This course will explore developmentally appropriate practices, universal design for learning, and anti-bias education along with appropriate strategies as they relate to an early childhood curriculum cycle that promotes each child’s growth and learning across all developmental domains. Students will observe a classroom through the lens of an anti-bias education and then create or enhance their environment to assure that all children will thrive. Students will discuss their roles as planners and implementers of the curriculum, observers of children, and facilitators of achievement in a self-directed learning environment. They will apply culturally sensitive and cross-curricular methods of teaching that take into consideration the typical developmental stages, their observations, and the individual needs of the children. They will consider intentionality and the appropriate use of child-guided and adult-directed experiences. Students will become reflective practitioners who use supportive questions and statements while providing powerful interactions with each child. Students will develop, implement and record lesson plans that are aligned with the CT Early Learning Development Standards.
- ECE 101: Introduction to Early Childhood Education
- ECE 210: Observation and Assessment in Early Childhood Education Programs
- ECE 217: The Exceptional Learner
- ECE 247: Child Development: Birth to Eight
Student Learning Outcomes (SLOs)
Students who successfully complete this course will be able to:
- Compare and contrast the principles of Developmentally Appropriate Practice, Universal Design for Learning, and Executive Functioning Skills. (NAEYC 1a1, NAEYC 4b2, and NAEYC 4b4)
- Evaluate a classroom environment to determine whether it is developmentally appropriate, universally designed for learning, and reflective of antibias education to assure inclusivity, appreciation, and respect for all who enter there. (NAEYC 1d2 and NAEYC 4c3)
- Observe and record evidence statements of how young children most effectively learn through the three stages of interactions (manipulating, mastery, meaning) with their environment, other children, and educators. Analyze observations (strengths and needs) and devise an instructional plan to improve learning and interactions with both materials and play activities. (NAEYC 3b2, NAEYC 3b3, NAEYC 3c6 and NAEYC 4b3)
- Design and implement developmentally appropriate, universally designed, anti-biased, play- and center-based learning experiences for young learners across the academic content areas. (NAEYC 1a1, NAEYC 1b4, NAEYC 4b2 and NAEYC 4c3).
- Develop, implement, and reflect upon a week-long, integrated thematic unit that is science-based, and intentionally planned and inclusive of technology. Include specific modifications for two individual children. (NAEYC 5c1, NAEYC 5c2, NAEYC 5c4, and NAEYC 6b4)
- Discuss appropriate and effective instructional strategies and classroom management techniques. (NAEYC 4c1)
- Engage parents and other caregivers to support positive outcomes for children. (NAEYC 2b1 and NAEYC 2b2)
General Education Outcomes (GEOs):
Please check the applicable GEOs for this course, if any, by outcomes at GEO Category Search, or by subject area at GEO Discipline Search.
Course Activities and Grading
Discussions (12 @ 20 points each)
DAP, UDL & EF Comparison – week 1
Environments & Room Arrangements – week 1
Child Observation in Blocks – week 2
MindTap Activities and Submissions
Cumulative Project Plan –
Linking Observations to Instruction
(weeks 4, 5, & 7) 28 points, each
Integrated Thematic Units 3- 7
W 3 – 16
W 4 - 24
W 6 - 32
W 7 - 48
Final Exam (Week 8)
Available through Charter Oak State College's online bookstore
- Beaty, Janice. Preschool Appropriate Practices: Environment, Curriculum, and Development - MindTap Access. 5th ed. Cengage Learning. 2019. ISBN-13: 9781337745352 [Looseleaf version]
- Note: This textbook should be purchased "New Only" through our bookstore to ensure students receive MindTap Access.
Topic: Forming a Unified Lens of Early Childhood Education
Topic: Creating a Self-Directed Learning Environment: Blocks and Dramatic Play Centers
Topics: Curriculum Cycle and Planning
Topics: Early Language and Early Literacy
Topic: Curriculum Integration
Topic: Creative Expression through the Arts
2, 3, 4, 5, 6
Topics: Cognition, STEM and Curricula Integration
2, 3, 4, 5, 6, 7
Topic: Closing Contemplations
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.