gay, Bisexual, Transgender, Queer Cultures and Society (4) | |
| WOMS 561 | Women of Color in the U.S. | |
| Developmental Perspectives—two courses selected from two different topic areas below | 6-7 | |
| Physical Development | ||
| KIN 487 | Motor Development | |
| Social Development | ||
| CFS 421 | Children and Stress | |
| E ED 305 | Nurturing Children's Social and Emotional Development in Culturally Responsive Early Childhood Settings | |
| PSY 433 | Social, Emotional, and Personality Development | |
| REC 380 | Developmental Play Processes | |
| SPED 671 | Positive Behavior Support for Young Children | |
| Cognitive Development | ||
| PSY 432 | Cognitive Development: Language, Thinking, and Perception | |
| Communication Development1 | ||
| CD 655 | Dynamics of Communicative Development | |
| E ED 616 | Children's Language Development | |
| COMM 508 | Children's Communication (4) | |
| Atypical Development | 3 | |
| PSY 435 | Behavior Problems of Children | |
| REC 445 | Recreation Therapy and the Expressive Arts | |
| SPED 330 | Introduction to Disabilities | |
| SPED 370 | Young Children Disabled or At Risk and Their Families | |
| Research | 3-4 | |
| CAD 500 | Action Research Methods in Child and Adolescent Development | |
| PLSI/URBS 492 | Research Methods (4) (For Research and Public Policy Concentration only) | |
| PSY 400 | Introduction to Research in Psychology (4) | |
| PSY 540 | Introduction to Psychological Field Research | |
| COMM 661 | Communication Research (4) | |
| Fieldwork Note: courses must be taken concurrently. |
4 | |
| CAD 600 | Child and Adolescent Development Internship Seminar (2) | |
| CAD 601 | Child and Adolescent Development Internship (2) | |
| Total for core | 28-33 | |
| Area of Concentration Select an area of concentration listed below: Young Child and Family; School Age Child and Family; Youth and Family Services; Research and Public Policy. |
||
| Total for concentration | 21-29 | |
| Total for major | 55-68 | |
1These two courses are included in the School Age Child and Family Concentration. Thus, students in the School Age Child and Family Concentration should not select this area to meet core requirements.
See general information for all Bachelor of Arts in Child and Adolescent Development candidates above.
This concentration has been developed for students who wish to work primarily in teaching and child care with young children (infants, toddlers, and preschoolers) and their families in schools and public or private institutions and agencies that serve this population. The degree fulfills the requirements for the Child Development Permit issued by the California Commission on Teacher Credentialing.
| Program | Units | |
| Prerequisites (see above) | 6 | |
| Core Courses (see above) | 28-33 | |
| Observation and Assessment | 3 | |
| CFS 420 | Observation and Assessment with Children | |
| E ED 610 | Observation and Assessment Techniques with Young Children | |
| SPED 673 | Observation Screening and Assessment of Young Children with Special Needs | |
| Preschool Curriculum and Methods | 3 | |
| CFS 322 | Early Childhood Education Curriculum | |
| E ED 602 | Curriculum for the Young Child | |
| Child Development | 3 | |
| AFRS 525 | Black Child Development* | |
| CFS 323 | Infant Toddler Development | |
| E ED 600 | The Young Child: Development and Learning | |
| E ED 611 | Infant Toddler Development | |
| Curriculum Specialties/Administration | 6 | |
| E ED 613 | Creative Arts for the Young Child | |
| CFS 324 | Administration of Infant/Toddler Programs | |
| CFS 423 | Administration of Programs for Young Children | |
| E ED 607 | Preschool Administration: Developing Team Relationships | |
| E ED 614 or E ED 615 |
Basic Mathematics and Science Concepts with Young Children Nature Study and Outdoor Education for Young Children |
|
| E ED 616 | Children's Language Development | |
| E ED 668 | Anti-bias Curricula for Young Children | |
| E ED 697 | Play and Play Environments for Young Children | |
| MUS 230 | Music Growth and Development in Childhood | |
| SPED 672 | Creating Inclusive Learning Environments for Young Children | |
| Working with Families | 3 | |
| E ED 306 | Recognizing the Needs of Children and Families in Contemporary Society | |
| E ED 604 | Working with Parents in Group Programs for Young Children | |
| SPED 675 | Working with Families of Young Children with Disabilities | |
| Special Issues in Working with Children and Families | 3 | |
| CAD 625 | Children, Youth, and Public Policy | |
| CFS 426 | Family Crises | |
| CFS 428 | Children and Families with Violence, Abuse, and Neglect | |
| SW 350 | Child Welfare | |
| SPED 370 | Young Children Disabled or At Risk and Their Families* | |
| SPED 371 | Positive Behavior Support for Young Children* | |
| Total for concentration | 21 | |
| Total for major | 55-60 | |
*Do not select if taken in the core.
See general information for all Bachelor of Arts in Child and Adolescent Development candidates above.
This concentration has been developed for students who wish to work primarily with school age children and their families in a variety of settings from elementary schools to social service agencies and after school programs.
| Program | Units | |
| Prerequisites (see above) | 6 | |
| Core Courses (see above) | 28-33 | |
| Language/Reading/Communication Development | 3-4 | |
| CD 655 | Dynamics of Communicative Development | |
| COMM 411 | Language for Teachers (4) | |
| COMM 508 | Children's Communication (4) | |
| Literature and Oral Communication Units selected from either A or B. |
3-4 | |
| A. | ||
| COMM 353 | Speech for the Classroom Teacher (4) | |
| COMM 364 | Oral Interpretation of Children's Literature (4) | |
| B. | ||
| AAS 502 | Asian Child/Teen Literature | |
| ENG 655 | Literature About and For the Adolescent Reader | |
| Mathematics | 6 | |
| MATH 165 | Concepts of the Number System | |
| MATH 565 | Concepts of Geometry, Measurement, and Probability | |
| Science Units selected from either Life Science or Earth and Space Science. |
3 | |
| Life Science | ||
| BIOL 300 | Nature Study | |
| BIOL 310 | Biology for Today's World | |
| BIOL 313 | Principles of Ecology | |
| Earth and Space Science | ||
| GEOL/METR 309 | Investigating Land, Sea, and Air Interactions | |
| Physical Education | 3 | |
| KIN 401 | Elementary School Physical Education, K-5 | |
| Social Science Units selected from either A or B; please note, however, that if GEOG 101 is selected, GEOG 102 must be taken as well. |
3-6 | |
| A. | ||
| GEOG 552 | Geography of California | |
| HIST 450 | History of California | |
| B. | ||
| GEOG 107 | World Regions and Interrelations | |
| GEOG 101 | Our Physical Environment and | |
| GEOG 102 | The Human Environment | |
| Arts | 3 | |
| ART 450 | Art for Children | |
| DANC 340 | Creative Dance for Children | |
| MUS 601 | Music for Children | |
| THA 451 | Storytelling and Folk Literature | |
| Total for concentration | 24-29 | |
| Total for major | 58-68 | |
See general information for all Bachelor of Arts in Child and Adolescent Development candidates above.
This concentration has been developed for students who wish to work primarily with adolescents and their families in public and private institutions and agencies. Course work prepares students who wish to work with this population, or with younger youth and children, in juvenile justice, recreation, residential treatment, social services, mental health, and public health.
| Program | Units | |
| Prerequisites (see above) | 6 | |
| Core Courses (see above) | 28-33 | |
| Adolescent Development | 3 | |
| CFS 321 | Adolescents and Families | |
| PSY 430 | Adolescent Psychology | |
| Specialty Areas--Select 5 courses from at least 4 of the following categories | 15-20 | |
| Health | ||
| CFS 426 | Family Crises | |
| CFS 428 | Children and Families with Violence, Abuse, and Neglect | |
| H ED 315 | Drugs and Society | |
| H ED 450 | Policy Issues in Health Education | |
| H ED 520 | Health Promotion in Ethnic Communities | |
| H ED 660 | Health Issues of Youth in Schools and Communities | |
| RAZA 500 | Community Health | |
| Human Sexuality | ||
| BIOL 330 | Human Sexuality | |
| PSY/HMSX 456 | Psychology of Human Sexual Behavior | |
| SOC 468 | Social Aspects of Human Sexuality (4) | |
| Recreation | ||
| REC 300 | Leisure Leadership | |
| REC 330 | Arts and Crafts for Leisure | |
| REC 380 | Developmental Play Processes* | |
| REC 420 | Leisure and Contemporary Society | |
| REC 430 | Ecology of Outdoor Recreation | |
| REC 440 | Urban Recreation | |
| REC 445 | Recreation Therapy and Expressive Arts* | |
| Social Services | ||
| CAD 625 | Children, Youth, and Public Policy | |
| COUN 606 | Introduction to Peer Counseling Skills | |
| H ED 582 | Homelessness: A Public Health Perspective | |
| PSY 525 | Community Psychology | |
| SOC 452/CJ 470 | Juvenile Justice (4) | |
| COMM 531 | Conflict Resolution (4) | |
| SW 302 | Introduction to Social Service Organizations | |
| SW 350 | Child Welfare | |
| URBS/PLSI/SW 660 | The Roles of Nonprofit Organizations in Urban Life | |
| Gender and Identity | ||
| SOC 362 | Social Construction of Deviance and Conformity (4) | |
| SOC 469 | Gender and Society (4) | |
| COMM 503 | Gender and Communication (4) | |
| WOMS 533 | Women, Men, and Cultural Change | |
| Program Planning and Administration | 3 | |
| REC/PA 370 | Principles of Nonprofit Administration | |
| REC 400 | Theory of Program Planning | |
| REC/PA 570 | Developing and Managing Resources in Nonprofit Agencies | |
| Total for concentration | 21-26 | |
| Total for major | 55-65 | |
*Do not select if taken in the core.
See general information for all Bachelor of Arts in Child and Adolescent Development candidates above.
This concentration has been developed for students who wish to pursue a career in the area of public policy development and/or who wish to pursue a post-baccalaureate degree in which advanced knowledge of theory and research methodology are required.
| Program | Units | |
| Prerequisites (see above) | 6 | |
| Core Courses (see above) | 28-33 | |
| Policy Analysis | 4 | |
| PLSI/URBS 480 | Policy Analysis (4) | |
| Policy for Children, Youth, and Families | 6-7 | |
| Required course: | ||
| CAD 625 | Children, Youth, and Public Policy | |
| Additional units selected from the following: | ||
| CFS 522 | Childhood Policies and Issues | |
| H ED 450 | Policy Issues in Health Education | |
| PLSI/URBS 560 | Urban Poverty and Policy (4) | |
| URBS 565 | Social Policy and Family Systems (4) | |
| Political and Policy Processes | 3-4 | |
| PLSI/PA 400 | Public Policy Process | |
| PLSI/URBS 512 | Urban Politics and Community Power (4) | |
| SW/URBS 456 | Urban Community Organizing and Citizen Action | |
| Systems and Organizations | 3-4 | |
| PLSI/URBS/SW 660 | The Roles of Nonprofit Organizations in Urban Life | |
| REC/PA 370 | Principles of Nonprofit Administration | |
| REC/PA 570 | Developing and Managing Resources in Nonprofit Agencies | |
| SOC 452/CJ 470 | Juvenile Justice (4) | |
| SW 302 | Introduction to Social Service Organizations | |
| SW 350 | Child Welfare | |
| Statistics | 3-4 | |
| PLSI/URBS 493 | Data Analysis (4) | |
| PSY 371 | Introductory Psychological Statistics | |
| SOC 393 | Sociological Research--Methods and Techniques II (4) | |
| Total for concentration | 19-23 | |
| Total for major | 53-62 | |