CDFS Course Descriptions
CDFS 110. Families Across the Life Span. 3 Hours.
Explores the physical, psychological, and cognitive developmental changes of individuals who are functioning in family systems that change across the life-span.
CDFS 112. Introduction Marriage & Family. 3 Hours.
Explores various dimensions of self-development and personal preference relevant to dating, mate selection, marriage, having children, parenting, divorce, and remarriage.
CDFS 210. Introduction to Parenting. 3 Hours.
Introduction of terminology, descriptions, and explanations of the parental role and parent-child interactions. Emphasis on social and personal definitions of the parental role and on the problems and changes in parent-child relationships.
CDFS 211. Infant Development. 4 Hours. PR: CDFS 110.
Developmental characteristics and environmental effects on the child during the prenatal period and the first two years with implications for guidance and care, includes practical experience working with infants and toddlers.
CDFS 212. Early Childhood Development. 3 Hours. PR: CDFS 110.
Physical, social, emotional, and cognitive development of children from conception to seven years with implications for guidance and care in practical settings.
CDFS 250. Research Methods/Data Analysis. 3 Hours. PR: CDFS 110 and CDFS 112.
Overview of principles and methods of CDFS research; developmental research challenges and strategies; descriptive statistics and statistical inference (hypothesis testing).
CDFS 316. Child Development Practicum. 3-4 Hours. PR: CDFS 212 or PSYC 241.
Application of child development principles. Involves planning developmentally appropriate activities for three-four-and five-year old children.
CDFS 413. Contemporary Issues-Family Relations. 3 Hours. PR: Senior or graduate standing or consent; CDFS 110, CDFS 112, and CDFS 250.
Study of recent research findings in the major areas of family relationships. Topics include effects of family violence, substance abuse, poverty, and health. Pre-requisite(s) and/ or co-requisite(s) may differ on regional campuses.
CDFS 420. Art of Leadership-Early Childhood. 3 Hours.
The course will prepare students to develop effective leadership skills in early childhood settings, advocate for children and families and develop collaborative partnerships.
CDFS 421. Child Care Center Administration. 3 Hours.
Focuses on skills necessary for directing a high quality
child care center. Participants will gain knowledge in program planning,
development, and maintenance.
CDFS 422. Business of Child Care. 3 Hours.
This course is designed to provide essential business and management lessons in operating a high quality early child care center.
CDFS 430. Best Practice Pre-K Movement. 3 Hours.
The course will prepare students to plan, develop and implement an appropriate structured movement program so young children can be physically active and to set the stage for lifelong physical activity.
CDFS 431. Infant Toddler Language/Lit. 3 Hours.
Focus on language and literacy development in infants and toddlers for teachers and others working with infants and toddlers.
CDFS 432. Early Socio-Emotional Growth. 3 Hours.
An advanced course in infant and toddler socio-emotional development. The course will focus on the development of emotion, relationships, and the curriculum to promote infant socio-emotional well-being.
CDFS 491A. Professional Field Experience. 1-18 Hours. PR: Consent. (May be repeated up to a maximum of 18 hours.)
Prearranged experiential learning program, to be planned, supervised, and evaluated for credit by faculty and field supervisors. Involves temporary placement with public or private enterprise for professional competence development working with Children ages birth-5 years old.
Note: Students must earn grades of C- or better in all courses with the CDFS course designator. If a student’s overall GPA drops below 2.5, he or she may be subject to academic probation and potentially dismissal from the program.
Note: All CDFS courses are delivered 100% online, with two exceptions. Students will be required to obtain CPR & First Aid certification from their local Red Cross Agency, and all professional field experience courses (CDFS 211, 212, 316, & 491A) will be completed in students hometown and must be approved prior to placement by the instructor of record. When possible student’s place of employment may qualify for certain field experience requirements.
In addition to General Education Foundation Courses (course options may be found here http://registrar.wvu.edu/gef the following courses are required:
SPED 304. Special Education in Contemporary
Overview of special education principles and practices, interactions between disability and diversity in identification and intervention, and influences of family, professional, school, and community infrastructures on educational programs and outcomes for children and adults.
SPED 312. Differentiated Instruction for Young Children
PR: SPED 304. Individualized instruction for young children with special needs in early childhood education programs through curriculum modifications, instructional adaptations, and environmental accommodations. Differentiated Instruction for Young Children
SPED 317. Technology for Young Children
with/without Special Needs
Developmentally appropriate use of technology in early childhood education programs; assistive devices and services to accommodate young children with special needs; integration of technology into curriculum to address early learning standards. Technology for Young Children with/without Special Needs
RDNG 423. Literacy and the Young Child.
This course studies essential emergent literacy skills in young children and examines ways that these skills are developed in primary grade classrooms and at home.
C&I 410. Early Childhood Education
PR: CDFS 316. An introduction to curriculum objectives, instructional methods and materials, and evaluation in early childhood education. (Pre-K to 4th grade) that includes a field experience with individualized instruction for one child.
C&I 411. Early Childhood Education
PR: C&I 410. This course is designed for individuals who will be working in early childhood education Pre-K to 4th grade. Topics include: working with families of young children; designing, teaching and evaluating experiential lessons for small groups of children; and gathering and assessing developmental data on small groups of children. A semester-long field experience with a class of young children is required.