Child Development
45 courses · Gavilan College · 2026-2027 Catalog
Classes: Summer 2026 · Fall 2026 · Spring 2027
CD 1 Principles and Practices of Early Childhood Education
- Units
- 3
- C-ID
- ECE 120
An overview of the developing child, current theories and research within the context of family, school, and community, and a historical perspective on the development of early childhood programs which are developmentally appropriate. The processes of socialization and identity development will be highlighted. This class is appropriate for students wanting to work with young children in a variety of programs, including infant-toddler, preschool, transitional kindergarten, and kindergarten. Observations in schools are to be arranged by students. (C-ID: ECE 120)
CD 2 Early Child Development
- Units
- 3
- C-ID
- CDEV 100: CD 2 + CD 3
This course examines typical and atypical development within the psychosocial, cognitive, and physical domains from conception through the preschool years. Upon completion of this course, students will be able to evaluate theories and research of child development and effectively apply and communicate their understanding through observation and evaluation. This course is also listed as PSYC 2. This course has the option of a letter grade or pass/no pass. (C-ID: CDEV 100: CD 2 + CD 3) It is recommended that transfer students consult with an advisor.
CD 3 Child Growth and Development During the School Years
- Units
- 3
- C-ID
- CDEV 100: CD 2 + CD 3
This course examines typical and atypical development within the psychosocial, cognitive, and physical domains from middle childhood through adolescence. Upon completion of this course, students will be able to evaluate theories and research of child development and effectively apply and communicate their understanding through observation and evaluation. This course has the option of a letter grade or pass/no pass. This course is also listed as PSYC 3. (C-ID: CDEV 100: CD 2 + CD 3).
CD 4 Observing and Assessing Children
- Units
- 3
Introduces the appropriate use of assessment and observation tools and strategies to document young children’s development and learning. The use of findings to inform and plan learning environments and experiences are emphasized. Recording strategies, rating systems, portfolios, and multiple assessment tools will be discussed, along with strategies for collaboration with families and professionals C-ID: (ECE 200),
CD 5 Child/Family and Community
- Units
- 3
- C-ID
- CDEV 110
An examination of the developing child in a societal context focusing on the interrelationship of family, school and community and emphasizing historical and socio-cultural factors. Discussing patterns of development, childrearing, and the value of education in contemporary American society. Highlights the processes of socialization and identity development, showing the importance of respectful, reciprocal relationships that support and empower families and respond to all children's developmental needs. (C-ID: CDEV 110)
CD 6 Games and Rhythms for Children
- Units
- 3
- Advisory
- Eligible for English 250 and English 260
Nature, function and organization of physical activities for the preschool and elementary school age child. Emphasis is given to the understanding of psychomotor development and spatial awareness. Designed for those planning to work with children. Also listed as Kinesiology 6. This course has the option of a letter grade or pass/no pass. ADVISORY: Eligible for English 250 and English 260.
CD 7 Cultural Context of Child and Family in a Diverse Society
- Units
- 3
Examines cultural influences on child-rearing practices, family values, and human development. Perspectives from the social sciences will be used to critique and review the theoretical and practical implications of oppression and privilege as they apply to families, schools, and communities, including historical and socio-cultural factors. The processes of socialization and identity development, and the importance of respectful, reciprocal relationships that support and empower families. Self-examination and reflection on issues related to social identity, stereotypes and bias, social and educational access, the media, and schooling. C-ID: (ECE 230).
CD 8B Teaching Reading and Writing to Children
- Units
- 3
This course is designed to teach prospective teachers how a child learns to read and write successfully in school. Specific techniques will be taught. Students will be expected to work 24 hours with a child or children in order to practice their skills and techniques. This course has the option of a letter grade or pass/no pass.
CD 8C Introduction to Elementary Education
- Units
- 3
This course introduces students to the concepts and issues related to teaching diverse learners in today's contemporary schools, Kindergarten through grade 12 (K-12). Topics include teaching as a profession and career, historical and philosophical foundations of the American education system, contemporary educational issues, California's content standards and frameworks, and teacher performance standards. In addition to class time, the course requires a minimum of 45 hours of structured fieldwork in public school elementary classrooms that represent California's diverse student population, and includes cooperation with at least one carefully selected and campus-approved certificated classroom teacher.
CD 9 Child Health/Nutrition and Safety-Foundations and Frameworks
- Units
- 3
- C-ID
- ECE 220
The key components that promote physical health, mental health and safety for both children and staff will be identified along with the importance of collaboration with families and health professionals. Introduction to the laws, regulations, standards, policies, procedures, curriculum, and to the health domain of the California Preschool Learning Foundations and Frameworks related to early childhood health habits, safety and nutrition. Focus on integrating the concepts into curriculum planning and program development. Applicable to required or professional development units for Child Development Permit holders, as well as pre-school, transitional kindergarten, and early-primary teachers. This course may be taken for a letter grade or pass/no pass. (C-ID: ECE 220)
CD 10 Children with Special Needs
- Units
- 3
An introductory course which includes a survey of special needs such as learning disabilities, emotional disturbances, developmental delays, physical limitations, cognitive differences, and giftedness. Students will study the influences of history and society, of special education and legislation in the USA, ethical assessment and family-based intervention techniques, diversity and family issues, advocacy for special needs children, and the use of technology in special education environments. This course has the option of a letter grade or pass/no pass.
CD 11A Administration of Programs for Young Children
- Units
- 3
- Advisory
- Child Development 1 and 2 or 40
The principles and practices of the organization and administration of early childhood programs. Covers program types, budgets, management, regulations, laws, development and implementation of policies and procedures. Examines administrative tools, philosophies, and techniques needed to organize, open and operate an early care and education program. ADVISORY: Child Development 1 and 2 or 40.
CD 11B Leadership and Administration of Early Childhood Programs
- Units
- 3
- Advisory
- Completion of 12 units in Child Development or working in an administrative capacity in a children's program
This course is designed to meet the State Department of Education requirements for directors of publicly funded child development programs, and the Supervisory Child Development Permit. Topics covered include development of personnel policies that reflect the philosophy, goals and objectives of the program; effective strategies for personnel management and leadership; classroom management and record keeping; assessment and curriculum planning; and parent involvement/education. Financial record keeping will be discussed from the perspective of the granting agency. ADVISORY: Completion of 12 units in Child Development or working in an administrative capacity in a children's program.
CD 11C Adult Supervision and Mentoring in Early Childhood Program
- Units
- 2
- Advisory
- Prefer that students meet the requirements for the State Child Development Teacher Permit or completion of a college-level course of study in child development or early childhood education, or equivalent, or permission of instructor
A study of the methods and principles of supervising student teachers, volunteers, staff and other adults in early childhood programs. Emphasis is on the roles and development of early childhood professionals as mentors and leaders. This course meets the requirement for the State Development Permit matrix:"2 unit adult supervision class"and Mentor Teacher program. Lectures, discussions, in class and out of class activities, role-play simulations, readings, individual and group assignments as well as video and guest presenters will be used. ADVISORY: Prefer that students meet the requirements for the State Child Development Teacher Permit or completion of a college-level course of study in child development or early childhood education, or equivalent, or permission of instructor.
CD 12 Technology Education for Teachers
- Units
- 3
The uses of technology in education. Computer skills and terminology as well as other classroom technology will be taught in the context of teacher education. Students who successfully complete this course will gain general and specific skills and knowledge required to meet the Technology Standard for Multiple and Single Subject Credential Candidates. This course has the option of a letter grade or pass/no pass.
CD 13 Infant and Toddler Development and Care
- Units
- 3
Students will apply current theory and research to the care and education of infants and toddlers in group settings. Through studying the developmental stages of growth specific to infants and toddlers students will learn how to foster positive techniques for nurturing infants and toddlers in group settings. Students will examine essential policies, principles and practices that lead to quality care and developmentally appropriate curriculum for children birth to 36 months. This course has the option of a letter grade or pass/no pass.
CD 14A Working with School-Age Children
- Units
- 3
- Advisory
- CD 3 or PSYC 3
Students will learn the developmental characteristics of school-aged children, issues relating to before and after-school programs for children from kindergarten to grade eight, and specific details of administering and leading such a program. Other topics include recreation versus academic enrichment, staffing requirements, age groupings, program content, and community resources. This course has the option of a letter grade or pass/no pass. ADVISORY: CD 3 or PSYC 3.
CD 14B Behavior Management Strategies for School-Age Classrooms
- Units
- 3
- Advisory
- CD 3 or PSYC 3
The nature of children's development stages causes school-age children to act in different ways at different ages. This course helps students understand the relationship of development, environment, culture and social circumstances to children's behavior. This is an overview of guidance theories that analyze children's behaviors and lead to strategies for positive changes. This course is appropriate for those working with students in transitional kindergarten, kindergarten, and early education classrooms. This course has the option of a letter grade or pass/no pass. ADVISORY: CD 3 or PSYC 3.
CD 15 Music and Performing Arts for Children-Foundations and Frameworks
- Units
- 1
An introduction to music and the performing arts curriculum within the social, cultural, and developmental context of young children. Provides practical strategies for implementing the curriculum frameworks developed for this domain, including strands of music, drama, and dance. Applicable to required or professional development units for Child Development Permit holders, pre-school, transitional kindergarten, and early-primary teachers.
CD 16 Exploring Mathematics with Children-Foundations and Frameworks
- Units
- 1
Introduces math experiences for children and presents an organized, sequential approach for developing a math curriculum. Provides strategies for implementing the California Preschool Learning Foundations and Frameworks developed for this domain. Focuses on including the strands of number sense, algebra and functions, measurement, geometry, and mathematical reasoning. Applicable to required or professional development units for Child Development Permit holders, pre-school, transitional kindergarten, and early-primary teachers.
CD 17 Exploring Science with Children-Foundations and Frameworks
- Units
- 1
Learn to teach a coordinated science curriculum covering the strands of scientific inquiry, physical, life, and earth science concepts familiar and interesting to children aged 2-8. Provides practical strategies for implementing the curriculum frameworks developed for this domain. Applicable to required or professional development units for Child Development Permit holders, pre-school, transitional kindergarten, and early-primary teachers.
CD 18 The Outdoor Classroom
- Units
- 3
The course will teach students how to create developmentally appropriate outdoor play and nature learning experiences for children from birth to age eight, and ensure that outdoor environments are accessible and safe. Students will have the opportunity to observe and assess children's outdoor play.
CD 19 Introduction to Careers with Children
- Units
- 2
An overview of the Department of Social Services and the Department of Education regulations regarding early childhood professionals in California. Description of careers and academic degrees and programs. Self-assessment techniques with emphasis on building relationships with children, families and colleagues. The national standards, including the Code of Ethics, Advancing Equity, Public Policies and the CA Early Childhood Foundations will be discussed as essential ingredients for effective early childhood programs.
CD 20 Children's Language and Literature-Foundations and Frameworks
- Units
- 3
A developmental view of children's language and literacy learning in a framework of children's literature, including the strands of listening and speaking, reading, and writing. Provides practical considerations for implementing the curriculum frameworks developed for this domain. Applicable to required or professional development units for Child Development Permit holders, pre-school, transitional kindergarten, and early-primary teachers. This course has the option of a letter grade or pass/no pass.
CD 23 Independent Study
- Units
- 1-2
Designed to afford selected students specialized opportunities for exploring areas at the independent study level. The courses may involve extensive library work, research in the community, or special projects. May be repeated three times or until six units of credit are accrued. This course has the option of a letter grade or pass/no pass. REQUIRED: The study outline prepared by the student and the instructor must be approved by the department and the dean.
CD 25A Art Methods
- Units
- 3
- Advisory
- CD 25A and CD 25B can be taken in any order
Explore art-making methods for preschool, elementary and secondary school students. Learn how to use California State visual art standards and learning theories in the classroom. Art projects include drawing, printmaking, collage, painting and various three-dimensional materials. Class reading and writing assignments introduce child development and learning theories and art concepts. Also listed as ART 25A. ADVISORY: CD 25A and CD 25B can be taken in any order
CD 25B Art Methods
- Units
- 3
- Advisory
- CD 25A and CD 25B can be taken in any order
Explore art-making methods for preschool, elementary and secondary school students. Learn how to use California State visual arts standards and learning theories in the classroom. Art projects include working with three-dimensional materials including clay, cardboard, wood, wire, paper mache and other various three-dimensional materials. Class readings and writing assignments introduce child development and learning theories and art concepts. Also listed as ART 25B. ADVISORY: CD 25A and CD 25B can be taken in any order
CD 28A Child Development and Guidance for Family Child Care
- Units
- 1
An overview of the development of young children from pre-birth through age twelve, primarily designed for the family child care provider or foster parent. Students will be exposed to appropriate expectations and developmentally appropriate learning experiences for each stage of development. Six 3-hour sessions, or may be taught on three Saturdays. This course has the option of a letter grade or pass/no pass.
CD 28B Developing Learning Activities for Family Child Care
- Units
- 1
A practical curriculum development course for child care providers. Includes a brief overview of children's learning processes and practical activities. Students will study appropriate curriculum for infants, toddlers, preschool, and school-age children in all areas of development. Students will learn how to set up a family child care environment. This course has the option of a letter grade or pass/no pass.
CD 28C Administering A Family Child Care Home
- Units
- 1
Learning to establish and enforce contracts and policies, marketing your business, being professional in a caring profession, child abuse reporting requirements, licensing regulations, and the basics of record keeping techniques for family child care. Six 3-hour sessions, or may be taught on three Saturdays. This course has the option of a letter grade or pass/no pass.
CD 30A Practicum I - EC Field Experience/Reflective Practice Seminar
- Units
- 4
- Prerequisite
- Completion of CD 1, CD/PSYC 2 or CD/PSDYC 40, CD 5 or CD 7, and CD 32, with a grade of "C" of better
- Advisory
- English 1A
- C-ID
- ECE 210
In this course the student will practice and demonstrate developmentally appropriate early childhood program planning and teaching competencies under the supervision of ECE/CD faculty and other qualified early education professionals. Students will utilize practical classroom experiences to make connections between theory and practice, develop professional behaviors, and develop professional behaviors working with children and families. Child centered, play oriented approaches to teaching, learning and assessment; and knowledge of curriculum content areas will be emphasized as student teachers design, implement and evaluate experiences that promote positive development and learning for all young children. (C-ID: ECE 210) ADVISORY: English 1A. PREREQUISITE: Completion of CD 1, CD/PSYC 2 or CD/PSDYC 40, CD 5 or CD 7, and CD 32, with a grade of "C" of better.
CD 30B Practicum II: Advanced Early Childhood/TK Field Experience
- Units
- 4
- Prerequisite
- Completion of Child Development CD 30A with a grade of "C" or higher
Advance practicum, continuation of CD 30A. Designed for students at the end of their Early Childhood certificate program and/or Transitional Kindergarten certificate program. Student teachers will participate in 108 hours of supervised clinical practice. Designing, developing and implementing contemporary curriculum and instructional methods for early childhood education/transitional kindergarten programs. PREREQUISITE: Completion of Child Development CD 30A with a grade of "C" or higher.
CD 31 Tutoring School-Age Children
- Units
- 1
An introductory course for students who wish to work as tutors in classroom settings. Students will gain and apply skills needed to function within a public school setting and develop effective strategies for helping children learn to read and write. Additionally, students will be encouraged to explore related career options, while developing and practicing social awareness and the ability to learn from field experiences in a self-directed manner. Students are responsible for finding their own placements in the community. Faculty approval required. This course has the option of a letter grade or pass/no pass.
CD 32 Introduction to Curriculum
- Units
- 3
- C-ID
- ECE 130
This foundational curriculum course presents an overview of knowledge and skills needed for designing curriculum and environments for infants and young children. Students examine the teacher's role in supporting development, fostering creativity, and modeling a joy of learning for children and parents. Students will design and implement a developmentally appropriate curriculum based on observation and assessments which emphasizes play in the learning centers for language, literacy, social, emotional, sensory, art, perceptual development, math, and science. Students complete an activity portfolio of observations, curriculum/environment plans as well as participate in skill demonstrations and observations. Previously listed as CD 21. (C-ID: ECE 130)
CD 35 Establishing Positive Behavior in the Classroom
- Units
- 3
Introduces the student to realistic and effective strategies for guiding all young children's behavior. This course demonstrates best practices for establishing and maintaining age and developmentally-appropriate productive behaviors among all children in a classroom setting.
CD 36 Curriculum Strategies for Inclusive Classrooms
- Units
- 3
This course covers curriculum and intervention strategies for working with children with special needs in partnership with their families. Students will use their observation, assessment, and communication skills to meet the individualized needs of children in inclusive and natural environments. Includes the role of the teacher as a professional working with families, collaboration with interdisciplinary teams, and cultural competence.
CD 40 Child Development
- Units
- 3
- C-ID
- CDEV 100
This course examines the development within the psychosocial, cognitive/language development, and physical domains, both typical and atypical, from conception through adolescence. There will be an emphasis on 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. This course is appropriate for those working with students in transitional kindergarten, kindergarten, and early education classrooms. Also listed as PSYC 40. (C-ID: CDEV 100) Transfer students should consult with an advisor.
CD 97 Introduction to Service Learning with Children
- Units
- 3
Service Learning is a method through which community participation, academic subjects, skills, and awareness are linked. Through a combination of community-based learning experiences, reading and writing assignments, and classroom-based learning experiences, this course seeks to foster the development of self-reflective, culturally aware, and responsive community participants. Students will complete a minimum of 30 hours of community service work during the semester. Students are responsible for finding their own placements in the community. Faculty approval required. This course has the option of a letter grade or pass/no pass.
CD 98 Special Topics
- Units
- 0.5-3
Special topics courses examine current problems or issues of interest to students within a specific discipline area. For topic content information, consult with the appropriate department chairperson. For transfer status, check with a counselor. This course has the option of a letter grade or pass/no pass and may be repeated three times for credit with different topics.
CD 160 Child Care First Aid and CPR
- Units
- 1
First aid training to prepare child care professionals to meet the need of emergencies when medical assistance is delayed. Includes information on the prevention of childhood injuries and the prevention of communicable diseases including HIV/AIDS and the use of Standard Precautions. (Satisfies the California Community Care Licensing requirement for 16 hours of specialized health and safety training.) This is a pass/no pass course. $12.00 course material fee.
CD 202 Early Child Development en Español
- Units
- 3
- Corequisite
- ESL 704A or 704B, ESL in the Workplace, or ESL/English course based on assessment scores or completion of prerequisites of sequenced ESL/English courses. NOTE: This course will be taught in Spanish
This course examines typical and atypical development within the psychosocial, cognitive, and physical domains from conception through the preschool years. Upon completion of this course, students will be able to evaluate theories and research of child development and effectively apply and communicate their understanding through observation and evaluation. COREQUISITE: ESL 704A or 704B, ESL in the Workplace, or ESL/English course based on assessment scores or completion of prerequisites of sequenced ESL/English courses. NOTE: This course will be taught in Spanish.
CD 219 Introduction to Child Development en Español
- Units
- 1
This course will orient mono-lingual (Spanish) Child Development students to Gavilan College and the Child Development and Educational Studies (CDES) departments. Students will be provided an overview of campus academic and support services and programs, explore the professional opportunities in the field of Child Development and learn effective strategies for college success. This course has the option of a letter grade or pass/no pass. NOTE: This course is taught in Spanish.
CD 291A Power Skills for the Workplace
- Units
- 1
Power Skills for the Workplace teaches skills vital to workplace success. The topic for 291A is Interpersonal Communication. Need not be taken in sequence. This is a pass/no pass course. The course was previously listed as CD 191A.
CD 291B Power Skills for the Workplace
- Units
- 1
Power Skills for the Workplace teaches skills vital to workplace success. The topic for 291B is Team Building. Need not be taken is sequence. This is a pass/no pass course. The course was previously listed as CD 191B.
CD 291C Power Skills for the Workplace
- Units
- 1
Power Skills for the Workplace teaches skills vital to workplace success. The topic for 291C is Problem Solving. Need not be taken is sequence. This is a pass/no pass course. The course was previously listed as CD 191C.