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ARC 002: Preschool and Kindergarten Methods

Course Description

This course provides an overview of current practices related to curriculum, instruction and assessments of and for young children ages 3-6. Candidates will also enhance their knowledge related to classroom environments as well as the relationship between appropriate classroom management strategies, adult-child interactions and children’s social and behavioral skills.

Candidates will become familiar with NAEYC’s Standards for Early Childhood Professional Preparation, Connecticut’s Common Core of Teaching, edTPA (teachers’ pre-service assessment), CEC (Council of Exceptional Children, Connecticut’s Common Core State Standards (CCSS) and the Connecticut ELDS (Early Learning Development Standards).  Connecticut’s Common Core for Kindergarten content areas is included.  Connecticut’s DOTS:  Documentation & Observation for Teaching System (DOTS) will be used.

 

Prerequisite

  • Acceptance into the program.

Student Learning Outcomes (SLOs)

Students who successfully complete this course will be able to:

  1. Design and discuss developmentally appropriate learning experiences for preschoolers and kindergartners that include all content areas (music, language/literacy, science, art, movement, numeracy) and that are aligned with the CT’s Early Learning Development Standards and/or CT’s Common Core for Kindergarten science, literacy and mathematics.
  2. Apply the standards of Universal Design to analyze a preschool or kindergarten classroom to determine its effectiveness. Ask yourself, is this classroom conducive to learning for all children including those who have disabilities and/or those who are dual language learners.
  3. Discuss the processes of how preschoolers and kindergarteners most effectively learn through interactions with their environment and caregivers.
  4. Apply preschool/kindergarten learning theories to the curriculum cycle including engaging and supportive interactions.
  5. Design and share standards-based instructional strategies that support the learning of ALL children including those who have special needs and/or those children who are dual language learners.
  6. Craft and implement a plan for engaging parents that encourages a reciprocal relationship with the teacher, classroom, center and/or school.
  7. Discuss appropriate and effective classroom management techniques for preschoolers/kindergartners.
  8. Examine appropriate and effective uses of technology in the preschool/kindergarten classroom.
  9. Analyze assessment data and use the data to inform instructional planning and implementation.

Course Activities and Grading

Assignments
Points
Weight

Discussions (12 @ 12pts each)

144

38%

Universal Design Paper

56

15%

Child Portrait Project, Part 1

30

8%

Child Portrait Project, Part 2

55

14%

Family Engagement Plan

68

18%

Family Engagement Plan Presentation

28

7%

Total

381

100%

Required Texts

  • Brown, Kathy & Sarah Martino.  Kindergarten and the Common Core:  It’s as Easy as ABC!  Maupin House Publishing, Inc. North Mankato, MN  2015.  ISBN-13:  978-1-62521-506-2

  • Kostelnik, Marjorie, et. al. Developmentally Appropriate Curriculum IN ACTION.  Pearson Education, Inc. 2014.  ISBN-13: 978-0-13-705807-5

Additional Resources

Course Schedule

Week

SLOs

Readings and Exercises

Assignments

1

3,6

Early Childhood: Effective Practices to Promote Positive Outcomes for Children

  • Readings:
    • Brown: Chapter 9
    • Kostelnik: Chapter 2
  • Read assigned chapters
  • Participate in discussion
  • Review the lecture material
  • Begin thinking about who the target child of your
  • Child Portrait project (4)
  • Schedule Universal Design (3) Visits
  • Begin working on UD paper (due week 5)

2

1,3,4,5

Developmentally Appropriate practices and principles

  • Readings:
    • ELDS: pages 5-9

    • Brown: Chapter 1
    • Kostelnik: Chapter 1
  • Read assigned chapters
  • Participate in discussion
  • Review the Lecture material
  • Begin Universal Design Visits (3)
31,3,4,5,6,7

Social and emotional development

  • Readings:
    • ELDS:  pages 26-30

    • Brown: Chapter 8
    • Kostelnik: Chapters 10 & 15
  • Read assigned chapters

  • Participate in discussion

  • Review the lecture material

  • Continue working on Universal Design visits

  • Schedule and conduct Parent Meeting for

    Child Portrait (4A)

  • Begin planning the Family Engagement Plan (5)

4

1,2,4,5,6

Child Guidance and Classroom Management

  • Readings:

    • ELDS:  pages 52-54

    • Kostelnik: Chapter 3
  • Read assigned chapters
  • Participate in discussion
  • Review the lecture material
  • Continue working on Universal Design, (3)
  • Begin Data Collection for Child Portrait (4B)
  • Continue Family Engagement Plan (5I)

5

2,3,5,6,7

Creating a caring community with appropriate environments (indoor and outdoor) and child guidance

  • Readings:
    • ELDS: pages 10-11
    • Brown: Chapter 3
    • Kostelnik: Chapter 7
  • Read assigned chapters
  • Participate in discussion
  • Review the lecture material
  • Submit Universal Design (3) paper – include checklist (bring to class)
  • Continue collecting data for Child Portrait (4b)
  • Continue the Family Engagement Plan (5I)
61,4,5,6,9

Curriculum, Instruction and Assessment cycle. Integration

  • Readings:
    • Brown: Chapter 2
    • Kostelnik: Chapter 4
  • Read assigned chapters
  • Participate in discussion
  • Review the lecture material
  • Analyze Data Collected for Child Portrait (4b)
  • Continue the Family Engagement Plan (5I)
71,3,4,5,6,8,9

Everybody’s IN: Intentional, Systematic & Effective Planning

  • Readings:
    • ELDS: pages 12-20
    • Brown: Chapter 4
    • Kostelnik: Chapter 5
  • Read assigned chapters
  • Participate in discussion
  • Review the lecture material
  • SubmitInstructional Plan (4a-4d) for Child Portrait for review
  • Continue the Family Engagement Plan (5I)
8

1,2,6

A Quartet of State Initiatives & Instructional Groupings

  • Readings:
    • ELDS: pages 55-58, 59-61
    • Brown: Chapter 5
    • Kostelnik: Chapter 6 & 8
  • Read assigned chapters
  • Participate in discussion
  • Review the lecture materials
  • Implementation and taping of Family Engagement Plan should be completed (5II)
9

1,5,9

Language, early literacy and creative expression

  • Readings:
    • ELDS: pages 35-40
    • Brown: Chapter 6
    • Kostelnik: Chapter 9 & 13
  • Read assigned chapters
  • Participate in discussion
  • Review the lecture material
  • Implement Plan for Child Portrait (4e)
101,2,3,5,6,9

Physical development, health and safety

  • Readings:
    • ELDS: pages 31-34
    • Brown: Chapter 7
    • Kostelnik: Chapter 14
  • Read assigned chapter
  • Participate in discussion
  • Review the lecture material
  • Implement Instructional Plan developed for Child Portrait  (4e)
  • Submit Family Engagement Plan (5II)
111,3,4,5,8,9

Cognitive Development including Science, Social Studies and Math

  • Readings:
    • ELDS: pages 22-25, 44-49, 50-51
    • Kostelnik: Chapters 11 & 12
  • Read assigned chapters
  • Participate in discussion
  • Review the lecture material
  • Complete Child Portrait (4f – repeat observations)
121-9

Putting it altogether for children and families

  • Readings:
    • Kostelnik: Chapter 16
  • Read assigned chapters
  • Participate in one discussion
  • Review the lecture material
  • Submit Child Portrait (4) in its entirety

COSC Accessibility Statement

Charter Oak State College encourages students with disabilities, including non-visible disabilities such as chronic diseases, learning disabilities, head injury, attention deficit/hyperactive disorder, or psychiatric disabilities, to discuss appropriate accommodations with the Office of Accessibility Services at OAS@charteroak.edu.

COSC Policies, Course Policies, Academic Support Services and Resources

Students are responsible for knowing all Charter Oak State College (COSC) institutional policies, course-specific policies, procedures, and available academic support services and resources. Please see COSC Policies for COSC institutional policies, and see also specific policies related to this course. See COSC Resources for information regarding available academic support services and resources.