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Plan of Study - Child Development Bachelor's Program

The Mission of the Child Development Program at Alliant International University is to prepare students to pursue careers in early childhood settings and agencies serving young children and their families, and to pursue graduate and professional studies. The underlying philosophy is that children develop within an ecological framework that includes the complex interrelationships among the child, the family, their diverse cultures and society at-large. The program develops in students the knowledge and skills to promote a developmental perspective in their work with children and families, to establish partnerships between families and child development professionals that reflect family-centered practices, and to provide educational and community programming that is inclusive of all children.

The BA in Child Development fulfills the requirements for a California Master Teacher and Site Supervisor Child Development Permits; however, students must independently apply to the state for their permits subsequent to program completion.

Student Learning Outcomes

Students will be able to:

  1. Demonstrate mastery of professional standards and guidelines as set forth by the National Association for the Education of Young Children and the California Preschool Learning Foundations;
  2. Recognize benchmarks in the physical, emotional and cognitive development of children from birth to age 18 and the effects of heredity, environment and neuropsychology on developmental stages;
  3. Design healthy, safe, and ethical programs and policies;
  4. Design, implement and evaluate integrated curriculum, inclusive environments, and brain-based teaching techniques utilizing reflective practice, developmentally appropriate guidelines, and evidence-based research;
  5. Write critically about theories and constructs of child and adolescent development;
  6. Demonstrate a repertoire of observation, documentation and assessment techniques that support children and families;
  7. Communicate, collaborate and advocate for the well-being of children with families, stakeholders and agencies within a diverse community.

Training Model

The program is designed to honor Alliant International University’s commitment to education for professional practice. The program is designed to insure all graduates can integrate theory, ethical values, and leadership skills in the creation of exceptional learning environments and experiences for children. The program sequence is structured around two program features and two course features that challenge students to apply their knowledge from the first through the last course.

Applied learning program features:

  1. structured field experience conducted at a licensed California preschool, supervised and evaluated by a Child Development Permitted Teacher.
  2. Capstone project in which students demonstrate their ability to design a substantive program or address a significant issue for children at their chosen age of interest.

Both the structured field experience and the Capstone project require students to analyze the needs of diverse children across a span of ages, ethnicities, abilities and resources. Deriving from a careful needs assessment, both the structured field experience and the Capstone project require students to design lessons, a brief program, or a school or community project that meets the targeted need.

Applied learning course features:

  1. project that requires the application of course content to the needs of children and their families.
  2. systematic observation of children in a natural or classroom setting.

The course projects and the structured observations train students to observe children in their community through the lens of professional experience.

Projects are relevant to the course content and flexible to the interests of the students.

A systematic child observation in each course trains students to become alert to children, their differences, and their needs in both natural and classroom settings. Mastering a variety of techniques ensures students become astute observers of children and prepared to base their leadership on real needs in their schools, families and community.

Specialized Admissions Requirements

Applicants must satisfy the requirements stipulated in the “Admissions and Registration” section of the University catalog, and must also meet the following criteria:

  • Hold a high school diploma or its equivalent
  • Minimally have a grade point average of 2.5 or higher on a 4.0 scale overall;
  • Submit a personal essay;
  • Submit information on any professional experience they have had;
  • Submit two letters of recommendation;
  • Attend an in-person or telephone interview (for finalists for admission); and
  • For international students whose native language is not English have the appropriate TOEFL score of 550 (229 computer-based).
  • Have an interview with the relevant Admissions Committee.

Upon receipt and review of all documentation, the candidate will be considered for final admission. Final admissions decision will be made by the Program Faculty.

Specialized Admissions Requirements: Credit for Previous Work

Incoming students who can present acceptable proof that they have taken courses from regionally accredited schools that are judged to be the equivalent of courses offered at Alliant may be granted transfer credit. These courses must be no older than 5 years. Thus, courses transferred from other accredited institutions in essence replace the Alliant courses and thereby reduce the number of credits earned at Alliant to complete the degree.
a. Students accepted into the Program may transfer a maximum of 60 general education credits/units from another institution.
b. Practicum: requests to approve practicum experience from another university require approval of faculty review team to establish equivalency with accreditation requirements.

Waivers are granted only when there is evidence of mastery of the content of the course (or other requirement) in question. Waivers do not reduce the number of units the student must complete for the Alliant degree. Waivers therefore function to provide the student with an additional elective. The faculty review team must approve all waivers for incoming students. If a required course is waived, another Alliant course must be substituted.

* Note that when courses are waived (or transferred), the student will be accountable for that content in future courses and exams.

Degree and Curriculum Requirements

The BA degree (4 years, 120 units) will be delivered on-ground with practicum work at appropriate sites.

Curriculum Plan - College Consortium Coursework

48 units

  • ENG 1106 - Composition I
  • ENG 1120 - College Critical Thinking
  • GMP 1500 - Intercultural Communication
  • NSC 2011 - Introduction to Chemistry Lab * (1 unit)
  • NSC 2010 - Introduction to Chemistry and Society
  • HUM 1020 - Interdisciplinary Explorations: College Experience
  • MTH 1109 - College Algebra
  • SPN 1000 - Beginning Spanish I
  • SPN 1001 - Beginning Spanish II
  • FAR 1000 - Introduction to the Arts
  • NSC 1260 - Introduction to Biology and Society
  • NSC 1261 - Introduction to Biology Lab * (1 unit)
  • HUM 1030 - Co-curricular Community Activity (2 units)
  • ENG 2206 - Composition II
  • SOC 2202 - Power, Privilege and Social Difference
  • HIS 1050 - World History: A Comparative Study
  • IRL 2020 - US Politics in a Global Context
  • GMP 2001 - Globalization and Social Justice


* Only one Lab course is required.

Curriculum Plan - Major Course Requirements

Lower Division

  • PSY 1101 - Introduction to Psychology
  • CHD 2110 - Children's Literature
  • CHD 2210 - Introduction to Child Development
  • CHD 2220 - Children's Art, Music and Movement

Upper Division

  • CHD 3110 - The American Family
  • CHD 3120 - Communicating with Families in a Diverse Community
  • CHD 3140 - Child Cognitive Development
  • CHD 3150 - Teaching Mathematics and Science: A Developmental Perspective
  • CHD 3130 - Child Observation, Screening, Assessment, and Documentation
  • CHD 3210 - Teaching Language and Literacy: A Developmental Perspective
  • CHD 3220 - Pre-Natal and Infant Development
  • CHD 3230 - Child Physical and Motor Development
  • CHD 3240 - Childhood Health, Safety, and Nutrition
  • CHD 3250 - Creating and Maintaining Program Policies and Practices
  • CHD 4110 - TK, Age-Graded Classrooms and Alternative Classroom Environments
  • CHD 4130 - Child Social-Emotional Development
  • CHD 4140 - Adolescent Development
  • CHD 4150 - Early Intervention and Resiliency Skills for Children with Special Needs
  • CHD 4120 - Child Development Administration and Leadership
  • CHD 4210 - Supervised Field Experience
  • CHD 4220 - Capstone in Child Development

Teaching English to Speakers of Other Languages Specialization

9 units

  • TES 3020 - Theory and Method of Teaching English Learners
  • TES 4010 - Development of Oral and Written Literacies of English Learners
  • TES 4020 - Teaching English to Young Learners

Science Technology Engineering and Mathematics (STEM) Specialization

9 units

  • CHD 4310 - Culture, Gender, Stages and STEM
  • CHD 4311 - Designing Cross-Curricular STEM Instruction
  • CHD 4312 - Effective School-wide Approaches to STEM

Family Engagement Specialization

9 units

  • CHD 4313 - School and Family Communication and Collaboration
  • CHD 4314 - School and Community Communication and Collaboration
  • CHD 4315 - Engaging Families of Children with Exceptional Needs

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