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Schubert Center for Child Studies

Schubert Center for Child Studies

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Childhood Studies Minor Requirements

The minor in childhood studies requires 15 hours of course work in at least two different departments. Students may take up to 4 hours of practicum courses that provide experience working with children in hospitals, day cares, and educational settings. Students may also request approval to take independent study courses in any academic discipline suited to his/her interest in childhood studies. Students may count up to 6 credit hours toward their major. This is possible for more than one major, but with a maximum of 6 credit hours per major.

 

Courses in the Childhood Studies Minor

Please check the searchable Schedule of Classes on the Registrar’s website to find out which of these courses will be offered each semester.

 

ANTH 306. Anthropology of Childhood and the Family (3)

Child-rearing patterns and the family as an institution, using evidence from Western and non-Western cultures. Human universals and cultural variation, the experience of childhood and recent changes in the American family. Recommended preparation: ANTH 102.

 

ANTH 313. Anthropology of Adolescence (3)

This course investigates the anthropology of adolescence. What are the conditions under which adolescence has appeared around the world as a life stage? What are the roles of adolescence cross-culturally? What are the varieties of adolescent experience? Through classic and contemporary texts, the course will address these questions as well as special topics particularly important to adolescence such as globalization, mental health, and sexuality.

 

ANTH 399. Independent Study (1-6)

Students may propose topics for independent reading and research.

 

CHST 301/ANTH 305/POSC 382A. Child Policy (3)

This course introduces students to issues in child policy. Local, state and federal child policy will be considered. Topics will include, for example, policies related to child, poverty, schooling, child welfare, and children’s physical, and mental health. Students will learn how policy is developed and how research informs policy and vice versa. Prerequisite: One social sciences course or instructor’s consent.

 

CHST 302/ANTH 307. Experiential Learning in Child Policy (3)

Focus on state and federal legislation impacting children, youth, and families. Course includes an experiential learning component at the state or federal level and a travel experience to either Columbus or Washington, D.C., to learn first hand how policy is formed. Students may take this course twice for credit. Prerequisite: CHST 301.

 

CHST 398/ANTH 308. Child Policy Externship (3-6)

This course provides students with externships in child policy. These externships give students an opportunity to work directly with professionals who design and implement policies that impact the lives of children and their families. Agencies involved are active in the areas of childcare, education, juvenile justice, and physical and mental health. Students apply for the externship. Selected students are placed in a local child policy agency. An individualized learning plan is developed in consultation with the Childhood Studies Program faculty, the supervisor in the agency, and the student. This course is a 3 credit hour course and may be taken twice for a total of 6 credit hours. Prerequisite: CHST 301 or instructor’s consent; permission required.

 

CHST 398C/ANTH 398C/PSCL 398C. Child Policy Externship and Capstone (3)

Students receiving undergraduate capstone credit for their child policy externship (see CHST 398) should enroll in CHST 398C. CHST 398C is cross-listed and available for capstone credit in the departments of anthropology (ANTH 398C) and psychology (PSCL 398C). Counts as SAGES Senior Capstone. Prerequisite: CHST 301.

 

CHST 399. Independent Study (1-6)

Students may propose topics for independent reading and research.

 

HSTY 387. Growing up in America: 1607-2000 (3)

Children have been growing up in the United States since it was declared independent in 1776, but how adults conceive of (and therefore legislate and interpret) children and childhood constantly changes to fit current circumstances. The experiences of children themselves have varied not only in terms of race, class, gender, and religion but also depending on specific events (ie, coming of age during the Civil War versus the Civil Rights movement) or geography (ie, growing up in rural Hawaii vs. urban New Jersey). We cannot cover all of those histories in one course, so this seminar course instead focuses on exploring the interplay of ideas about children and the expressed or historical experiences of children. When the puritans and plantations members (slave, bonded and free) came to the Atlantic shore, they brought with them particular ideas about what is meant to be a child, and to experience childhood. They encountered already established residents who also had ideas about childhood. How did those concepts adjust/meld/contrast over time, and how do we see those ideas reflected or reshaped by actual experiences? This course engages particular lines of inquiry: How and why do understanding about what is “natural” for children change over time? How do variables like race, class, gender, etc., uphold the manifesting of such concepts? What is the role of the state in children’s lives and how has that changed over time? What is the impact of mass culture on modern childhood?

 

MUED 391. Music in Early Childhood (3)

The goal of the course is to provide students with an understanding of the role of music in early childhood and approaches to music education with young children. Students will experience an overview of selected theories of musical development of young children, discuss the importance of music to various areas of child development, explore cultural perspectives and influences on musical development, evaluate curricular materials and methods used in early childhood music education, observe children’s music making in early childhood classrooms, and develop teaching skills for early childhood music settings. Topics and content of this course include: music’s role in early childhood development; music aptitude and its measurement; theories of early childhood music learning; early childhood music-making; evaluating curricular materials for early childhood music; the importance of play in early childhood musical development; incorporating State and National Music Education Standards; designing instruction for early childhood music settings; assessment in early childhood music; cultural perspectives on music in early childhood; cultural influences on musical development; music therapy with young children; benefits of family interaction in music; the role of listening in early childhood musical development; and formal music instruction with young children. The class will participate in a weekly service learning project providing music instruction for young children and parents or caregivers from an underserved population.

 

NTRN 328. Child Nutrition, Development and Health (3)

The relationship between nutrition and physical/cognitive growth and development of the child from the prenatal period through adolescence, including individuality, maturation and biological needs. Nutritional influences (nutrient requirements, food choices, and nutritional/feeding problems) and effects on health are emphasized. Prerequisite: NTRN 201.

 

PSCL 230. Child Psychology (3)

Basic facts and principles of psychological development from the prenatal period through adolescence. Recommended preparation: PSCL 101.

 

PSCL 329. Adolescence (3)

Psychological perspectives on physical, cognitive, and social development. Recommended preparation: PSCL 101.

 

PSCL 335C. Seminar and Practicum: Hospitalized Children (3)

Supervised field placement and attendance at staff conferences in various child and adolescent settings. Regular seminar meetings. Prerequisite: PSCL 230 and Junior or Senior Status.

 

PSCL 344. Developmental Psychopathology (3)

This course will focus on the interplay of biological, psychological,familial, and social determinants of disorders, ranging from autism todelinquency and bulimia. Recommended prepartation: PSCL 230 or PSCL 321.

 

PSCL 393. Experimental Child Psychology (3)

The development of behavior from birth to adolescence. Growth of basic processes such as perception, learning, memory, intelligence, and language in the light of current theoretical models. Recommended preparation: PSCL 101.

 

PSCL 397. Independent Study (1-6)

Students may propose topics for independent reading and research.

 

SASS 390. Independent Study (1-6)

Students may propose topics for independent reading and research.

 

SOCI 320. Delinquency and Juvenile Justice (3)

The primary focus of this course is on acquainting the student with the nature and extent of juvenile delinquency. Accordingly, theoretical approaches to delinquency causation and the prevention, control, and treatment of delinquent behavior in society are addressed. Important aspects of juvenile justice procedures, policy, and practice are examined, and the early history of the juvenile justice system and the many changes occurring over the years are discussed. Prerequisite: SOCI 101.

 

SOCI 361. The Life Course (3)

Individual experiences and transitions over the life course are considered as the result of societal, cultural, psychological, biological, and historical influences. Developmental issues of childhood, adolescence, young adulthood, middle years and late life are discussed in the context of social expectations, challenges, and opportunities. Emphasis is placed on theoretical readings. Prerequisite: SOCI 101 and Sophomore standing.

 

SOCI 375. Independent Study (1-6)

Students may propose topics for independent reading and research. Prerequisite: SOCI 101 and SOCI 300.