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“Trayvon Martin and So Many More: Racial Innocence Today”
2nd Annual Childhood Studies Lecture
Wednesday, April 9th at 7pm
Reception at 6pm
Multi-Purpose Room, Campus Center

Spring 2013 Newsletters

Contact Information

405-7 Cooper Street
Camden, NJ 08102
856-225-6741
cstudies@camden.rutgers.edu

Department Chair and Director of Graduate Studies
Dr. Lynne Vallone

Undergraduate Program Coordinator
Dr. Susan Miller

Undergraduate Courses

The courses listed below represent the full slate of Childhood Studies courses.  Not all of these courses will be scheduled every semester, of course.  Typically, the semester’s course schedule will be posted prominently on the website in the semester prior to their offering.  Please familiarize yourself with the course descriptions as you make your choices and before you talk to an adviser.  Learn more about what is required for a CS major or how to complete a concentration in Early Childhood Education.

View the official undergraduate catalog.

163:101 Introduction to Childhood Studies (3 credits)
This course examines various ways that childhood has been discussed, researched and understood as a social phenomenon and social institution. Course materials are selected to illustrate how various notions of childhood and “the child” impact cultural understandings regarding the “nature” of children. Historical as well as contemporary research and perspectives are used to address such issues as changing definitions of childhood, changing age norms, the idea of children as social actors, race, gender and social class aspects of children’s experiences, children’s rights and child labor and work in a global context. 

163:320 History of Youth 
(3 credits)
This course explores Americans’ changing ideas about who young people were and what constituted a good childhood. The turn of the twentieth century witnessed an unparalleled enthusiasm for the future of young people. From concerns for newly emancipated young slaves and Civil War orphans, to the heady dreams (and anxieties) unleashed by young people in The Age of Aquarius, the course will track the history of youth in the twentieth century, asking how changing definitions of children—from “youth” to “adolescents” to “teenagers”—were influenced by social, political and cultural change in twentieth century America.

163:325 Youth in a New Nation (3 credits)
This course examines the lives of American young people from colonial times to the Civil War.  Course readings will include information about the participation of children and youth in such important historical events as the Salem Witch Trials, slavery, and civil war.   The course will grapple with important questions such as what does “childhood” mean when young people are engaged in or affected by “adult” pursuits and occurrences?

163:350 Kids’ Media Cultures (3 credits)
This course examines relationships between children, childhood and media from historical, cultural, social, political and psychological perspectives. Radio, film and television along with digital media and new technologies will be examined, as will certain types of print media. Coursework focuses on the ways in which media have and continue to be understood both as threatening to childhood and as liberating/empowering for children.  The course will also explore extensions of kids’ media culture into everyday life (e.g., clothing, food, education) and the use of media by children.   Students will be expected to conduct research on a topic relevant to course materials.

163:352 Developing Minds and Bodies (3 credits)
This course examines the history of adults’ effort to sculpt and standardize children’s development. Children are, by definition, in a constant state of becoming. Year after year, they get bigger, smarter and more mature, while adults seem obsessed with observing, measuring, and even controlling their growth. Should little boys be given hormones just because they might grow up to be short? Can three-year-olds legitimately be diagnosed with severe psychiatric disorders? We will ask questions about young sporting bodies (can children truly choose to devote themselves to highly competitive physical training in kindergarten?) and developing sexual bodies (should sexuality be part of elementary school curricula?). Students should be prepared to engage in thoughtful analysis of these questions, without the expectation of clear answers.

163:360 Children’s Books and Illustration (3 credits)
This course surveys poetry, prose, drama, and illustrated books for children, primarily from the Anglo-American tradition, over the three-hundred year history of its development.  The study of children’s literature constitutes a valuable field of critical inquiry important to understanding literary history, the cultural construction of childhood, the history of childhood, and the development of children’s culture and visual literacy. The course will consider techniques and style in writing and illustrating books for young audiences.

163:361 Young Adult Literature (3 credits)
This course surveys classic and contemporary examples of adolescent literature from prose, graphic novels, film and television.  The goal will be to read widely in the literature and popular culture that represents the adolescent experience particularly, but not exclusively, from the American perspective.  One focus of the course will be to reflect the diversity of experiences in the adolescent population according to race, gender, ethnicity, etc.

163:362 Children’s Literacies (3 credits)
This course considers the ways in which “literacy” has expanded beyond learning to read and write. The literate child must negotiate not only traditional textual and visual formats such as picture books, animated television programs and novels, but also websites, hand held devices, and film.   Students will learn both the historical contextualization of children’s literacy and be introduced to multi-modal and transmedia texts available to–and at times created by–children and young adults, including websites, iPhone Apps, fan fiction, graphic novels and vooks in order to gain a deep understanding of the multiple literacies of childhood.

163:370 Childhood and Migration (3 credits)
This course considers the unprecedented movement of children around the world in the 21st century. The movement of children around the globe may result in losses of family, friends, culture and language and give rise to considerable challenges of adaptation and integration. Students will have the opportunity to examine the migration of children by drawing on international case studies from Europe, North and South America, Southern Africa and the Middle East. The course will include critical examination of theories of migration and their applicability to children and issues of integration into host societies.

163:371 Global Childhoods (3 credits)
This course considers the 20th and 21st centuries as eras of globalization in which traditional social and familial structures are breaking down. Within this context children’s experiences are infused by influences from across the globe. In this course we will examine the extent to which children are impacted on by global factors including cultural and religious diversity and hybridity, transnational families and interethnic relationships. Salient issues will include children’s identity in a globalized world, the maintenance or erosion of tradition, the impact of travel and the impact of globalization on children’s cultural worlds. The course will draw on international examples of globalization and the interrelationships between local and global factors in children’s worlds. 

163:380 Special Topics in Childhood Studies 
(3 credits)
This course provides an in-depth examination of a topic or theme related to the study of children and childhood.  Topics will rotate.

163:381 Special Topics in Childhood Studies (3 credits)
This course provides an in-depth examination of a topic or theme related to the study of children and childhood.  Topics will rotate.

163:382 Urban Education (3 credits)
This course explores the ways in which urban schools are created as social, cultural, economic and political institutions.  The relationship between schools and their urban environments will be explored, as well as how schools contest or perpetuate inequalities along racial, social class, ethnic and gender lines.  The course will also consider contemporary school reform movements and their contexts.

163:383 Youth Identities and Urban Ecology (3 credits)
This course considers how urban ecologies shape the identities of youth coming of age in cities within the US and across the world and investigates the multiple roles of youth, paying particular attention to how identities are informed by structure of race, ethnicity, class, gender and sexuality.  The contexts in which youth identities are examined include neighborhood, school, work, family and peer groups.

163:384 Gender and Education (3 credits)
This course explores the relationship between gender and education, focusing primarily on the context of K-12 schooling.  Through multi-disciplinary social science studies, films, and biographical narratives, students consider the ways in which gender is socially constructed within schools.  We explore the construction and contestation of gendered identities through multiple mechanisms including within-school social interactions, practices, policies, and structures, as well as through broader socio-cultural norms.  How do the media, family life, and government shape patterns of gender within schools?  Also, the course will explore briefly trends in gender and higher education as well as international trends in girls’ education.

163:387 Special Topics in Childhood Studies (3 credits)
This course provides an in-depth examination of a topic or theme related to the study of children and childhood.  Topics will rotate.

163:391 Observation and Assessment in ECE (3 credits)
This course develops the students’ ability to choose and utilize appropriate early childhood assessment tools relevant to children from birth to age 8. The course will convey the connection between child and environmental assessments that promote best practice and strengthen family-program partnerships to meet the individual needs of children in a high-quality program.

163:392 Design of Child Environment (3 credits)
The course provides a comprehensive overview of environments that encompass birth to age 8 settings to ensure early childhood professionals are able to plan and support developmentally appropriate environments and promote best practice that meet the diverse needs of children, staff and families.

163:394 Social and Emotional Development 
(3 credits)
This course introduces infant/toddler mental health and the interaction processes essential to promote quality infant-toddler programs in center, family based and other relevant settings. The course will cover topics such as attachment, separation and loss, and separation and individual construct, as well as using observation to further enhance the child and primary caregiver relationship.

163:395 Directors’ Academy (4 credits) 
This course develops students’ ability to support early childhood education staff in a center-based environment. The course will assist the student in developing appropriate skill sets in the areas of promoting best practices, staff support and development, introduction to management issues, strategic planning, facilities improvement and family/community engagement. *This course fulfills the NJ Department of Family Development (DFD) 60-hour course required for NJ Childcare Center and Afterschool Directors and Administrators.

163:396 Leadership Practicum* (3 credits)
This course develops students’ ability to build effective partnering relationships between mentors and protégé. The course will focus on the skills required to practice reflective and supportive supervision, the development of effective staff development experiences, and evaluation. Includes study of supervisory models and staff evaluation. *This course fulfills one of the three major components of the National Association of the Education of Young Children (NAEYC) Director’s Credential.

163:397 Management in ECE* (3 credits)
This course develops students’ ability to create and support fiscal oversight for an early childhood program, regardless of its size or funding auspices. The course will convey how sound management policies include long-range fiscal planning and operating budget preparation, reconciliation and review to promote a program’s mission and vision. * This course fulfills one of the three major components of the National Association of the Education of Young Children (NAEYC) Director’s Credential.

163:398 Staff Supervision * (3 credits)
This course  develops students’ ability to create and support personnel policies in a high-quality early childhood program, regardless of its size or funding auspices. The course will incorporate reflective supervision to enhance staff attraction and retention practices that meet current employment regulatory requirements and anti-discrimination mandates. * This course fulfills one of the three major components of the National Association of the Education of Young Children (NAEYC) Director’s Credential.

163:400 Directed Readings (3 credits)
This independent study course focuses on readings connected to a research project. Topics are selected to reflect research projects currently underway on the campus. **This course is by permission only and should only be undertaken by advanced students who have an established relationship with a faculty member who is willing to supervise the course.

163:460 Understanding Childhood Through Statistics (3 credits)
This course provides students with the skills necessary to understand, critique, and produce quantitative information concerning children. Childhood is frequently characterized in terms of numbers, charts, correlations, and other means that rely upon the manipulation of quantitative information.  Students will learn the strengths and limitations of different methods used to acquire quantitative information about children and childhood, and will also use statistical programs to analyze data and to present results of analyses in readily interpretable displays.  An introductory statistics class is a recommended prerequisite. 

163:480 Senior Seminar in Childhood Studies (3 credits)
This course serves as the capstone course for the Childhood Studies major and is open to graduating seniors (in their last semester of coursework) only.  Students apply the skills acquired through the interdisciplinary study of children and childhoods to the analysis of a topic selected by the instructor. A major paper is required.

163:481 Child Wellbeing (4 credits)
This advanced course will teach students to examine the varied dimensions of child wellbeing, identify impediments to child wellbeing, and suggest solutions to social problems related to child wellbeing. This course will employ an engaged learning approach in which students work directly with children to brainstorm ways to enhance child wellbeing in Camden. As such, students enrolled in this course should be prepared to allocate time outside of class to work with children and youth directly. The course will include discussion, guest lectures, film screenings and hands-on service learning.

163:491 Service Learning in Childhood Studies 2 (3 credits)
This advanced course enables students to work directly with organizations and institutions that assist Camden’s children and youth.  The course consists of both classroom time and a service component in which students, under the supervision of their instructor, will volunteer within the Camden community. Although the focus of each service learning course will be children and childhood, the specific topic and service assignment of the course will rotate.

163:495 Advanced Research (3 credits) 
This course enables students to conduct original research about children under the direction of a faculty member. This course can be repeated for credit.  This course is by permission only.  Students interested in enrolling in Advanced Research must conceive of a project and approach a faculty member as a potential supervisor early in the semester prior to the one in which the research would be undertaken.  Some projects may require IRB review.