Bachelor of Arts in Child and Adolescent Development

2.0 Academic Credits

This course builds on lower-division major coursework and fieldwork to promote balanced scholarship and professionalism in the field of Child and Adolescent Development. Students will: 1) investigate their major and explore reading and writing in the discipline; 2) survey the breadth of professional opportunities, refine professional interests, and begin developing their professional portfolio; 3) engage in personal reflection to develop an individualized plan to guide their trajectory within the major in preparation for their future academic and/or professional goals.

Prerequisite: (CHAD 30 or CHAD 35) and (CHAD 35F or CHAD 35E or CHAD 30C). CHAD 35F, CHAD 35E, or CHAD 30C may be taken concurrently. Must have 45 units completed.

4.0 Academic Credits

Introduction to qualitative research methods, their philosophical underpinnings, and their implications for understanding human development. The focus will be on identifying, interpreting, and designing qualitative research to study developmental processes. Attention will be given to methodological strategies used to document and analyze development in context, including participant observation field notes, interviews, documents, and artifacts, with implications for theory and practice. Activities include interpreting qualitative research, qualitative data collection and analysis, and communicating findings utilizing APA style.
Note: For CHAD majors, must be taken prior to completion of 90 units; completion of 45 total units credit.

Prerequisite: CHAD 30 or CHAD 35, or equivalent; CHAD 101. CHAD 101 may be taken concurrently.

3.0 Academic Credits

This course examines current views on language development and the interrelations between the cognitive, socio-cultural, and linguistic components of this process. Emphasis will be on early language development (0-6 years) with some attention paid to the school years and adolescence.

Prerequisite: CHAD 133. CHAD 133 may be taken concurrently.

4.0 Academic Credits

Introduction to quantitative research methods in human development and their philosophical underpinnings. Major topics include structures, design, and conduct of research inquiry; the generation of research questions and hypotheses; and collection and analysis of data. Students will be challenged to think critically about methodological issues, engage in quantitative research and conduct analyses, and increase their ability to locate, understand, critique, apply, and report research findings. APA style will be introduced to support the development of scholarly communication and writing.

Note: For CHAD majors, must be taken prior to completion of 90 units; completion of 45 total units credit.

Prerequisite: CHAD 30, or CHAD 35, or equivalent; CHAD 101; CHAD 101 may be taken concurrently.

3.0 Academic Credits

This course offers an introduction to theory, research and practice related to the development of mathematical and scientific reasoning in young children. The course will focus on effective assessment, teaching and learning strategies for young children. This course introduces concepts aligned with the California Preschool Learning Foundations in Mathematics and Scientific Reasoning.

3.0 Academic Credits

This course examines the relationship between culture and human development. Comparisons will be made between the epistemological principles of cross-cultural and cultural approaches to human development in order to explore their implications for developmental theory and research. Research studies will serve as a foundation for learning and reflecting about diversity in human experience, and the ways that diverse cultural contexts shape how individuals think, act, and engage with others in local and global settings.

Prerequisite: CHAD 123. CHDV 123 may be taken concurrently.

3.0 Academic Credits

This course examines theory, research, and exemplary curriculum and practices for children in preschool through the elementary grades, including content-specific connections between and among a variety of disciplines, (i.e., literacy, social studies, the arts, science and mathematics). A developmental perspective will frame discussions about fundamental curricular concepts, values, and principles of the subject matter disciplines. This course introduces concepts aligned with the California Preschool Learning Foundations or Common Core.

Prerequisite: CHAD 123 (may be taken concurrently).

3.0 Academic Credits

This course overviews cognitive development from conception through adolescence with consideration of biological and sociocultural influences. Emphasis will be placed on evaluating the major theories of cognitive growth. The course will include lectures, discussions, and participation in classroom activities such as research presentations, demonstrations, and cooperative learning assignments.

Prerequisite: CHAD 133.

3.0 Academic Credits

This course overviews social and emotional development from conception through adolescence with consideration of biological and sociocultural influences. Emphasis will be placed on evaluating the major theories of social and emotional growth. The course will include lectures, discussions, and participation in such classroom activities such as research presentations, demonstrations, and cooperative learning assignments.

Prerequisite: CHAD 133.

3.0 Academic Credits

Use of play as an educational vehicle in early childhood. Discovering how play helps children develop physically, socially, emotionally, cognitively and creatively through a variety of playful modes. Constructing appropriate developmental play materials and activities with emphasis on the active role of the adult in child’s play. Activities include discussions, presentations, demonstrations and cooperative learning assignments.

Prerequisite: CHDV 30 or CHDV 35 or equivalent.

3.0 Academic Credits

Examination of what it means to be a child in today’s world by comparing social constructions of childhood across the broad historical periods and in contrasting parts of the world. Exploration of cultural beliefs, values and practices of childhood in different historical, social, and economic contexts. Comparative approach provides a critical framework from which to analyze scholarly inquiry about how children develop in families, schools, and broader society. Course content will interest students from a broad array of majors.

3.0 Academic Credits

Investigation of the biological processes underlying child development, from conception through adolescence. Emphasis will be on the genetic, neurological, and endocrine processes related to cognition, social, and emotional development. Students will explore the bidirectional nature of psychobiological processes, with specific emphasis on the psychobiological mechanisms underlying the transaction between cultural, educational, and social-emotional related to educational, and mental and physical health functioning.

Prerequisite: CHDV 30 or 35; Introductory Biology.

3.0 Academic Credits

Discussion-based examination of controversial issues linking development, education, and cultural practice in which scholarly inquiry has substantial implications for social policy. Specific topics vary by semester and include topics of both historical relevance and contemporary debates. Content relevant to multiple disciplines including issues such as adolescent risk behavior, bilingual education, brain-base pedagogy, child care, children and the law, cultural diversity, developmental theory and educational practice, gender, literacy practices, motivation, parenting styles, school violence, special education, standardized testing, and technological change.

Prerequisite: GWAR certification before Fall 09; or WPJ score of 80+; or 3-unit placement in ENGL 109M or ENGL 109W; or 4-unit placement in ENGL 109M or ENGL 109W and co-enrollment in ENGL 109X; or WPJ score 70 or 71 and co-enrollment in ENGL 109X.

3.0 Academic Credits

This course will present theories and research regarding literacy development in monolingual and bilingual children. Students will investigate emergent literacy and literacy development of young children from birth to eight, including developmental progressions and the science-based evidence related to foundational language and literacy knowledge. Other focal points will include associations with literacy and home-school connections, cultural influences (socioeconomic status, linguistic, etc.), social and linguistic justice, observation and assessment, theory to practice, and developmental strategies for supporting and understanding literacy development.

Prerequisite: CHAD 123 or CHAD 133. CHAD 123 or CHAD 133 may be taken concurrently.

3.0 Academic Credits

Investigation of the dynamic nature of child and adolescent development in the context of families, schools, and community. Students will gain an understanding of how issues in these contexts influence development and explore the dynamic relationships between contexts in promoting development. Attention will be paid to socioeconomic status as a context as well as the role of gender, race and ethnicity within contexts as they relate to development. Students will examine practices that strengthen collaboration between families, schools, and communities.

Prerequisite: CHAD 35 or CHAD 30 (or equivalent).

3.0 Academic Credits

As a culminating experience for the major, students blend professional and academic knowledge and experience. Students prepare for next professional steps, synthesize scientific knowledge of human development on a relevant topic of their choosing, and complete a related project with application in a community setting. Students complete 40 hours of fieldwork. Projects will be original, evidence-based, and address identified needs in the fieldwork setting. Course culminates in a community-invited senior presentation forum. Recommended to be taken in the final semester.
Note: Fieldwork includes 40 hours of service-learning at approved sites that are primarily off campus; students must complete clearance process (fingerprinting, TB tests) prior to placement.

Prerequisite: CHAD 123, CHAD 133; CHAD 137 OR CHAD 138.

Yes! Your diploma will state: California State University, Sacramento, College of Education, and Bachelor of Arts in Child and Adolescent Development with a Concentration in Early Development, Care and Educational.

2025/2026 Fee Schedule:
All courses in the major are $489 per unit.

Fixed fees:
CHAD Application fee: $50
CSU Apply fee: $70
Sacramento State Graduation fee: $115

Financial aid is available based on individual student needs. The Free Application for Federal Student Aid (FAFSA) should be submitted immediately if you plan to use financial aid. The Sacramento State Financial Aid Office processes loan and grant awards, which may take as long as 16 weeks.

You must have a High School Diploma (or equivalent).

• 2.0 GPA or higher in previous college coursework.
• At least 45 transferable units of college-level General Education.
• Completion of A2 Written Communication and at least one of the following:
  • A1 Oral Communication
  • A3 Critical Thinking
  • B4 Quantitative Reasoning (Math)
• 3 units of Human Development or Child & Adolescent Development (community college equivalency)

CHAD Major and General Ed Upper Division: 55
Transfer Electives – 65
TOTAL: 120

All CSU campuses require 30 units in residence, at least 12 of which must be in the major and 9 in general education. The CHAD degree exceeds these requirements.

Yes, our academic advisor will work with you to develop a plan for this.

Yes, this is a Sacramento State graduation requirement. This requirement can be fulfilled by completing one of the following:

• 3 years of the same foreign language taken in High School.
• 2 semesters of the same foreign language taken at the community college or university level with a “C-” or better.
• Graduation from a secondary school where the language of instruction was not English.
• Foreign Language Proficiency Test.

Yes, the program is designed for working students. All classes will be offered online in a mostly asynchronous format. This means there are three online meetings for each course, with the rest of the class being asynchronous. For each 8-week course, students will meet online with their instructor at the beginning, middle, and end of the class, with the meeting times set in advance. Coursework can be completed during evenings and weekends, or whenever works best for each student.

Students can complete at their own pace, but the average time to completion for students taking full-time classes is approximately two years. Advisors provide a two-year and a three-year track for students to choose from. Students can complete any missing lower division requirements through community college at their own pace, before graduation.

Yes, CHAD graduates can pursue a Master’s degree in Child Development or a Teaching Credential program, provided they meet admission criteria.

Most students continue to work in the early childhood education field. Students go on to work as preschool teachers, administrators, directors, or childcare business owners. Our Success Coaches and advisors will help you with career planning and guidance.