Course Description
This course will explore developmentally appropriate practices and strategies as they relate to an early childhood curriculum cycle that promotes each child’s growth and learning across all developmental domains. Students will review how to create caring environments in which children will thrive. Students will discuss their roles as planners of the curriculum cycle and environment, observers of children, and facilitators of achievement in a self-directed learning environment. They will apply culturally-sensitive, cross-curricular methods of teaching that are based on typical developmental stages, 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.
(3 credits)
Prerequisites
- ECE 101: Introduction to Early Childhood Education
- 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 and Universal Design for Learning.
- Evaluate a classroom environment to determine whether it is developmentally appropriate AND universally designed to be inclusive of all who enter there.
- 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.
- Design and implement developmentally appropriate and universally designed, center-based learning experiences for young learners across the curriculum and academic content areas.
- 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.
- Discuss appropriate and effective instructional strategies and classroom management techniques.
- Engage parents and other caregivers to support positive outcomes for children.
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
Assignments | Weight |
Discussions | 15% |
Written Assignments DAP and UDL Comparison – Week 1 Preschool Appropriate Learning Environments and Room Arrangements – Week 1 Child Observation in Blocks – Week 2 | 7% |
MindTap Activities and Submissions Week 1:
Week 2:
Week 3:
Week 4:
Week 5:
Week 6:
| 24% |
Cumulative Project Plan – Linking Observations to Instruction (Weeks 4, 5, 6 and 7) | 16% |
Integrated Thematic Units 3- 7 W 3 - 18 W 4 - 27 W 6 - 45 W 7V - 21 W 7R - 27 | 24% |
Final Exam (Week 8) | 14% |
Total | 100% |
Required Textbooks
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.
Course Schedule
Week | SLOs | Readings | Assignments |
1 | 1,4,6 | Topic: Forming a Unified Lens of Early Childhood Education
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2 | 1,3 | Topic: Creating a Self-Directed Learning Environment: Blocks and Dramatic Play Centers
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3 | 5,6,7 | Topics: Curriculum Cycle and Planning
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4 | 3,4,7 | Topics: Early Language and Early Literacy
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5 | 2,3,6 | Topic: Curriculum Integration
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6 | 5,6 | Topic: Creative Expression through the Arts
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7 | 3,6 | Topics: Cognition, STEM and Curricula Integration
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8 | 5,7 | Topic: Closing Contemplations
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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.