This course is designed as part of a professional education program for teachers of children from infancy to kindergarten. Students will examine and practice the skills necessary to teach and evaluate the processes of emergent literacy and language arts in early childhood, focusing on both typical and atypical development.
- Acceptance into the program.
Student Learning Outcomes (SLOs)
Students who successfully complete this course will be able to:
- Articulate and use a broad repertoire of developmentally appropriate teaching/learning approaches, effective strategies and tools, including appropriate uses of technology, to support early childhood language and literacy development.
- Reflect on their own practice to promote positive outcomes for each child.
- Articulate strategies to support the development of reading and writing throughout the curriculum.
- Develop environments that support language and literacy learning.
- Use general knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate meaningful, challenging curricula for each child.
- Develop responsive practices that address a full range of diversity, including approaches for children with special needs and culturally and linguistically diverse children.
Course Activities and Grading
Discussions (25 pts. each, Weeks 1-8, 9 Discussions)
Written Assignments (25 pts. each, Weeks 1-7)
Persona Doll Project (Week 8)
- Vukelich, Carol, James Christie and Billie Jean Enz. Helping Young Children Learn Language and Literacy: Birth through Kindergarten. (3rd Edition) Pearson Publishing, 2011.
- Recent research articles will be listed in the Course Content area of the course.
|Week||SLOs||Readings and Exercises||Assignment(s)|
Topics: Families and Foundations of Language and Literacy
Topics: Oral Language Development
Topics: Dual Language Learners
Topic: Early Reading Skills
Topic: Supporting the Development of Writing
Topics: Literacy Rich Classroom Environments and Special Teacher Skills
Topics: Supportive Interactions and Interventions
Topic: Digital Literacy
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.