11/26/2025 3:11:35 AM	CDEV C1000 Course Outline as of Fall 2027	Changed Course
CATALOG INFORMATION
Discipline and Nbr:  CDEV C1000	Title:  CHILD GROWTH/DEVELOPMENT
Full Title:  Child Growth and Development
Last Reviewed:11/24/2025

Units		Course Hours per Week			Nbr of Weeks	Course Hours Total
Maximum	3.00	Lecture Scheduled	3.00		17.5 max.	Lecture Scheduled	52.50
Minimum	3.00	Lab Scheduled	0		6 min.	Lab Scheduled	0
		Contact DHR	0			Contact DHR	0
		Contact Total	3.00			Contact Total	52.50
		Non-contact DHR	0			Non-contact DHR Total	0

Total Out of Class Hours:  105.00

Total Student Learning Hours: 157.50

Title 5 Category:  AA Degree Applicable
Grading:  Grade or P/NP
Repeatability:  00 - Two Repeats if Grade was D, F, NC, or NP
Also Listed As: 
Formerly:  CHLD 10

Catalog Description:

Students examine the progression of development in the physical, cognitive, social, and emotional domains and identify developmental milestones for children from conception through adolescence. Emphasis is on interactions between biological processes, environmental, and cultural factors. Students may engage in various methods of observing children's development to evaluate individual differences and analyze development characteristics at various stages according to developmental theories.

 

 

Additionally, at SRJC, this introductory course examines the major developmental milestones in the areas of biosocial, psychosocial, and cognitive development for children, both typical and atypical, from conception through adolescence. There will be an emphasis on the interactions between maturational processes and environmental factors. While studying developmental theory and investigative research methodologies, students will observe children, evaluate individual differences, and analyze characteristics of development at various stages. Required for Child Development Permits issued by the California Commission on Teacher Credentialing.

 

 

Prerequisites/Corequisites:

Recommended Preparation:
Course Completion of ENGL C1000 ( or ENGL 1A) OR Course Completion of ENGL C1000 ( or ENGL 1A) OR Course Completion of ENGL C1000 ( or ENGL 1A) OR Course Completion of EMLS 10 ( or ESL 10)Course Completion of EMLS 10 ( or ESL 10)Course Completion of EMLS 10 ( or ESL 10)

Limits on Enrollment:

Schedule of Classes Information
Description:

Students examine the progression of development in the physical, cognitive, social, and emotional domains and identify developmental milestones for children from conception through adolescence. Emphasis is on interactions between biological processes, environmental, and cultural factors. Students may engage in various methods of observing children's development to evaluate individual differences and analyze development characteristics at various stages according to developmental theories.

 

 

Additionally, at SRJC, this introductory course examines the major developmental milestones in the areas of biosocial, psychosocial, and cognitive development for children, both typical and atypical, from conception through adolescence. There will be an emphasis on the interactions between maturational processes and environmental factors. While studying developmental theory and investigative research methodologies, students will observe children, evaluate individual differences, and analyze characteristics of development at various stages. Required for Child Development Permits issued by the California Commission on Teacher Credentialing.

 

 

(Grade or P/NP)
Prerequisites:
Recommended:Course Completion of ENGL C1000 ( or ENGL 1A) OR Course Completion of ENGL C1000 ( or ENGL 1A) OR Course Completion of ENGL C1000 ( or ENGL 1A) OR Course Completion of EMLS 10 ( or ESL 10)Course Completion of EMLS 10 ( or ESL 10)Course Completion of EMLS 10 ( or ESL 10)
Limits on Enrollment:
Transfer Credit:UC.
Repeatability:00 - Two Repeats if Grade was D, F, NC, or NP

ARTICULATION, MAJOR, and CERTIFICATION INFORMATION

Associate Degree:		Effective:	Fall 2025	Inactive:
Area:	D L4 L8	Social and Behavioral Sciences Social and Behavioral Sciences Student Success and Wellness
CSU GE:	Transfer Area			Effective:	Inactive:
	D	Social Science		Fall 2005
	D7	Interdisc Social or Behavioral Science
	D9	Psychology
	E	Lifelong Learning and Self Development
	D	Social Science		Fall 1990	Fall 2005
	D1	Anthropology and Archeology
	D4	Gender Studies
	D7	Interdisc Social or Behavioral Science
	D9	Psychology
IGETC:	Transfer Area			Effective:	Inactive:
	4	Social and Behavioral Science		Fall 1992
	4I	Psychology
CSU Transfer:		Effective:		Inactive:
UC Transfer:	Transferable	Effective:	Fall 1981	Inactive:
C-ID:
CID Descriptor: CDEV 100	Child Growth and Development	SRJC Equivalent Course(s): CDEVC1000

Certificate/Major Applicable: Both Certificate and Major Applicable

COURSE CONTENT

Student Learning Outcomes:
At the conclusion of this course, the student should be able to:

1. Describe major developmental milestones for children from conception through adolescence in the areas of biosocial, psychosocial, and cognitive development.

2. Examine the multiple influences affecting children's development.

3. Compare and contrast various theoretical frameworks that relate to the study of child development.

4. Apply developmental theory to analyze child observations, surveys, and/or interviews.

 

Objectives:

Statewide Required Objectives/Outcomes:

At the conclusion of this course, the student should be able to (Identical and Required):

1. Identify the typical progression of development across all domains.

2. Describe the impact of multiple factors on development and well-being, including those related to biology, environment, culture, and social interactions.

3. Summarize major theories of child development.

4. Apply objective and ethical techniques and skills when observing, describing, and evaluating behavior in children.

5. Differentiate characteristics of typical and atypical development.

 

Expanded and Additional Local Objectives

 

At the conclusion of this course, the student should be able to:

1. Describe characteristics of the biosocial, psychosocial, and cognitive development of children, both typical and atypical, from conception through adolescence.

2. Explain various theories of development and methods of research relevant to understanding children's growth.

3. Describe the impact of genetic and environmental interaction on the developing child, including the significance to early brain development.

4. Describe brain structure, function, and development from the pre-natal period through adolescence.

5. Describe and explain the role of play and its relationship to development at various stages.

6. Articulate, using current research, the importance of social-emotional development as the foundation for other domains of development, including factors that influence the development of self-esteem in children of all ages.

7. Discuss current research findings as they apply to child development.

8. Identify developmentally appropriate practices at different stages of childhood.

9. Examine and evaluate the role of societal influences including culture, family, gender, school, peers, community, and media on children's development.

10. Identify and describe influences that place children and youth at risk and may adversely influence development.

Topics and Scope

Statewide Required Topics:

 

1. Contemporary and historical theories of Child Development and Learning from a diverse representation of scholars.

2. Influences on Development

    a. Biological factors

         i. Heredity and genetics

         ii. Maturation

    b. Environmental influences

    c. Supporting optimal development in school and at home

    d. Contexts of development

         i. Cultural

         ii. Socio-Economic

         iii. Historical perspectives

         iv. Societal

    e. Other influences including, but not limited to:

         i. Family and parenting

         ii. Schools and teachers

         iii. Community support and resources

         iv. Socio-political climate

         v. Multi-generational impacts

3. Typical and Atypical Development from conception through Infancy, Toddlerhood, Early Childhood, Middle Childhood, and Adolescence

    a. Conception, prenatal development, and birth

         i. Influences on healthy conception, development, and birth

         ii. Cultural variations

         iii. Newborn care

    b. Physical

         i. Growth and health

         ii. Brain development

         iii. Fine and gross motor

         iv. Gender and sexuality

    c. Cognitive

         i. Learning differences and neurodiversity

         ii. Value of play

         iii. Memory

         iv. Processing skills

         v. Moral development

         vi. Language

         vii. Mono and multilingual learners

         viii. Literacy development

    d. Socioemotional

         i. Temperament

         ii. Attachment

         iii. Relationships

              1. Peers and Friendships

              2. Families

         iv. Role of play

         v. Self-Concept

         vi. Self-Esteem

         vii. Identity

         viii. Self-Regulation

         ix. Influence of guidance and discipline

4. Risk Factors Including, but not limited to:

    a. Forms of abuse and neglect

    b. Trauma

    c. Housing and food insecurity

    d. Substance abuse and addictions

    e. Mental health

5. Observing Children: How and why

    a. Methodology

    b. Objective and subjective reporting

    c. Ethical considerations

 

 

Expanded and Additional Local Topics Organized by Developmental Stages:

 

I. Fundamentals of Child Development

     A. Domains of development

     B. Theories/theorists of development

          1. Psychoanalytic (Freud and Erikson)

          2. Behaviorism

          3. Cognitive (Piaget)

          4. Sociocultural (Vygotsky)

          5. Epigenetic (Bronfenbrenner)

          6. Universal Perspective:  Humanism and Evolutionary Theory (Maslow and Rogers)

    C. Controversial issues in the study of development

     D. Research methodology in child development including observational skills

     E. Holistic, integrated approach to the study of development

     F.  Cultural influences on development, including the role of the family/caregivers

    G. Special needs that impact development

II. Prenatal Development and Birth

     A. Conception

     B. Heredity, genetics and environment

     C. Birthing practices

III. Infants and Toddlers

     A. Biosocial development

    B. Cognitive development

     C. Psychosocial development

     D. Brain development

     E. Language acquisition

     F. Attachment

     G. Temperament

     H. Infant/toddler care giving practices

     I. Safe and appropriate environments that support development

IV. The Preschool Child

     A. Biosocial development

     B. Cognitive development

     C. Psychosocial development

     D. Brain development

    E. Language acquisition and development, including dual language learning

     F. Emotional regulation

     G. Prosocial and antisocial behavior including moral development

    H. Parenting patterns

     I. Early learning environments

     J. The importance of play

V. The School Age Child

     A. Biosocial development

    B. Cognitive development

     C. Psychosocial development

     D. Peer group as a developmental influence

     E. Moral development

     F. Learning environments, including the role of adults

     G. Obstacles to learning Attention Deficit Disorder (ADD), Autism, learning disabilities

VI. The Adolescent

     A. Biosocial development

     B. Cognitive development

     C. Psychosocial development

     D. Peer group as a developmental influence

     E. Brain development

     F. Decision making and risk taking

     G. Schools, learning, and the adolescent mind

     H. Quest for identity

     I. Parent-adolescent relationship

     J. Issues in adolescence: substance use abuse, sexuality, teen pregnancy, eating disorders,

         criminal activity, depression and self-harm

VII. Child Maltreatment as a Developmental Influence

Assignments:

1. Reading and discussion of assigned text and handouts (30 pages per week)

2. Observation, recording and written analysis of children's skills and behaviors, both typical and atypical, using appropriate observational technique and developmental terminology (3 - 5 observation reports of to 2-5 pages)

3. Written essays for the purpose of utilizing research skills, and expanding knowledge of course content; may include interviews with children and parents (2-4 essays of 3 to 5  pages)

4. Exams on readings, terminology, presentations, and lectures (2-5 exams)

5. Additional assignments as determined by instructor may include:

    a. Group research project and/or oral presentation of findings on selected topics in development

    b. Term project (case study or other in-depth study using observation, research, and application of developmental theory and terminology)

 

 

Statewide Required Methods of Evaluation:

 

Methods of evaluation are at the discretion of local faculty. Representative samples may include but are not limited to:

 

1. Exams or quizzes that demonstrate the students' competencies related to theories of development, research methods, historical perspectives on child development, ethical issues, and recent trends in the field.

2. Research papers, essays, and/or group projects that demonstrate students' ability to trace human development from conception through adolescence, analyze specific theories in child development, compare and contrast physical, cognitive, and psychosocial development norms and deviations from typical development and analyze historical perspectives related to child development.

3. Participation in class discussions, written assignments, reflective practice activities, group projects, observations, and/or interviews.

 

Expanded and Additional Local Methods of Evaluation: See table below.

Methods of Evaluation/Basis of Grade.

Writing: Assessment tools that demonstrate writing skill and/or require students to select, organize and explain ideas in writing.		Writing 35 - 50%
Essays; written reports of observations
Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills.		Problem Solving 0 - 0%
None
Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams.		Skill Demonstrations 5 - 15%
Observations of children at various stages
Exams: All forms of formal testing, other than skill performance exams.		Exams 30 - 50%
Exams
Other: Includes any assessment tools that do not logically fit into the above categories.		Other Category 10 - 20%
Class attendance; participation; additional assignments (if assigned)

Representative Textbooks and Materials:

Statewide Representative Textbooks:

 

Texts used by individual institutions and even individual sections will vary. Suggested representative textbooks:

Paris, J., Ricardo, A., Rymond, D., & Johnson, A. (2024). Child Growth and Development. OER: LibreTexts.

Berger, K. (2023). The Developing Person Through Childhood and Adolescence. 13th ed.: Worth Publishers.

Arnett, J., & Maynard, A. (2016). Child Development: A Cultural Approach. 2nd ed.: Pearson Education, Inc.

Fuligni, A. S., Fuligni, A. J., & Bayne, J. (2024). Scientific American: Child and Adolescent Development. 1st ed.: Macmillan.

Berk, L. (2022). Infants, Children, and Adolescents. 9th ed.: Sage Publications.

 

Additional local representative textbooks:

 

Instructor prepared materials

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