Child Development

Master of Science (M.S.)

Contacts

Application Questions
[email protected]

The focus of the program is on social and emotional development and on child development in context (e.g., early childhood education programs, schools, families, communities). This program can help students move on to Ph.D. programs in related areas, and to further their professional expertise and credentials in areas related to children and families.

The Master of Science degree in child development is one of only 2 child development programs available in the CSU. With 101 community college child development programs, following the mandate of the Ryan Act, in California and 17 undergraduate programs within the CSU system, the M.S. program in child development plays a major role in training professionals for the State and region. The Department of Child and Family Development plays a leadership role in integration of curricula for community colleges and the CSU.

Areas of Emphasis

early childhood development
prevention
intervention
family processes
risk and resilience
development across the lifespan
parent-child intergenerational relationships
enhancing school readiness and preparing teachers to work with families
socio-emotional and behavior support in educational settings and homes
influences of language and culture
atypical development

Program Features

2-year academic program of 30-32 graduate credits (Spring and Fall semesters)
Program of study meets the educational requirements for administrator, coordinator, or service provider positions in
a variety of agencies, including:
- Preschools, day care centers, and schools
- Hospitals and hospice centers
- Public welfare and family service agencies
- Family planning clinics
- Community programs
Designed for working professionals as well as full-time students
Furthers professional expertise and credentials in areas related to children and families

Capstone Options

The M.S. in Child Development program at SDSU allows you to choose the capstone option that is best for your interests and professional goals.

Thesis

Using Music and Teacher Research to Help Support Preschoolers Social Emotional Development: Implications for School Readiness
Parents' Perspectives on the Implementation of Continuity of Care at the San Diego State University Children's Center
Exploring the Impact of an Abusive History on the Pimping Relationship in Commercial Sexual Exploitation of Children (CSEC) Through the Lens of Attachment Theory
Dual Language Programs and Continuity Of Care: Exploring Two Best Practices in a University Sponsored Early Care And Education Program
Fostering Collaborative Relationships Between Parent and School Staff Through The Parental Readiness and Empowerment Program (PREP)
The Parental Readiness and Empowerment Program (PREP) and its Effects on Parent Advocacy for Their Children
How Does Program Leadership Affect Teacher Job Satisfaction and Organizational Climate
Fostering Collaborative Relationships Between Parent and School Staff Through The Parental Readiness and Empowerment Program (PREP)
The Parental Readiness and Empowerment Program (PREP) and its Effects on Parent Advocacy for Their Children
How Does Program Leadership Affect Teacher Job Satisfaction and Organizational Climate
The Development of a Pilot Four Week Program Addressing Challenging Behaviors and Language Delay in Preschool Children From at Risk Latino Families
Early Childhood Socio-Emotional Behavior Regulation Intervention Specialists (EC-SEBRIS) Reactions to Children's Emotional Expression and Emotional Knowledge
Certificate in Early Childhood Socio-Emotional Behavior Regulation Intervention Specialist (EC-SERBIS): Program Evaluation
Assessing The Impact: The Value of Men as Caregivers in Early Childhood Care And Education
The Effective Use of Reflective Practice on Sensitivity and Self Efficacy in Preschool Teachers
The Efficacy of Mental Health Consultants with Child Development Backgrounds on Early Childhood Education Teachers' Stress And Competence
An Evaluation of the Effects of the Circle of Education Curriculum to Promote School Readiness Skills in Preschool and Kindergarten Students
The Implementation of a Mindfulness Based Stress Reduction (MBSR) Intervention on Preschool Teachers' Occupational Stress, Self-Efficiency and Mindfulness-Based Skills
Guidance Policies in NAEYC Accredited Early Childcare Programs and How They Address Challenging Behaviors Across the United States
An Ethnographic ination of Chinese Preschool Teachers and Their Socialization of Children's Emotion Knowledge
Strengthening and Supporting Preschool Teachers in the Classroom: A Program Evaluation Using Exploratory Factor Analysis

Project

Does the Introduction of Music Curriculum Improve Child Interaction in Immigrant Somali Families
Reflective Practice Using a Music-Based Program to Support Self Awareness and Mental Health for Women Refugees from the Middle East
A Regulation Program to Promote School Readiness in Common Core
NAEYC Accreditation Criteria for Evidence Based Strategies for Addressing Challenging Behavior
Reflection in the Classroom: A Social Emotional Intervention for Preschool Aged Children
Supporting Children's Literacy and Promoting Shared Book Reading Through Online Literacy Modules
A Music Community Project: Helping Children Gain Musical Knowledge and Develop Social Emotional Growth Through Musical Experience and Family Involvement
Training Module to Train, Coach and Reflect on Behavior Specific Praise for Early Childhood Teachers
The Effect of Reflective Practice on Teacher Perceptions of Work Related Stressors in Early Childhood Education
Certificate in Early Childhood Socio-Emotional Behavior Regulation Intervention Specialist (EC-SEBRIS): A Professional Development Program for Early Childhood Education Professionals
Autism
Addressing the Social and Emotional Needs of High Risk Infants: A Parenting Curriculum for Parents of Infants 0-12 Months of Age
What Are the Children Watching? A Look into the Pacing and Learning Concepts of Children's Television
A Co-Constructivist Small Group Curriculum Approach to Working with At-Risk Dual Language Preschoolers
Learning Enhancement Through Music Education
Early Childhood Mental Health Consultation Implementation Manual
Reggio Emilia - Inspired Programs in the United States: What Does "Inspired" Really Mean?
Social Emotional Music Curriculum and Special Needs Students Age 2 to 3 Years
Addressing the Needs of Childcare Employees Working with Severely Emotionally Disturbed Children

Thesis

Conduct research on a topic related to children and/or families with the guidance of experts in the field (our tenure track faculty), and a report on this work for your thesis
This is a great capstone for students interested in building academic expertise and applying for a Ph.D. program upon completion of this degree
Publish this research and/or present it at professional conferences

Project

Design and implement a program for children, families, or the professionals who serve them (e.g., early childhood educators, teachers, service providers). This work would also be mentored by a CFD faculty expert.
This is a great capstone for applied professionals who would like to develop programs in the field.
Students who conduct a quality evaluation of their project can also publish their results, and this can help students move on to Ph.D. programs.

Comprehensive Exam

Complete a comprehensive exam on material from courses you have taken in the M.S. in our Child Development program.
This is a great option for students with an applied focus on helping infants and young children.
Note that you must take a specific set of electives to choose this option.

Sample Courses

CFD 624: family processes with applications for prevention and intervention
CFD 650: professional development and professionalism in the child and family development field
CFD670A: human development theories, attachment regulation in young children
CFD 670B: human development theories, intervention and prevention lifespan approach
CFD 790: research methods and program development

Note: Students who have completed the EC-TEaMH Certificate will have earned 12 units towards the Master of Science degree that can count as the electives needed for plan A or the part of the additional required courses for Plan B.

For full list of course requirements or more information about graduate studies in the Department of Child and Family Development, review the University Catalog.

Admissions

The Child Development M.S. program accepts applications for Fall admission only.

Requirements

A bachelor’s degree (Child Development or related fields preferred)
Grade point average of at least 3.0 in the last 60 semester units attempted
English language reading and writing proficiency

For application due dates, instructions, and a full list of required program-specific documents visit:

How to Apply

Degree Learning Outcomes and Curriculum Map

#	Learning Objective	Courses
1.	Students will be able to describe human development across the lifespan by drawing on developmental theory, historical influences, and societal and cultural influences.	CFD 650, CFD 670A, CFD 670B, CFD 790, CFD 799, CFD 798 & Comps
2.	Students will be able to evaluate and critique family and human development theories and research.	CFD 624, CFD 650, CFD 670A, CFD 670B, ED 690, CFD 790, CFD 799, CFD 798 & Comps
3.	Students will be able to apply social justice and equity frameworks to the understanding of child and family development and application of theory and research to education, promotion, prevention, intervention, and research project development.	CFD 624, CFD 650, CFD 670A, CFD 670B, ED 690, CFD 790, CFD 799, CFD 798 & Comps
4.	Students will be able to apply knowledge and experience regarding child and family development to refining and articulating their professional identity (including leadership, professional standards, ethical practices, and advocacy).	CFD 624, CFD 650, CFD 790, CFD 799, CFD 798 & Comps
5.	Students will be able to create or apply knowledge integrated across theory, research, and research-based practice to the development and application of research studies, intervention, and advocacy.	CFD 624, CFD 650, CFD 670B, ED 690, CFD 790, CFD 799, CFD 798 & Comps

No. You do need an undergraduate degree, but it does not need to be in Child Development. We regularly accept students with undergraduate degrees in related fields such as psychology, sociology, social work, public health, human development, and family studies. We also often accept students from very different fields (e.g. business) who have changed their focus over time. In such cases, we ask students to take several undergraduate classes during the summer before they start the M.S. in Child Development program to gain foundational knowledge to succeed in our program.

No. In order to become a therapist, you would need to apply to a therapy program, such as the M.S. in Early Childhood and Family Clinical Counseling LPCC program.

Graduates use their M.S. in Child Development degree both to enter new careers related to child and family development and to advance in their current positions. For example, K-12 teachers often pursue this degree to enhance their teaching strategies as well as qualify for pay increases. Graduates from our program have gone on to work in leadership positions at non-profit organizations focused on benefiting children and families, created their own home early childhood education program, as well as gotten jobs as directors of early childhood education centers, jobs in child assessment, positions as developmental specialists, and jobs doing early intervention with children. Other graduates have used this degree to strengthen their applications for Ph.D. and Psy.D. programs.

This M.S. in Child Development program allows students to choose among three capstone options: 1) a thesis (involving original research), 2) a project (applied program, teacher action research, outreach, etc.), or 3) a comprehensive exam. Faculty members regularly guide students through all of these capstone options.

Thesis students are guided through the thesis development process by one of our Child and Family Development faculty with expertise in the area where the student is completing their research. That means that students normally do not choose any topic for their thesis. Rather, they work with a faculty mentor with overlapping interests to identify a thesis topic that is both of interest to the student and matches the expertise and current focus of the faculty mentor. The program advisor can help connect students with potential faculty mentors and good topics for theses and projects.

Yes. This program is designed for working professionals in mind, with classes held two evenings a week, starting no earlier than 4:30 pm.

The M.S. in Child Development program is in-person with the core courses being taught on campus. There are some electives offered online that students can take in their second year.

SDSU Resources for Future Students