Faculty. See Department of Human and Community Development.
Human development explores the developmental process in humans throughout the life cycle. Cognitive and personality/social development are studied from various perspectives.
The Program. Human development majors complete a group of preparatory courses in anthropology, biological sciences, genetics, nutrition, physiology, psychology, statistics, and human development. Upper division students can design their programs in consultation with a faculty member to emphasize a particular interest. For instance, students can study the social and the biological aspects of human development while emphasizing child or adult development.
Internships and Career Alternatives. At least one practicum course is required. A second practicum or supervised internship can be used to fulfill the requirements for the major. In addition, students can intern in schools, early childhood education centers, hospitals, rehabilitation centers, probation offices, group foster homes, mental health clinics, or as tutors for handicapped or bilingual students. Human development graduates fill a wide variety of positions in preschools, elementary and special educational settings, as well as governmental jobs related to social welfare and recreation. Those who emphasize the biological aspect of human development can apply to medical school or pursue training for positions in the health sciences. Human development prepares students to pursue advanced degrees in behavioral and social sciences, education, social work, family law, or health sciences.
| UNITS | ||
|---|---|---|
| English Composition Requirement | 4-12 | |
| See College requirement | 0-8 | |
| Additional English (choose from English 101, 102, 104A, 104B, 104C, 104D, 104E) | 3-4 | |
| Preparatory Subject Matter | 38-44 | |
| Anthropology 1, 2, and 15 | 13 | |
| Biological Sciences 1A± or 10 | 4-5 | |
| ± Chemistry 2A is recommended prerequisite for Biological Sciences 1A. Biological Sciences 1A is prerequisite for Biological Sciences 1B. | ||
| Molecular and Cellular Biology 10 or Biological Sciences 101 | 4 | |
| Human Development 30 | 4 | |
| Nutrition 10 or 101 | 3-5 | |
| Neurobiology, Physiology and Behavior 10 or 101 | 4-5 | |
| Psychology 1 | 4 | |
| Education 114, Psychology 41, Sociology 46A and 46B, or Statistics 13 | 4 | |
| Breadth/General Education | 24-32 | |
| Satisfaction of General Education requirement | 16-24 | |
| American history/American government (History 17A, 17B, 72A, 72B, and Political Science 1 are recommended courses) | 8 | |
| Depth Subject Matter | 52-53 | |
| Human Development 100A, 100B, 100C, 110 | 16 | |
| Human Development 102 or 103 | 4 | |
| Human Development 120 or 121 | 4 | |
| Human Development 101, 132, or 163 | 4 | |
| Human Development 130 or 131 | 4 | |
| Human Development 140-140L, or 141 or 142 or 143 | 4-5 | |
| Four additional upper division courses chosen from the Human Development courses or from a list of restricted electives (in consultation with faculty adviser) | 16 | |
| Unrestricted Electives | 39-72 | |
| Total Units for the Degree | 180 | |
Major Adviser. K. Barton.
The Department of Human and Community Development offers two minors.
| UNITS | ||
|---|---|---|
| Aging and Adult Development | 21-27 | |
| Human Development 100C, 160, 162 | 11 | |
| Human Development 143 | 4-8 | |
| Select two courses from the following: Epidemiology and Preventive Medicine 180, Human Development 110, 163, Community and Regional Development 173, Exercise Science 117, Sociology 127 | 6-8 | |
Minor Adviser. C. Aldwin, B. Ober.
| UNITS | ||
|---|---|---|
| Human Development | 20 | |
| Human Development 100A | 4 | |
| Human Development 100B or 100C | 4 | |
| Human Development 110 or 103 or 151 | 4 | |
| Two courses from Human Development 101, 102, 130, 131, 132, 163 | 8 | |
Minor Adviser. L.V. Harper.
Related Major Program. See the major in Community and Regional Development.
Graduate Study. Graduate study is available through a Master of Science degree in child development, and a Ph.D. degree in human development. See the Child Development Graduate Group and Human Development Graduate Group. Refer also to the Graduate Studies chapter of this catalog.
Questions pertaining to the following courses should be directed to the instructor or to the Human and Community Development Advising Office, 1303 Hart Hall (530-752-2244).
| Upper Division Courses | Graduate Courses | Professional Courses |
*Course not offered this academic year.
General Education (GE) credit: ArtHum = Arts and Humanities; SciEng = Science and Engineering; SocSci = Social Sciences; Div = Social-Cultural Diversity; Wrt = Writing Experience. Select this link to information on the General Education requirement.
12. Human Sexuality (3) I, II, III. The Staff (Chairperson in charge)
Lecture--3 hours. Vocabulary, structure and function of reproductive system; sexual response; pre-natal development; pregnancy and childbirth; development of sexuality; rape and sexual assault; birth control; sexually transmitted diseases; homosexuality; establishing and maintaining intimacy; sexual dysfunctions; communication; enhancing sexual interaction. GE Credit: Wrt.
*13. Parenting (4) III. Bryant
Lecture/discussion--4 hours. Provides the basis for understanding the nature of the parenting process. Consideration of aspects of parenting that begin before conception and develop throughout the life of the child and parent. GE credit: SocSci.
*15. Family and the Life Cycle (4) I. The Staff
Lecture--4 hours. Prerequisite: Psychology 1, or 15 and 16. Socialization in families throughout the life cycle. Impact of alcoholism and abuse. Sources of strength and help. Not open for credit to students who have completed courses 100A, 100B, 110 and/or Psychology 112, 114, and 115. GE credit: SocSci.
30. Observation Techniques in Human Development (4) I, II, III. The Staff
Lecture--3 hours; laboratory--3 hours. Prerequisite: Psychology 1 and consent of instructor. Observational techniques used in the study of human behavior and development, with focus on ages six months to five years; analysis and use of observational data.
92. Internship (1-6) I, II, III. The Staff (Chairperson in charge)
Internship--3-18 hours. Prerequisite: field work experience or at least one course (e.g. course 30, 100A, 100B, 140, 140L) related to the fieldwork assignment; consent of instructor. Supervised internship, off and
on campus, in community and institutional settings. (P/NP grading only.)
98. Directed Group Study for Undergraduates (1-5) I, II. The Staff (Chairperson in charge)
Prerequisite: consent of instructor. (P/NP grading only.)
99. Special Study for Undergraduates (1-5) I, II, III. The Staff (Chairperson in charge)
(P/NP grading only.)
100A. Infancy and Early Childhood (4) I. Harper
Lecture--4 hours. Prerequisite: Psychology 1 or 15, Biological Sciences 1A or 10. Analysis of the biological, social, and cultural influences in the psychological growth and development of children, prenatal through age six.
100B. Middle Childhood and Adolescence (4) II. Ge
Lecture--4 hours; three brief observations of school-age children. Prerequisite: course 100A or the equivalent; introductory biology. Analysis of the interplay of biological and social-cultural factors in the emotional, cognitive and social development from middle childhood through adolescence.
100C. Adulthood and Aging (4) III. Aldwin, Ober
Lecture--4 hours. Prerequisite: Psychology 1 or 15. Development during early, middle, and late adulthood; biological, cognitive, and psycho-social aspects of adult development. Emphasis on normative patterns of development which characterize "successful aging."
101. Cognitive Development (4) II. The Staff
Lecture--4 hours. Prerequisite: courses 100A and 100B, or Psychology 112. Theories of cognitive development including developmental views of perception, learning, memory, concept formation, and language.
102. Social and Personality Development (4) I. The Staff
Lecture--3 hours; discussion--1 hour. Prerequisite: introductory psychology; course 100B or the equivalent. Theories of development of a child's personality through interactions with children and adults; development of interpersonal and culturally valued skills.
103. Cross-Cultural Study of Children (4) III. The Staff
Lecture--4 hours. Prerequisite: course 100A or consent of instructor. Cross-cultural studies of children in developing countries and among minority groups in the U.S. GE credit: Div.
110. Contemporary American Family (4) III. Ge
Lecture--4 hours. Prerequisite: introductory psychology. Factors currently influencing American families including changing economic conditions, changing sex roles, divorce, and parenthood; theories and research on family interaction.
117. Biodemography of Longevity (4) II. Carey
Lecture--3 hours; term paper. Nature, origin, determinants, and limits of longevity with particular reference to humans; emphasis on implications of findings from non-human model systems including natural history, ecology and evolution of life span; description of basic demographic techniques including life table methods. (Same course as Entomology 117.) GE Credit: SciEng, Wrt.
120. Research Methods in Human Development (4) II. Barton
Lecture--3 hours; laboratory/discussion--1 hour. Prerequisite: courses 100A and 100B; elementary statistics. Research methods in selected areas of human development (e.g., infancy, learning, cognition, personality).
121. Psychological Assessment (4) I. Barton
Lecture--4 hours. Prerequisite: courses 100A-100B; elementary statistics. Current issues and methodology related to the process of psychological assessment with children.
130. Emotionally Disturbed Children (4) I. Bryant
Lecture--3 hours; discussion--1 hour. Prerequisite: courses 100A and 100B or consent of instructor. Discussion of psychosis, neurosis, behavior disorders, and learning difficulties in children.
131. Developmental Disabilities (4) II. The Staff
Lecture--4 hours. Prerequisite: course 100A or consent of instructor. Mental retardation and special learning disabilities, etiology, diagnosis, education and socialization. Introduction to community resources.
132. Individual Differences in Giftedness (4) III. Kraft
Lecture--3 hours; discussion--1 hour. Prerequisite: courses 100A and 100B or consent of instructor. Conceptualization, identification and education of the intelligent, the creative, and the talented, gifted individual.
140. Communication and Interaction with Young Children (2) I, II, III. Gaedeke
Lecture--2 hours. Prerequisite: courses 30, 100A, and 140L (concurrent enrollment recommended). Theory and practice in the area of effective interaction with young children. Humanistic, child-centered approaches; awareness of goals, beliefs, and values as these affect interactions. To enroll, students must sign up for laboratory time at the Child and Family Studies Center.
140L. Laboratory in Early Childhood (3-6) I, II, III. Gaedeke
Discussion--3 hours; laboratory--6-15 hours. Prerequisite: course 140 (may be taken concurrently). Application of theories of learning and development to interaction with children six months to five years at Early Childhood Laboratory. Applied skills in communication, discipline and curriculum. May be repeated for credit for a total of 12 units. (P/NP grading only.)
141. Field Studies with Children and Adolescents (4-6) I, II. Kraft; III. Ponzio
Discussion--2 hours, field study--6-12 hours. Prerequisite: course 100B or the equivalent and consent of instructor. Study of children's affective, cognitive and social development within the context of family/school environments, hospitals and foster group homes. May be repeated for credit for a total of 12 units following consultation with and consent of instructor.
142. Field Studies with Exceptional Children (4-6) I. Bryant
Discussion--1.5 hours; field study--6-12 hours. Prerequisite: consent of instructor and one course from courses 130, 131, or 132 (may be taken concurrently). Field study with children who are identified as developmentally disabled, emotionally distressed, or intellectually gifted. May be repeated for credit for a total of 12 units following consultation with and consent of instructor.
143. Field Studies of the Elderly (4-6) III. Ober/Aldwin
Discussion--2 hours; field work--6-12 hours. Prerequisite: course 100C or 160 may be taken concurrently. To apply theory and research on adult development and aging, to work with older adults in a variety of settings, and to develop skills relevant to that application. Students will also develop a small research project.
*151. Shared Child Care (4) III. The Staff
Lecture--4 hours. Prerequisite: course 100A or 110, Psychology 112, or Anthropology 131. Examines roles of caregivers other than parents in contemporary society, and the impact of grandparents, siblings, family day care providers, foster parents, church- and employer-sponsored child care on children's development. Reviews child care legislation and social policy issues. May be offered via UC Davis Washington Center.
*160. Social Aspects of Aging (4) II. Aldwin
Lecture--4 hours. Prerequisite: course 100C or Psychology 115. How the social context affects adult development and aging. Emphasis on demography, social policy, culture, and adaptation. Oral histories as class projects. Offered in alternate years. GE credit: Div.
162. Issues in Aging (3) II. Aldwin
Lecture--2 hours; lecture/discussion--1 hour. Prerequisite: course 100C or 160. Research and policy issues concerning the elderly and aging in contemporary society. Offered in alternate years.
163. Cognitive Neuropsychology in Adulthood and Aging (4) II. Ober
Lecture/discussion--4 hours. Prerequisite: Psychology 1; course 100C recommended. Theories, methods, and findings concerning the relationship between cognitive processes and brain functioning. Readings, lectures, and in-class discussions cover research on normal younger and older adults, neuropsychological case studies, and selected patient groups (e.g., amnesia, schizophrenia, Alzheimer's disease).
190C. Introductory Research Conference (1) I, II, III. The Staff
Discussion--1 hour. Prerequisite: involvement in ongoing research. Instructors lead discussions with undergraduate students who involve themselves in a research project. Research papers are reviewed and aspects of project proposals developed out of class are presented and evaluated. May be repeated for credit. (P/NP grading only.)
192. Internship (1-12) I, II, III. The Staff (Chairperson in charge)
Internship--3-36 hours. Prerequisite: upper division standing and consent of instructor. Supervised internship off and on campus, in community, and institutional settings. (P/NP grading only.)
198. Directed Group Study (1-5) I, II, III. The Staff (Chairperson in charge)
(P/NP grading only.)
199. Special Study for Advanced Undergraduates (1-5) I, II, III. The Staff (Chairperson in charge)
(P/NP grading only.)
200A. Early Development (4) I. Harper, Rodning
Lecture--3 hours; discussion--1 hour. Prerequisite: graduate standing; basic biology or physiology; one upper division course in psychology or a related field; one upper division or graduate course in developmental psychology (may be taken concurrently). Theory and research on the biological, social, cognitive, and cultural aspects of development from conception to the age of five years.
200B. Middle Childhood and Adolescence (4) II. Bryant
Lecture--3 hours; discussion--1 hour. Prerequisite: graduate standing; basic biology or physiology, and at least two upper division or graduate-level courses in psychology or related fields. Theory and research on biological, cognitive, social, and cultural influences on behavioral development from age five years until late adolescence.
200C. Development in Adulthood (4) III. Aldwin, Ober
Lecture/discussion--4 hours. Prerequisite: courses 200A and 200B. Theory and research focusing on social, personality, cognitive, and biological development from early to late adulthood. Emphasis is on theory development and continuity and change.
*201. Social-Emotional Development in Infancy (4) II. Rodning
Lecture/discussion--4 hours. Prerequisite: course 200A. Analysis of theory, methods, and research on social-emotional development in infancy. Emphasizes the development of primary and secondary emotions, and the development of attachment. Other possible topics include infant temperament, sex differences, compliance, and self-regulation. Offered in alternte years.
*210. Theories of Behavioral Development (3) III. The Staff
Lecture--2 hours; discussion--1 hour. Prerequisite: graduate standing in behavioral sciences. Consideration of enduring issues in theories of behavioral development; analysis of adequacy of major theoretical schools (e.g., social learning, Piagetian) as scientific theories. Offered in alternate years.
*211. Physiological Correlates of Behavioral Development (3) I. Harper
Seminar--3 hours. Prerequisite: consent of instructor. An overview of mechanisms of organismic development and the implications of developmental biology for the analysis of behavioral ontogeny; consideration of parallels between processes of organismic development and behavioral development in children and infra-human mammals.
*212. Adaptation and Aging (3) II. Aldwin
Lecture/discussion--3 hours. Prerequisite: course 200C. Interdisciplinary perspective of the ways biological, psychological, and sociocultural factors affect aging and adaptation in late life. Focus is on the ways in which stress, coping, and social support affect health and the factors which contribute to optimal aging. Offered in alternate years.
*213. Cross-Cultural Study of Children (3) I. The Staff
Lecture--2 hours; discussion--1 hour; field project or paper. Prerequisite: graduate standing in Human Development, Education, Anthropology, Psychology or Sociology. Current theory and research concerned with comparative child development. Introduction into the major issues and methods of cross-cultural research (e.g., biological, cognitive and social development of children in different cultures and subcultures in U.S.A.). Offered in alternate years.
217. Development of Cortical and Perceptual Laterality (3) III. Kraft
Seminar--3 hours. Prerequisite: graduate standing in child or human development or consent of instructor. Current theory and research regarding the development of human cortical and perceptual laterality -- emphasizing the relationship of this development to thinking and behavior. Offered in alternate years.
220. Research Methods in Human Growth and Development (3) II. Barton
Lecture--3 hours. Prerequisite: Statistics 13 or the equivalent and at least two upper division courses in human biology or developmental psychology. Theory and research methods in biological growth, and cognitive and social/emotional development from prenatal period to death.
*221. Psychological Assessment of Children (4) III. Pollitt
Lecture--2 hours; discussion--2 hours. Prerequisite: course 121 or consent of instructor. Study of children's behavior through examination, analysis and evaluation of perceptual-motor, cognitive, affective and social development. Problems in assessment of exceptional children considered. Assignments focus on preparation of a comprehensive report on one child.
*222. Applied Research and Program Evaluation (3) II. Braverman
Lecture/discussion--3 hours. Prerequisite: graduate standing and consent of instructor. Focuses on the design and conduct of applied research and evaluation studies, especially with regard to programs serving children and their families. Offered in alternate years.
225. Behavioral Development and Food Intake (4) III. Pollitt
Lecture--3 hours; discussion--1 hour. Prerequisite: graduate standing in Human Development (and related fields) and Nutrition. Multidisciplinary view covering key theoretical and research issues in basic human development processes related to food intake.
*231. Issues in Cognitive and Linguistic Development (3) I. Kraft
Seminar--3 hours. Prerequisite: consent of instructor. Study and evaluation of key issues in the theoretical and empirical literature on cognitive and linguistic development.
232. Cognition and Aging (3) I. Ober
Lecture/discussion--3 hours. Prerequisite: course 200C. The manner in which cognitive processes are affected by aging as well as an understanding of the changes in the central nervous system occurring with aging. Offered in alternate years.
*237. Parent-Child Interaction (3) III. Rodning
Seminar--3 hours. Prerequisite: consent of instructor; upper division course on the family recommended. Current theory and research. Emphasis on parental behavior in other animals and other cultures, childrearing practices, the child's perception of parents, the differential influence of each parent on the child's psychological well-being, sex-role development, and moral development. Offered in alternate years.
*238. The Context of Individual Development (3) II. Bryant
Lecture/discussion--3 hours. Prerequisite: graduate standing in Human Development, Child Development, Education, Psychology, Anthropology, Sociology, or consent of instructor. Analysis of human development within the context of daily life. Contextualizing theories and methods of developmental psychology will be distinguished from contextual theories and methods. Developmental psychology models will be distinguished from child psychology models. Offered in alternate years.
*241. Consultation Approaches to Child Development (3) II. Bryant
Lecture--1 hour; discussion--1 hour; laboratory--3 hours. Prerequisite: graduate standing; supervised field experience with children (e.g., course 140, 141, 142, may be taken concurrently); and consent of instructor. Analysis and application of theories and approaches of consultation and child development to facilitate delivery of child-related services (e.g., educational and mental health). Develop working knowledge of consultation skills for working with adults directly interacting with children and adolescents. Offered in alternate years.
242. Adolescent Health Behavior: Theory and Programs (2) III. Braverman
Lecture/discussion--2 hours. Prerequisite: graduate standing in child or human development, or consent of instructor; course 200B recommended. Theoretical conceptions relating to adolescent behaviors that have potential impact on health (e.g., use of tobacco, alcohol and other drugs; sexual behavior; accident prevention). Development and evaluation of programs that aim to influence adolescents' behaviors or attitudes in these areas. Offered in alternate years.
*290. Seminar (3) I, II, III. The Staff
Seminar--3 hours. Discussion and evaluation of theories, research, and issues in human development. Different topics each quarter.
290C. Research Conference (1) I, II, III. The Staff
Discussion--1 hour. Prerequisite: graduate standing and consent of instructor. Supervising instructors lead research discussions with their graduate students. Research papers are reviewed and project proposals are presented and evaluated. May be repeated for credit. (S/U grading only.)
291. Research Issues in Human Development (3) II. Pollitt
Lecture--3 hours. Prerequisite: graduate standing in the behavioral sciences. In-depth presentations of research issues in particular areas of behavioral development.
298. Group Study (1-5) I, II, III. The Staff (Chairperson in charge)
299. Research (1-12) I, II, III. The Staff (Chairperson in charge)
(S/U grading only.)
396. Teaching Assistant Training Practicum
(1-4) I, II, III. The Staff (Chairperson in charge)
Prerequisite: graduate standing. May be repeated for credit. (S/U grading only.)
UC Davis 1999-2000 Online General Catalog. Posted July 30, 1999.
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Molly Theodossy, Keitha Hunter and Barbara Anderson, Editors
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