This course covers the history, theory, philosophy, and goals of Early Childhood Education, the role of the teacher and of the environment as they influence student learning, a variety of early care and education programs, typical developmental characteristics; what it means to be an Early Childhood Professional, including the Code of Ethical Conduct; and how to meet the needs of individual children, including those with special needs.
Student Learning Outcomes (SLOs)
Upon completion of the course, the students will be able to:
- Evaluate the theories that influence early childhood programs to develop their own philosophy of early childhood education. (NAEYC Standard 1 - Promoting Child Development)
- Define early childhood education as a profession and define professional behaviors. (NAEYC Standard 6 - Becoming a Professional)
- Demonstrate understanding of early learning theories, program models and developmentally appropriate practices. (NAEYC Standard 4 - Using Developmentally Effective Approaches)
- Determine strategies for communicating and collaborating with families. (NAEYC Standard 2 - Building Community)
General Education Outcomes (GEOs)
Please check the applicable GEOs for this course, if any, by outcomes at GEO Discipline Search.
Course Activities and Grading
Discussions (12 Pts. each, Weeks 2 - 8)
Assignments (12 Pts. each, Weeks 1 - 8)
End of Week Assessments (points vary each assessment, Weeks 1-8)
Philosophy of Education (Week 7)
Available through Charter Oak's online bookstore
- Morrison, George S. Fundamentals of Early Childhood Education. 8th ed. Pearson Publishing, 2017. ISBN-10: 0-13-405862-3 or ISBN-13: 978-0-13-405862-7 [e-book Version]
|Week||SLOs||Readings and Exercises||Assignment(s)|
|History, Theory and Practice in Early Childhood|
|Supporting and Guiding Children's Learning|
|Infants and Toddlers: Crucial Years for Learning|
|The Preschool Years|
|Early Elementary Years|
|Educating and Guiding Children of Diverse Backgrounds|
|Parents, Families and the Community|
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 the “Course Policies” link for specific policies related to this course. COSC Resources information regarding available COSC academic support services and resources.