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Distance Learning students: Once you have registered, please proceed to the Distance/Online Learning "Getting Started" page.
If you have any questions about course descriptions, please contact Sandy Whitford.
Former: HD 094 | BA: HD-094 | MA: HD-094
PACIFIC OAKS ONLINE ORIENTATION O UNITS
Required of all new online students. Must be completed before your class begins. Distance Learning students: Once you have registered, please proceed to the Distance/Online Learning "Getting Started" page.
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Former: HD 095 | BA: HD-095 | MA: HD-095
ADVANCE TO CANDIDACY SUPPORT O UNITS
This class is for students who have taken HD 277 Thesis Development and have not yet advanced to candidacy. Structure of this class will include one weekend class and regularly scheduled opportunities for meeting with the instructor. The focus of this class is to provide support, expertise, information and encouragement for students in the thesis proposal process. Students are preparing themselves to advance to candidacy.
Former: HD 096 | BA: HD-096 | MA: HD-096
THESIS SUPPORT GROUP O UNITS
An online facilitated group providing mutual support in thesis writing. This group is ongoing and may be joined at any time.
Former: HD 097 | BA: HD-097 | MA: HD-097
INTRODUCTION TO PACIFIC OAKS PEDAGOGY 0 UNITS
A weekend workshop designed to provide an overview of Pacific Oaks Pedagogy with special attention to (1) participation, (2) critical thinking, (3) writing, and (4) presentations. The implementation of Pacific Oaks’ mission statement throughout the curriculum is also reviewed. Opportunities for exploration, discovery, eflections are utilized in order to familiarize students with skills to enhance their engagement with course concepts, dynamics and material.
Former: HD 200 | BA: HD-300 | MA: HD-500
EARLY CHILDHOOD THEMES AND LIFE CYCLE ISSUES 3 UNITS
Each stage of life poses a task to be accomplished. These tasks appear as a challenge and bring the chance for growth, but also a fear of failure and discomforting disequilibrium. Themes which begin in early childhood: attachment, separation, autonomy, accomplishment and failure recur later in the life cycle. Awareness of their beginnings and knowledge of psychosocial developmental theories enables adults to be aware of the resolution of these themes in their own lives, as well as in children’s lives. This class requires extensive reading and a research project which meets the research competency. Note: Students who take HD 200 as a weeklong or online class must also take HD 262 Research Seminar to meet the research competency requirement.
Former: HD 201 | MA: HD-501
ADVANCED STUDIES IN HUMAN DEVELOPMENT 3 UNITS
This class explores in depth how themes which begin in early childhood recur later in the life cycle. Building on knowledge of Erik Erisons' theory and other psychoscocial and cognitive theories, the participants will add and integrate theoretical and personal knowledge of growth during the life cycle and the interaction between the contexts of development and psychological development. We will expamine our own developmental paths and look at choices made and options taken or rejected. A research project focusing on a developmental issue is required.
This class will emphasize development in adulthood.
rerequisites for HD 201:
1. All of the following:
* M.A. or post baccalaureate student
* Knowledge of Erk Erikson's theory and other psychosocial theories
* Knowledge of cognitive theories
* Ability to observe and interpret data
* Ability to reflect on one's own and others' life development and process or:
2. M.A. or post-baccalaureate student, and previous completion of HD 200.
Not open to B.A. students.
Note: Students who take HD 201 as a weeklong or online class must also take HD 262 Research Seminar to meet the research competency requirement.
Former: HD 203 | BA: HD-303 | MA: HD-503
THE EARLIEST YEARS 3 UNITS
Focus on the significance of earliest childhood, from birth to age three, in the human life cycle, with emphasis on trust and autonomy, sensory-motor explorations, and the beginning of language and play. This course will examine the range of typical and atypical development in diverse cultural contexts in the preschool years. Observation of child behavior from the perspective of its meanings for the child will be included. Students will develop skill in designing culturally relevant and inclusive home and group care environments for optimum development of caring relationships and learning.
Former: HD 213 | BA: HD-421 | MA: HD-621
EVALUATING ENVIRONMENTS AND PLANNING FOR CHANGE 3 UNITS
The goal of this class is to teach people who are responsible for children and children’s programs to analyze environmental dimensions and to examine the range of environmental dimensions and to examine the range of environmental variables that govern the behavior of children and staff. There will be opportunities to observe at Pacific Oaks and in other settings and to problem solve by altering the environment. By arrangement, this class may give credit for Administration/ Supervision of Child Care Programs.
Former: HD 218 | BA: HD-305 | MA: HD-505
COGNITIVE DEVELOPMENT: HOW CHILDREN LEARN 3 UNITS
An active investigation of the implications of cognitive developmental theory for early childhood education and the elementary classroom. Objectives of the class include:
1. Acquisition of understanding of basic constructivist theories, primarily those of Piaget and Vygotsky;
2. Exploration of the cultural and developmental perspectives of cognitive theory; and
3. Application of theory to the diverse educational needs of children. Emphasis will be placed on the implications of constructivist theory in terms of the role of the teacher, the classroom environment, and the curriculum.
Former: HD 220 | BA: HD-365 | MA: HD-565
SOCIOLINGUISTICS: ISSUES OF LANGUAGE AND CULTURE 3 UNITS
Focuses on the development of language within the social context and its implications as one of the most powerful transmitters of culture. The role of language as a tool of ocial domination or liberation will be explored. Emphasis will be placed upon issues of bilingualism and literacy as they relate to the process of bicultural development in American society; on analyzing primary and second language acquisition; and on instruction of bilingual learners. This course meets one of the CLAD requirements in California.
HD 225 ABC (See below)
ISSUES OF LANGUAGE AND CULTURE A, B, C
These modular courses will focus on the development of language within the social and political context and its implications as one of the most powerful transmitters of culture. The modules within this course will focus on the role of language as a tool of social domination or liberation. Areas of emphasis will include the historical, psychological and cognitive factors of language development. Particular emphasis will be placed upon issues of bilingualism and literacy as they relate to the process of bicultural development in the Continental U.S. society.
Former: HD 225A | BA: HD-366 | MA: HD-566
ISSUES OF LANGUAGE AND CULTURE A: BICULTURAL/BILINGUAL IDENTITY DEVELOPMENT 1 UNIT
Cultural response patterns and development of bicultural identity. Becoming bilingual. Impact of systemic oppression on development.
Former: HD 225B | BA: HD-367 | MA: HD-567
ISSUES OF LANGUAGE AND CULTURE B: LANGUAGE AND CULTURAL MEANING 1 UNIT
Language acquisition and communicative behaviors within the sociocultural context. Transmission of culture through language.
Former: HD 225C | BA: HD-368 | MA: HD-568 1 UNIT
ISSUES OF LANGUAGE AND CULTURE C: TEACHING BICULTURAL AND BILINGUAL LEARNERS
Strategies for incorporating the dynamics of cultural diversity within the classroom environment.
Former: HD 228 | BA: HD-432 | MA: HD-632
CHILDREN’S LITERATURE 3 UNITS
Required for this class is a willingness to be both adult and child as we explore and examine the impact of books upon young minds. We will create positive and memorable curriculum experiences for children by group exposure to a wide variety of children’s books and methods. We will explore when and how to use books and language to meet specific needs, and how to create an environment that encourages a magical encounter between children and literacy.
Former: HD 231 | BA: HD-341 | MA: HD-541
COMMUNICATION FOR EMPOWERMENT 3 UNITS
This class will empower students to make connections with other people. Four areas of communication will be addressed: active listening for meaning; fluent concise and organized writing; active, appropriate, and engaging group facilitation and leadership; and articulate, organized verbal communication and presentation of self. In addition, students will develop and strengthen their ability to think critically, integrating the subjective and objective, in all the areas of communication. They will examine the impact of their values and biases on communication across cultural, racial, class and gender lines.
Former: HD 232 | BA: HD-342 | MA: HD-542
COMMUNICATION SKILLS AND INDIVIDUAL DYNAMICS 3 UNITS
In spite of the fact that we spend a great deal of our time with others, rarely do we have an opportunity to see ourselves clearly as we interact with others. The capacity to see ourselves clearly in social interactions is the nucleus of our empathy and the basis of the helping process. Hence, knowledge of ourselves is, indeed, very valuable,in that it leads into the worlds of other people. The focus of the present class is largely experiential, with a central objective being the improvement of our communications skills and the use of ourselves in positive ways in interactions. Students will have the opportunity to learn about themselves by sharing their thoughts, ideas and feelings with group members. A variety of techniques will be used to assist us in our learning and growing. Among these will be active listening, re-framing, role-playing and socio-drama. Context-building for mutual understanding will be an ongoing component of the class.
Former: HD 235A | BA: HD-346 | MA: HD-546
COMMUNICATION FOR EMPOWERMENT: ONLINE 1 UNIT
What is the impact of the online format on interpersonal communication? How can existing skills be applied and adapted to improve the effectiveness of online communication? Note: Communication for Empowerment is offered in this modular format online. Note: All three sections of HD 235 must be completed to satisfy core requirement.
Former: HD 235B | BA: HD-346 | MA: HD-546
COMMUNICATION FOR EMPOWERMENT: IN THE LIFE CYCLE 1 UNIT
Engagement with developmental stages can be enhanced or diminished by communication dynamics. Students will explore the impact of effective communication on specific life cycle issues. Note: Communication for Empowerment is offered in this modular format online. Note: All three sections of HD 235 must be completed to satisfy core requirement.
Former: HD 235C | BA: HD-347 | MA: HD-547
COMMUNICATION FOR EMPOWERMENT: IN CULTURE 1 UNIT
One of the most challenging issues we face in cross-cultural communication is the potential for misunderstanding and the need to move from an ethnocentric orientation to the place of cultural equity. Students will examine proxemics, kinesics and paralanguage along with power dynamics. Note: Communication for Empowerment is offered in this modular format online. Note: All three sections of HD 235 must be completed to satisfy core requirement.
Former: HD 240 | BA: HD-440 | MA: HD-640
MODELS AND METHODS OF FAMILY/SCHOOL COLLABORATION 3 UNITS
Students study the many avenues for family collaboration with preschool and elementary programs, both direct classroom participation and program support activities. Cultural and socioeconomic factors, the realities of working and single-parent families, and variations among program types are considered. This class meets the three unit Home, School and Community requirement for state licensing for Early Childhood Education/School Director.
Former: HD 246 | BA: HD-306 | MA: HD-506
PLAY IN CHILDHOOD 3 UNITS
An exploration of play as a human adaptive function with a distinct developmental course, beginning in infancy and varying in content and mode from culture to culture. Emphasis will be placed on the ability to observe children’s play and to make use of these observations in planning for a child; the importance of the physical environment; and the setting up of environments for play that will engage children in using the skills that are prerequisites for academic learning. Cultural and gender issues and ways to support cultural expression and non-sexist play opportunities will be considered. Although our focus will be on early years, we will address the integrative and transformative function of play as it contributes to the lives of individuals throughout the life span.
Former: HD 250 | BA: HD-390 | MA: HD-590
DEVELOPING ANTI-BIAS CURRICULUM: TEACHING OUR VALUES TO OUR CHILDREN
3 UNITS
This class will introduce foundational concepts, models and rationale for developing anti-bias curriculum, with a particular focus on early childhood education and developmentally appropriate practice. Attitudes and behaviors towards others in the areas of gender, race, culture, abilities and class will be addressed. Other content will include: developmental issues, curriculum models, analysis of resources/materials and beginning advocacy tools. The importance of self-introspection and critical thinking will be stressed. Prerequisite: HD 400 or permission of instructor.
Former: HD 254 | BA: HD-422 | MA: HD-622
AUTHENTIC INFANT—COMPETENT CHILD 3 UNITS
Class content will consist of analyses of diverse approaches to infant-rearing with special emphasis on the Pikler methods. Topics will include: sensory-motor development, manipulation, human relationships and problem solving; infants’, parents’ and carers’ needs; what is an “educarer;” how, what, and when do infants learn; how, what, and when to teach; effects of environments ranging from neglectful to over-stimulating. Instruction will include lectures and discussions. Students will observe environments where infants are reared; discussion and evaluations will follow.
Former: HD 262 | BA: HD-302 | MA: HD-502
RESEARCH SEMINAR 1 UNIT
Students will learn about the process of writing a research paper, develop a research question, examine the literature relevant to their question, and explore various ways of collecting and analyzing data. Offered as an option for meeting the research competency for a Pacific Oaks degree or for work on a self-se-lected project. Note: Required of students who take HD 200 Early Childhood Themes and Life Cycle Issues or HD 201 Advanced Studies in Human Development in a Weeklong or Online format.
Former: HD 273 | BA: HD-363 | MA: HD-563
EDUCATION FOR CRITICAL CONSCIOUSNESS 3 UNITS
Paulo Freire taught adults in Brazil; Sylvia Ashton Warner taught children in New Zealand. Both taught oppressed populations and believed that people learn through what they are passionate about. Their work will be read and discussed along with that of other theorists who have similar beliefs about such issues as moral development, relationships and literacy/curriculum.
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Former: HD 277 | MA: HD-684
THESIS DEVELOPMENT 3 UNITS
Students will develop and refine their thesis topic while developing an understanding of the elements of a formal proposal and thesis, including literature review, methodology and data analysis. They will learn to organize their writing, develop themes, review technical writing skills and practice editing thesis and proposal material. Students must present a draft proposal for review to complete this class. This class may not be audited. NOTE: Online students register for this class in three modules, which may be taken in direct sequence or in different semesters.
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Former: HD 277A | MA: HD-685
THESIS DEVELOPMENT 1 UNIT
Students will develop and refine their thesis topic while developing an understanding of the elements of a formal proposal and thesis, including literature review, methodology and data analysis.
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Former: HD 277B | MA: HD-686
THESIS DEVELOPMENT 1 UNIT
Students will initiate literature searches and develop and pilot their methodology.
Prerequisite: HD 277A, or waiver.
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Former: HD 277C | MA: HD-687
THESIS DEVELOPMENT 1 UNIT
Students will learn to organize their writing, develop themes, review technical writing skills and practice editing thesis and proposal material. Students must present a draft proposal for review to complete this class. Prerequisite: HD 277AB, or waiver. The diverse social and political contexts of our society affect the socialization of the individual and his/her understanding of human development. This class examines attitudes toward gender, class, race/ethnicity, disability and sexual orientation, along with the historical contexts within which specific theories of human development were created. Students are challenged to examine these influences on their own growth and perceptions of human behavior, to define their personal ethics within the context of contemporary society, and to search for creative professional responses to inequality and bias. A variety of methods, including experiential activities, small group discussion, weekly writing, reading, and mini-lectures are utilized.
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Former: HD 282 | BA: HD-361 | MA: HD-561
SOCAL AND POLITICAL CONTEXTS OF HUMAN DEVELOPMENT 3 UNITS
The diverse social and political contexts of our osciety affect the socialization of the individual and his/her understanding of humand development. This class examines attitudes toward gender, class, race/ethnicity, disability and sexual orientation, along with the historical contexts within which specific theories of human development were created. Students are challenged to examine these influences on their own growth and perceptions of human behavior to define their personal ethics within the context of contemporary society, and to search for creative professional repsonses to inequality and bias. A variety of methods, including experiential activities, small group discussion, weekly writing, reading, and mini-lectures are utilized.
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Former: HD 285 | BA: HD-370 | MA: HD-570
DEVELOPMENT OF BICULTURAL CHILDREN 3 UNITS
This class will specifically focus on a framework of bicultural development as it compares with monocultural developmental theories. The pertinent issues and major social-ecological influences that play an important role in shaping the development of bicultural children will be explored. Culture and cognition, bilingualism, the biculturation process, and cultural psychological dynamics as they relate to personality and development and identity formation will be examined. An overview of current literature in the field will also be discussed.
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Former: HD 288 | BA: HD-423 | MA: HD-623
CURRENT ISSUES IN DEVELOPMENTAL ASSESSMENT 3 UNITS
The assessment of children’s development and learning is a public issue challenging teachers and administrators in schools and early childhood programs. Assessment includes establishing and communicating learning goals, collecting and using multiple sources of information to plan program, involving children in documenting their learning and being accountable to families. Class members will be encouraged to critically analyze observational techniques, developmental assessments, standardized tests, teacher-made tests and portfolio documentation models. The class will discuss strategies for effective response to community demands for accountability.
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Former: HD 292 | BA: HD-492 | MA: HD-692
INDEPENDENT STUDY 1-3 UNITS
Independent study requires that a student design a project of one to six months duration and find a faculty supervisor. An independent study contract signed by the faculty supervisor is required prior to registration. Classes offered at Pacific Oaks may not be taken for independent study. Please refer to the Schedule of Classes for registration deadlines.
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Former: HD 298 | BA: HD-498 | MA: HD-698
ASSESSMENT OF EXPERIENCE 1 UNIT
This class is designed for mature students with professional experience in a human development-related field who seek to apply for special admission to either the Pacific Oaks B.A. or M.A. program. This Life Experience Seminar will provide an opportunity for mutual advising and evaluation in working out the documentation of experience and the plan for a program at Pacific Oaks. Prerequisite: Admission to B.A. or M.A. program through ABLE option.
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Former: HD 299 | MA: HD-699
THESIS/MASTER’S PROJECT 0–3 UNITS
Required registration for all students completing a thesis or project in the semester the thesis is completed. Registration is also required for all students working on a thesis or project, who are NOT currently enrolled in HD 277. Three units are required for the first registration in HD 299 and zero units per semester for two semesters at which point the thesis/project is submitted. Students who have not completed the thesis/project at the end of three terms must enroll in one unit per term until completion. Prerequisite: An Advancement to Candidacy form signed by the Thesis Chairperson on file in College Records.
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Former: HD 307 | BA: HD-445 | MA: HD-645
WRITING OUR STORIES: REFLECTIONS ON LITERACY DEVELOPMENT
3 UNITS
Pacific Oaks students bring a breadth of diverse life experience to the college. They learn through telling and writing their stories about these experiences and develop in-depth knowledge through reflecting on them with others. To be effective in facilitating young children’s beginning writing, teachers must have experiences themselves with writing. They must model literacy behaviors, by writing where children can see, scribing children’s words, and representing children’s play in writing. Writing Our Stories will bridge between the kind of writing that people may be comfortable with before they entered the program with writing that encourages people to express their own culture through writing. Students will practice reflecting on this writing with others to discover how they became literate writers, and what their stories can tell them about what they have learned from their experiences.
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Former: HD 308 | BA: HD-446 | MA: HD-646
WOMEN IN ADMINISTRATION 3 UNITS
Designed to help women pursue a career in administration, and to explore the political and social forces that affect decision making, understand the importance of style and image, develop networking techniques, learn effective communication skills and examine sexual harassment. Students will develop class projects, conduct interviews, examine and compare research findings, and participate in mini-seminars, as well as evaluate various class guest speakers. By arrangement, this class may give credit for Administration/ Supervision of Child Care Programs.
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Former: HD 309 | BA: HD-350 | MA: HD-550 COMMUNICATION AND THE LIFE CYCLE 3 UNITS A class about life cycles and communication concepts. It is a goal of this class to enhance understanding of the interconnected and interdependent components of communication and tasks of various life cycle changes. Whether it’s an infant learning about trust, an older adult learning to adjust to physical and mental changes, or any of the many stages in between, we all have a vital need to communicate with one another. Focusing on specific life cycle stages and how attention to communication can facilitate engagement with the task of that stage will provide valuable information for personal and professional relationships. Communication and life cycle issues will be addressed in a holistic way, looking at the needs of both parties as well as the social context of interactions.
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Former: HD 310 | BA: HD-351 | MA: HD-551
CONFLICT RESOLUTION AND MEDIATION 3 UNITS
This class is designed for human service professionals, including teachers, educational administrators, and marriage and family counselors, who work with children, adolescents, and families. Participants will examine the nature of human conflict and effective strategies for conflict resolution, and will explore methods for developing programs which promote the peaceful resolution of conflict. The class will focus on the techniques and models for conflict resolution, mediation, and creative problem-solving in various conflict areas, including the family, the school, and the workplace. Techniques for effective communication, brainstorming and cooperative group decision-making will be explored. Communicating across cultures, and bias awareness issues will be explored within all content areas. Class format will include discussion, lecture, reading, writing, demonstration and role playing.
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Former: HD 331 | BA: HD-441 | MA: HD-641
TEAM BUILDING FOR EARLY CHILDHOOD EDUCATORS AND PARENTS
3 UNITS
Designed for administrators, teachers, staff, and parents to create an effective team which values working together with mutual respect. Among the issues addressed will be: 1) including parents as members of the team working for the growth and support of the children; 2) developing clear communication, written and oral, formal and informal and 3) exploring experiences of power and powerlessness among people with diverse roles, perceptions, and histories. Questions will include: What can you do from where you are? What is your responsibility when you are caught in the middle of a problem? How can you deal with issues that are not clear? How can you enable people to deal directly with others? This is an equivalent class for HD 240, Models & Methods of Family/School Collaboration, with permission of advisor.
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Former: HD 337 | BA: HD-430 | MA: HD-630
PLAY, LANGUAGE AND LITERACY DEVELOPMENT 3 UNITS
How do young children develop the skills they need to grow up competent in a literate society—language, dramatic play, using tools and materials to represent their experience, and reading? An examination of the development of symbolic behaviors and the role of adults in supporting children’s play, language and literacy. Students will examine developmentally appropriate curriculum and assessment design for diverse literacy learners.
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Former: HD 340 | BA: HD-416 | MA: HD-616
LEADERSHIP IN EDUCATION 3 UNITS
This class is a seminar for professionals in leadership situations who work in early childhood education and other human service professions. Theoretical emphasis is on educational issues in contemporary society. Topics include: working effectively with diverse colleagues and families; program development and administration; strategies for facilitating empowerment, responsibility and advocacy; adult supervision; and professional growth and survival. Students will be exected to reflect upon their own practice and values, to observe other adults working with children and their families or with other adults, and to explore the integration of values into practice.
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Former: HD 343 | BA: HD-470 | MA: HD-670
TEACHING AS PERFORMING ART 3 UNITS
Participants explore creative drama as an improvisational, non-exhibitional, process-centered form of expression in which students are guided by a leader to imagine, enact, and reflect upon human experiences. The purpose is to provide an alternative approach to teaching social studies and integrated arts which opens children’s minds, stimulates their imaginations and language abilities, and sparks their enthusiasm for continued personal development and discovery. This class may also serve as a practical guide for classroom teachers, recreational leaders, and others who want to initiate creative drama activities in a variety of subject areas and need help in getting started.
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Former: HD 360 | MA: HD-562
ADVANCED STUDIES IN DIVERSITY AND ANTI-BIAS ISSUES 3 UNITS
An in-depth, critical examination of the impact of institutional oppression on human service programs for children and adults and the significance of cultural and political contexts on individual development and learning. Students will study new research and methods for working with bicultural children and adults, and develop skills for doing anti-bias human service work and advocacy. Format is a graduate seminar individualized to the participants’ interests and issues. Students are expected to engage in developing their own theoretical and methodological framework for bicultural and anti-bias work. Prerequisites for HD 360: 1. All of the following: a. M.A. or post-baccalaureate student b. Experience working on issues regarding sexism, racism, classism, and disability c. Demonstrated commitment to social justice d. Understanding of the dynamics of institutional and individual biases and use of power, or 2. M.A. or post-baccalaureate student and previous completion of HD 282. Not available to B.A. students.
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Former: HD 380 | BA: HD-380 | MA: HD-580
CHILDREN’S AUTOBIOGRAPHICAL NARRATIVES AS SOCIAL JUSTICE CURRICULUM
3 UNITS
The roots of social change within children begins with the learning of anti-bias. Anti-bias/culturally inclusive curriculum begins with children’s voices. Who the children are, the home cultures that they bring into the classroom, their world views, and their learning styles must first be unpackaged in order for anti-bias to take place. Seeing the child, through the child’s own voice, and supporting children in seeing and developing participatory relationships with their peers through their peers’ autobiographical stories is the first step in unpackaging culture and creating inclusive classrooms. In order for children to become agents of social change within a participatory democracy, they must take an active role in the building of classroom communities, which emerge from the context of their lives. Through the sharing of autobiographical narratives, adults and children gain an important entrance into one another’s cultural lives and through that entrance they are able to create realistic inclusive communities. This course will explore using children’s narratives as a means of developing anti-bias/culturally inclusive curriculum which supports children’s development in terms of being advocates for social change. This course will involve observations in the field as well as participants collecting and documenting children’s narratives. These narratives will be used to create anti-bias/culturally inclusive curriculum and the building of participatory classroom communities which empower children in the development as social change agents.
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Former: HD 381 | BA: HD-381 | MA: HD-581
HUMAN DEVELOPMENT AND SOCIAL CHANGE 3 UNITS
This course will examine the importance of promoting positive social change in times of national stress. Exploring the connection between one’s own personal growth and the act of evoking actual change, students will learn useful techniques based in storytelling, art, performance, and action research. Readings will be assigned from feminist theory, cultural studies, critical race theory, participatory democracy, and other frameworks for social change. To put their new thinking into action, each student will design a project proposing actual change at an organization, school, community or government agency. If a student already has an ongoing project addressing social change, this course can be used to improve that project. Group discussion will be a key component of this class.
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Former: HD 383 | BA: HD-382 | MA: HD-582
PARTICIPATORY ACTION RESEARCH 3 UNITS
This course is a methods course designed to give students the skills to initiate a project directed at actual social change. One of the assumptions in such a course is that actual change in an organization or agency or school can become a model that can be replicated in other organizations and even serve as a model for larger change at the level of society itself. Students will be taught pre/post assessment techniques, collaborative decision-making skills, how to build community through intercultural storytelling, how to make budgets, and how to design and implement long term strategies. By the end of the course, each student will have designed an implementation plan (with timelines) and a grant proposal to help carry out that initiative. A second assumption is when high stress is being visited upon a country’s big business, government, education, arts or other social systems, one’s own personal development will be linked increasingly to the act of evoking positive social change to make society better. Under this hypothesis, individuals will need to participate personally in collaborative efforts to construct new socially just models and practices for schools, democratic institutions, and community and arts organizations if they are to become whole as individuals - and by the same token, in order to evoke such change, one must come to better know and understand oneself.
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Former: HD 396 | BA: HD-320 | MA: HD-520
CONTEMPORARY URBAN ADOLESCENTS 3 UNITS
This class will focus on several issues that affect the quality of life of adolescents in urban areas. Subjects for study will include: unemployment/underem-ployment; gangs and other peer pressures; early sexuality; teen pregnancy; AIDS and other sexually transmitted diseases; and drugs. We will examine these topics from a developmental perspective and visit programs that are addressing them.
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Former: HD 400 | BA: HD-400 | MA: HD-600
WORKING WITH CHILDREN IN A DIVERSE WORLD 3 UNITS
This class examines the developmental needs of children and the different assumptions which underlie developmental and constructivist approaches to working with children. It includes an xploration of the uses of interpersonal power in settings where adults and children encounter each other, opportunities to observe children in a variety of contexts, and the examination and development of effective facilitative strategies for teaching, counseling, parenting, and social and educational change. Emphasis will be on valuing diversity and respecting the individual; active experiential learning; interaction between theory and practice; and the impact of social contexts on oneself and others.
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Former: HD 401 | BA: HD-411 | MA: HD-611
WORKING WITH ADULTS 3 UNITS
Students are introduced to a rationale and methodology for working with adults in educational, therapeutic and other human services settings. Topics covered will include supervising adults, staff evaluation, leadership style, communication, and problem solving. Emphasis is on valuing diversity and respecting individuals; active, experiential learning; the interaction between theory and practice; the impact of social contexts on oneself and others. Students will use observation to enhance their understanding of the challenges inherent in working with adults. They will develop strategies to facilitate adult empowerment and learn to advocate responsibly in diverse settings.
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Former: HD 410 | BA: HD-405 | MA: HD-605
DEVELOPMENTAL EDUCATION 3 UNITS
This class examines traditions that underlie a developmental, experiential, open-structured approach to education; one’s own values and the values reflected in school programs and practices; the role of education as a tool of oppression and liberation for different groups in society; and personal and political strategies for educational change. Issues and trends in early childhood education are considered from a developmental, cross-cultural perspective. Implications for older children and adult learners will also be explored. Emergent curriculum is a values based approach to teaching and learning which focuses on who the students are, their sociocultural context and current issues, in order to shape “what happens” in an educational setting. Decision-making about curriculum should be negotiated by those who know the learners best. In this approach, the focus is on the community that teachers and learners create and involve in their lives together. In this class, students will explore sources of emergent curriculum, power dynamics, the balance between advance planning and spontaneity, and issues of cultural relevancy and accountability. Participants will be required to actively engage in their own classroom in teacher roles that are central to the emergent curriculum process—observation, analysis, collaboration, research and documentation. Implication for learners of all ages will be considered, with a focus on the early childhood classroom.
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Former: HD 415 | BA: HD-406 | MA: HD-606
EMERGENT CURRICULUM: REFLECTING LEARNER LIVES 3 UNITS
Emergent cuirriculum is a values based approach to teaching and learning which focuses on who the students are, their socio-cultural context and current issues, in order to shape "what happens" in an educational setting. Decision-making about curriculum should be negotiated by those who know the learners best. In this approach, the focus is on the community that teachers and learners create and involve in their lives together. In this class, students will explore sources of emergent curriculum, power dynamics, the balance between advanced dynamics, the balance between advanced planning and spontaneity, and issues of cultural relevance and accountability. Participants will be required to actively engage in their own classroom in teacher roles that are central to the emergent curriculum process -- observation, analysis, collaboration, research and documentation. Implications for learners of all ages will be considered, with a focus on the early childhood classroom.
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Former: HD 420 | BA: HD-315 | MA: HD-515
THE ART OF OBSERVATION 3 UNITS
Observation is a basic teaching and assessment tool in early childhood education and a necessary skill in the field of counseling. When you observe a child: What do you see? What do you look for and why? How do you interpret what you are seeing? How do you translate what you have observed into goals for intervention? Participants will observe children and adults, share and evaluate frameworks for observation, and get feedback on observational skills.
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Former: HD 427 | BA: HD-371 | MA: HD-571
WORKING WITH BICULTURAL CHILDREN 3 UNITS
Focuses on the methodological issues as they relate to effectively working with bicultural children. Learning theory and motivational concepts based upon research with bicognitive children will be examined. Bicultural curriculum and bilingual program components will be discussed. Students will be required to participate in several on-site classroom observations in bicultural and bilingual settings. Particular emphasis will be placed on integrating the principles of bicultural development into the practical application of an effective educational approach.
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Former: HD 440 | BA: HD-435 | MA: HD-635
ADMINISTRATION OF CHILD CARE FACILITIES 3 UNITS
This class will identify approaches and techniques for working with parents, issues programming, supervision of staff, and providing on-going growth and training of staff. We will discuss the skills and techniques necessary to administer a variety of early childhood education programs, including preschool and day care. Such issues as budgeting, record keeping, authority, communication and creativity will be discussed.
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Former: HD 442 | BA: HD-465 | MA: HD-665
CHILDREN’S ART STUDIO PRACTICUM AND SEMINAR 2 UNITS
Students will work directly with children ages two to seven years in the Children’s Art Studio, supervised by resident artist; learn age-appropriate art curriculum using various media, and apply skills and knowledge in directed teaching. Included are the art of preparing and hanging exhibitions, ceramic kiln firing, documenting and cataloguing children’s art for the Pacific Oaks Permanent Collection. Written and photo-documentation are required. Enrollment is limited. Consent of instructor required. Teacher Education students, please consult your advisor.
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Former: HD 450 | MA: HD-601
ECOLOGY OF WORKING WITH CHILDREN 3 UNITS
This class is an in-depth examination of educational and therapeutic practices using ecological and historical perspectives. The content of the class is individualized, built upon the interests and issues of students. This class will examine the dynamic interaction between practice, reflection and theory, and include close attention to the impact of diversity and cross-cultural issues on our work with children. Through critical thinking, data analysis and review of the literature, students will be expected to develop their own theoretical and methodological framework for working with children and adults in a diverse world. Not available to B.A. students.
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Former: HD 452 | BA: HD-450 | MA: HD-650
REFLECTIVE TEACHING 1–3 UNITS
This class requires that students have a job or internship/apprenticeship which involves them in ongoing work with children. Credit is based on 45 hours per unit of fieldwork, reflective journal keeping and online seminar participation. Not offered in Pasadena.
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Former: HD 453 | BA: HD-456 | MA: HD-656
ADMINISTRATION/SUPERVISION: FIELDWORK/OBSERVATION
(1-3 Fieldwork units; 1-2 Observation units) 1-5 UNITS
FIELDWORK requires that students have a job or internship/apprenticeship which enables them to take responsibility in administration and/or supervision. Credit is based on 45 hours per unit of fieldwork, journal keeping and seminar participation. OBSERVATION focuses on one or more persons, whose work, the culture in which it takes place, and whose style of dealing with their work is of interest to the student. Students function as observers, rather than as participants, in daily processes. Permission of the individual(s) being observed is required. Credit is based on 45 hours per unit of observation, reading, and seminar participation. Available to BA student upon discretion of advisor.
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Former: HD 454 | BA: HD-457 | MA: HD-657
COLLEGE TEACHING/TEACHING ADULTS: FIELDWORK/OBSERVATION
(1-3 Fieldwork units; 1-2 Observation units) 1-5 UNITS
FIELDWORK requires that students be either employed as the teacher of a college class, or be involved in another suitable adult teaching arrangement which enables them to take a responsible role co-teaching or working with other adults in that teaching arrangement. Credit is based on 45 hours per unit of fieldwork, journal keeping and seminar participation. OBSERVATION in one or a variety of college classes, with special attention to instructional process and strategies. Credit is based on 45 hours per unit of observation, reading, and seminar participation. Available to BA student upon discretion of advisor.
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Former: HD 456 | BA: HD-458 | MA: HD-658
PARENT/COMMUNITY WORK: FIELDWORK/OBSERVATION
(1-3 Fieldwork units; 1-2 Observation units) 1-5 UNITS
FIELDWORK requires that students have a job or internship/apprenticeship which enables them to take responsibility for work with parents or other adults in an approved community, family or social service setting. Credit is based on 45 hours per unit of fieldwork, journal keeping and seminar participation. OBSERVATION focuses on one or more persons whose work, the culture in which it takes place, and whose style of dealing with their work is of interest to the student. Students function as observers, rather than as participants, in daily processes. Permission of the individual(s) being observed is required. Credit is based on 45 hours per unit of observation, reading, and seminar participation. Available to BA student upon discretion of advisor.
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Former: HD 460 | BA: HD-372 | MA: HD-572
SEMINARS IN BICULTURAL DEVELOPMENT AND EDUCATION 1-3 UNITS
These seminars are designed to focus on bicultural development and its implication for educators and human service professionals working in bilingual and/or bicultural communities. The seminars will be constructed on identified needs in the bicultural specialization and the areas of interest of faculty members who will be teaching the course. Each weekend will be a contained “mini class.” Students may take one or all three weekends. Specific topics will be listed in the class schedule when the class is to be offered.
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Former: HD 464 | BA: HD-364 | MA: HD-564
COMMUNITY AS A CONTEXT FOR DEVELOPMENT 3 UNITS
Children develop as unique individuals in the context of complex communities. Growth and identity are influenced by the social dynamics and interactions of the diverse families and cultural institutions in which children live. This class focuses on theoretical and practical aspects of building, reflecting, and including “community” in early childhood and primary classrooms. Students will be expected to create strategies which use the child’s community to enhance learning and build a sense of belonging. This class will explore community-building as an avenue to examine and promote cultural competence and advocacy for children.
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Former: HD 465 | BA: HD-451 | MA: HD-651
REFLECTIVE TEACHING SEMINAR 3–4 UNITS
Reflection on one’s own practice with children and analysis of the implementation of developmental theory. Self observation, being observed by others, and observing at other sites are all required. Class open to full-time, experienced teachers of young children only. Prerequisite: Consent of advisor, and current full-time employment as a lead teacher with young children.
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Former: HD 466 | BA: HD-462 | MA: HD-662
WOMEN IN ART 3 UNITS
A hands-on series of art experiences by, for and about women. We will discover and practice our own forms as we become acquainted with the forms created by women artists from every continent. We will explore the relationships between the traditional art forms and contemporary art forms. We will apply these findings to the art education of our children. Attendance at one museum or gallery show of women’s work and a written review will be required.
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Former: HD 467 | BA: HD-460 | MA: HD-660
FOUNDATIONS OF TEACHING ART: RELEASING THE IMAGINATION 3 UNITS
Numerous studies show that students who are exposed to a creative and nurturing art program are also more likely to excel in all areas of school. If you have always considered yourself to be “art phobic” but have the desire to use art techniques in your classroom, this course is designed to empower you — and your students. We will explore art theory as well as hands-on art making. Beginning with an examination of the nature of creativity, the class will evolve into practical, hands-on techniques and concepts that can be put into immediate use. Areas of study will include printmaking, sculpture, cartooning, approachable and achievable drawing techniques, working with charcoal, pastels, watercolors, use of unorthodox materials, etc.
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Former: HD 468 | MA: HD-664
GRADUATE SEMINAR IN ART EDUCATION 2 UNITS
This seminar will provide Master’s candidates with an opportunity to pursue in-depth those areas of interest to which they have been drawn during their course of study. Through reading and dialogue, participants will sharpen their focus on the issues of art education they find most challenging. Participants are expected to be conversant with art theories and to work toward evolving their own philosophy of art education. Study topics will include: the relationship of the artist to society; cross-cultural and culture-specific artwork; school as an agent of change and/or socialization; the economics of art; and making space for adults’ and children’s art. We will create a personal statement of our beliefs over the course of the semester. Open to graduate students only.
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Former: HD-469 | BA: HD-330 | MA: HD-530
ADULT DEVELOPMENT:MISSION AND VISION 3 UNITS
We construct mission and vision in our lives through the developmental tasks we encounter. In turn, mission and vision inform our life choices in deep and meaningful ways. Together, we will examine the emergence and development of meaning in the adult years through our own as well as others’ stories.
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Former: HD 471 | BA: HD-391 | MA: HD-591
IMPLEMENTING ANTI-BIAS CURRICULUM 3 UNITS
Designed for educators with some experience in anti-bias curriculum, this class will synthesize national standards, state frameworks and district courses of study with a developmental, anti-bias philosophy. Developing interdisciplinary curriculum, critically analyzing current instructional practices and infusion of an anti-bias curriculum into all content areas are the main objectives for this class. This is the “how to” class for putting anti-bias curriculum into action in the classroom. I—Early Childhood Education II—Elementary Education Prerequisite: HD 400, HD 282 or experience. This class is designed for students who are interested in strategic planning, institutional changes, and skills for working with adults within an anti-bias framework. Class format will include discussions, interactive activities utilizing case studies and policies, readings and written assignments. Students are expected to engage with each other in critical analysis of educational practices and societal obstacles to deepen their theoretical knowledge and to define levels and models of advocacy work. An action project will be required. Prerequisite: HD 282 or 360, or permission of instructor.
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Former: HD 472 | BA: HD-392 | MA: HD-592
ADVANCED STUDIES IN IMPLEMENTING ANTI-BIAS CURRICULUM 3 UNITS
This class is designed for students who are interested in strategic planning, institutional changes, and skills for working with adults within an anti-bias framework. Class format will include discussions, interactive activities utilizing case studes and policies, readings and written assignments. Students are expected to engage with each other in critical analysis of educational practices and societal obstacles to deepen their theoretical knowledge and to define levels and models of advocacy work. Action project will be required.
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Former: HD 474 | BA: HD-425 | MA: HD-625
INTERVENTION MODELS IN EARLY CHILDHOOD EDUCATION 3 UNITS
This class will focus on the key theories, philosophies, regulations and programs that have been developed to respond to the needs of (a) children who are developing atypically; and (b) children deemed at risk from family dysfunction, abuse and neglect, prenatal drug exposure and community violence. Early childhood special education, therapeutic and social services will be observed and discussed as resources that offer support for early childhood programs and families.
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Former: HD 476 | BA: HD-483 | MA: HD-683
QUALITATIVE METHODS 3 UNITS
This class is designed to teach students the underlying principles, theoretical approaches and applied skills of qualitative research by focusing on formulating research questions, gathering data, categorizing, coding and analyzing collected information in preparation for documenting and presenting research. Ethnography, narrative analysis, case study and interviewing strategies and methods will be explored. Recommended for students engaging in completion of or interested in engaging in a qualitative master’s thesis.
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Former: HD 477 | BA: HD-393 | MA: HD-593
ANTI-BIAS CURRICULUM WITH ADULTS 3 UNITS
We will explore: (a) the pedagogical principles, strategies and activities for promoting anti-bias education with E.C.E. students, staff, parents and other caregivers; (b) the issues, obstacles and developmental journey adults travel when engaged in anti-bias education; and (c) the knowledge base, skills and dispositions required of anti-bias education trainers. Class methods include experiential activities, reflective discussions, mini-lectures, reading and writing. Students must have a working knowledge of anti-bias curriculum. Completion of HD 282, Social and Political Contexts of Human Development, is strongly recommended.
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Former: HD 478 | BA: HD-402 | MA: HD-602
WORKING WITH FAMILIES IN A DIVERSE WORLD 3 UNITS
This class is designed for educators, counselors and other human services professionals who work with families directly or as allies for their young children and adolescents. We will examine the psychosocial developmental stages/tasks of families, the critical importance of culture/ethnic traditions, values and beliefs and how these all affect our relationship as advocates. Learning objectives will include utilizing culturally sensitive methods to assess family needs, designing and implementing supportive social service and community structures, developing appropriate interventions and promoting effective communication and interaction within the family and between the family, school, social service agency, or other professionals. Within this context, students will develop strategies to be more successful individual, interpersonal and institutional change agents. The emphasis will be on active, experiential learning, interaction between theory and practice, and the impact of social, ethnic, gender and class contexts on ourselves, and our work with children and families.
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Former: HD 479 | BA: HD-426 | MA: HD-626
WORKING WITH CHILDREN WHO CHALLENGE TEACHERS’ SKILLS
3 UNITS
Often teachers encounter children who challenge their teaching skills and understanding. This class will help teachers stretch their skills, develop a better understanding of children who challenge them, and also identify those children whose behavior extends beyond their expertise and may require different or specialized help. Students will use and critique observational and assessment strategies while creating an intervention plan for the support of an individual child. Atypical development, family instability, differences in cultural expectations, and the limitations of the student’s own experiences will all be considered as possible influences on the teacher’s difficulties with a particular child.
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Former: HD 480 | BA: HD-452 | MA: HD-652
DEVELOPMENTAL PRACTICUM SEMINAR: 0–3 YEARS 3 UNITS
This seminar is designed to provide an opportunity for students placed in Pacific Oaks’ programs for children, infant through age three, and off-site practica to discuss relevant issues. The seminar will explore the relationship between theory and practice in programs for children under three years of age, examine developmental issues, teacher/care giver roles, and the relationship between group care and families. Students will explore and practice techniques for the observation and recording of behavior and writing developmental summaries, examine environments for young children and plan, implement, and evaluate developmentally appropriate, culturally relevant, anti-bias experiences for infants, toddlers, and twos. Students will also explore team teaching, examine program issues, and consider the social and political aspects of group care. Students spend 12 hours/week (3 units) or 16 hours/week (4 units)in placement. Teacher Education students consult with your advisor. Students planning to do their practicum must receive clearance from the Children’s School prior to registering.
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Former: HD 481 | BA: HD-453 | MA: HD-653
DEVELOPMENTAL PRACTICUM SEMINAR: 3–5 YEARS 3 UNITS
This seminar is designed for students placed in Pacific Oaks’ Preschool and Child Care programs, and off-site practica. Discussions will include developmental issues, curriculum, differences in scheduling for half-day vs. full-day programs, parental support, and group care issues. The seminar will incorporate observing and recording techniques, development and implementation of anti-bias, culturally relevant curriculum, environmental analysis, and will explore the relationship between theory and practice. Students will be expected to articulate the difference between half-day pre-school programs and full-day child care programs. Students spend 12 hours/week (3 units) or 16 hours/week (4 units) in placement. Teacher Education students consult your advisor. Students planning to do their practicum must receive clearance from the Children’s School prior to registering.
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Former: HD 482 | BA: HD-454 | MA: HD-654
DEVELOPMENTAL PRACTICUM SEMINAR: 5–8 YEARS 3 UNITS
This seminar is designed for students placed in the Pacific Oaks Children’s School or in off-site kindergarten or primary programs. Based on child-centered theory and best practices, life experiences and the developmental needs of individual children are the cornerstones of curriculum for this age range and consequently, for the seminar. Both cognitive and affective growth are addressed by both the core curriculum and practicum design, which includes hands-on activities in the areas of science and math (such as blocks, math manipulatives, gardening, and cooking); language arts (dictation of stories, poetry, visual, and three-dimensional arts, journals, and books); and social development (families, lifelines, and the exploration of the neighborhood and community). Additionally, attention is particularly directed to the wide range of readiness in this age group and the resulting implications for the emergence of the foundations of the academic skills (reading, writing, arithmetic). The curriculum balances teacher-initiated with child-initiated activities, demonstrating that the child and the adult are active partners in learning. Observing children, practicing the writing of developmental summaries, articulating the challenges of an integrated curriculum, working with mainstreaming experiences, involving parents, and learning about environmental education are major components of the practicum. The anti-bias perspective is woven into the curriculum that includes a focus on conflict resolution and issues of inclusion, respect and diversity in the classroom. Students spend 12 hours/week (3 units) or 16 hours/week (4 units) in placement. Students planning to do their practicum must receive clearance from the Children’s School prior to registering.
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Former: HD 499 | BA: HD-495 | MA: HD-695
SPECIAL TOPICS 1–3 UNITS
Special interest classes. See current Schedule of Classes for specific description(s).
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Former: HD 499 | BA: HD-383 | MA: HD-583
SPECIAL TOPICS Formerly a Special Topics course.
The roots of education for social justice lie in the works of John Dewey, Lev Vygotsky, and Paulo Freire. Their work resonates in the educational and social philosophies of W.E.B. Dubois and bell hooks. Yet today, much of what passes for progressive critical education has been diluted in order to meet the needs of the status quo, and education for social justice has been lost. This course will examine the theoretical works of John Dewey, Lev Vygotsky, Paulo Freire, W.E.B Dubois and bell hooks, and ways of constructing progressive critical pedagogy, which is grounded in participatory democracy and social justice.
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Former: HD 601 | BA: HD-475 | MA: HD-675
ARTS AND SOCIAL CHANGE 3 UNITS
Treatment of societal issues in art as well as art education. Topics will include art as an anti-bias tool, the inclusive potential of art, and art as a political statement.
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Former: HD 602 | BA: HD-477 | MA: HD-677
THE COMMUNITY AS CLASSROOM: FORGING CONNECTIONS THROUGH THE ARTS 3 UNITS
Every community has a wealth of people, places and organizations on which schools, human service agencies and other institutions can draw to enrich the quality of care, education and opportunities to construct meaningful experiences. Incorporating scholarship and methodologies from visual and performing arts, folklore, oral historyand intergenerational programs, this course views field trips and site visits by artists and local residents as being at the heart of the human services rather than enrichment activities. The course will explore ways to integrate the rich resources of local communities into classrooms and institutions that encourages exploration and discovery. Curriculum will include visits to studios of local artists, who will explore technical application in the arts through a variety of media. As part of the course, students will participate in a field trip of their own and develop a project based on the experience.
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Former: HD 603 | BA: HD-468 | MA: HD-668
ART EDUCATION: FIELDWORK 2–4 UNITS
Students are required to spend a specific number of hours in a minimum of two different settings during the course of the semester. Responsibilities of the student must include planning, implementation and documentation of an art curriculum. Each student will create a portfolio that includes documentation of communication in four arts disciplines; communication and mastery in at least one art form; development and presentation of basic analyses of works of art from informed structural, historical and cultural perspectives; and the relation of various types of arts knowledge and skills within and across disciplines. Students will gain an informed acquaintance with exemplary works of art from a variety of cultures and historical periods and from combinations of those perspectives; and derive their own knowledge, beliefs and values for making personal and professional artistic decisions. Students will also acquire a well-grounded understanding of the nature, value and meaning of the arts as part of their own humanity. Students are required to complete at least one fieldwork experience and could be expected to complete two. The specialization advisor would determine this based on the student’s experience and program goals.
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Former: HD 604 | MA: HD-669
ART EXHIBITION 1 UNIT
In the course graduate students will plan and prepare for display, 15–20 selected pieces of project work, integrating accessible and affordable techniques and methods; design and distribute exhibition materials; and submit a portfolio of the exhibition along with a narrative about the process for the permanent collection.
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