ECE 222: Curriculum for Young Children - Methods and Techniques

Course Description

This course emphasizes intentional teaching practices and the development of integrated, developmentally appropriate curricula for children from birth to age 8. Students will apply knowledge of child development, learning theories, and academic content areas to design and implement meaningful learning experiences. The course explores the cycle of inquiry, culturally responsive practices, and strategies to foster inclusive, equitable, and engaging learning environments that promote children’s growth across developmental domains. Students will also evaluate and reflect on teaching practices and curricula to enhance professional competence and effectiveness. This course requires 20 hours of field experience (observation and practice). (3 credits)

Prerequisites

  • 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:

  1. Apply knowledge of child development, learning theories, and academic content areas to design and implement developmentally appropriate, integrated learning experiences that support children's growth across all domains. [Standards: 1a, 1c, 5a, 5b]       
  2. Plan and implement a curriculum that promotes play, exploration, and learning, while fostering positive interactions, cultural responsiveness, and engagement. [Standards: 4a, 4b, 4c, 4a]
  3. Utilize a variety of assessment tools and strategies to observe, document, and inform instruction that supports the holistic development of young children. [Standards: 3a, 3b, 3c]
  4. Evaluate and reflect on teaching practices and curriculum effectiveness to make evidence-based decisions for continuous improvement as an educator. [Standards: 6d, 6e]
  5. Create and sustain inclusive, equitable learning environments that value children’s individual needs, interests, and cultural backgrounds while promoting active participation and learning. [Standards: 1c, 5b] 

Course Activities and Grading

AssignmentsWeight

Discussions (Weeks 1-8)

25%

Blog/Vlog Assignments (Weeks 1-8)

 25%

Assignments (Weeks 1-7)

25%

Key Assessment (Week 8)

25%

Total

100%

 

Required Textbooks

Available through Charter Oak State College's Book Bundle

  • Epstein, A. S. (2014). The intentional teacher: Choosing the best strategies for young children’s learning (Revised ed.). National Association for the Education of Young Children (NAEYC). 
  • Broderick, J. T., & Hong, S. B. (2020). From children’s interests to children’s thinking: Using a cycle of inquiry to plan curriculum. Routledge. 

Course Schedule

Week

SLOs

Readings

Assignments

1

1,2,4

Topic: Foundations of Intentional Teaching

  • Read and Review: 
    • The Intentional Teacher, Chapters 1 & 2
    • From Children’s Interests to Children’s Thinking, Introduction
    • NAEYC Position Statement on Developmentally Appropriate Practice​
  • Review Syllabus
  • Review Course Policies
  • Review the Key Assessment Instructions
  • Read the assigned materials
  • Review the Lecture material
  • Participate in the Discussions
  • Participate in the Blog/Vlog
  • Submit the Week 1 – Assignment 1

2

1,3,5

Topic: Foundations of the Cycle of Inquiry Framework

  • Read and Review:
    • From Children’s Interests to Children’s Thinking, Chapters 1 & 2
    • NAEYC Position Statement on Advancing Equity (2019)​
    • CT ELDS, What children, birth to five, should know and be able to do, pp. 5-11
  • Read the assigned materials
  • Review the Lecture material
  • Participate in the Discussions
  • Participate in the Blog/Vlog
  • Submit the Week 2 – Assignment 1

3

1,3,4

Topics: Children’s Approaches to Learning

  • Read and Review:
    • The Intentional Teacher, Chapter 3
    • From Children’s Interests to Children’s Thinking, Chapters 3 & 4
    • Watch Engaging Pre-K Learners by Following their Interests, Edutopia. [YouTube]. (2022)
  • Read and review the assigned materials
  • Review the Lecture material
  • Participate in the Discussions
  • Participate in the Blog/Vlog
  • Submit the Week 3 – Assignment 1

4

1,2,4

Topics: Applying the Cycle of Inquiry to Create Meaningful Learning Experiences

  • Read and Review:
    • From Children’s Interests to Children’s Thinking, Chapters 5, 6, & 7
    • NAEYC Position Statement on Developmentally Appropriate Practice (2020)
  • Read assigned chapters.
  • Read the assigned materials
  • Participate in the Discussions
  • Participate in the Blog/Vlog
  • Submit the Week 4 – Assignment 1

5

1,2,4

Topic: Content Areas: Supporting SEL and Physical Development and Health

  • Read:
    • The Intentional Teacher, Chapters 4 & 5




  • Read the assigned materials
  • Participate in the Discussions
  • Participate in the Blog/Vlog
  • Submit the Week 5 – Assignment 1

6

1,2,3

Topic: Content Areas: Supporting Language, Literacy, and Mathematical Thinking

  • Read:
    • The Intentional Teacher, Chapters 6 & 7


  • Read the assigned materials
  • Participate in the Discussions
  • Participate in the Blog/Vlog
  • Submit the Week 6 – Assignment 1

7

1,2,5

Topic: Content Areas: Integrating Science, Social Studies, and Creative Arts

  • Read and Review:
    • The Intentional Teacher, Chapters 8, 9, & 10
    • Watch Inquiry Based Learning – Sharing the Planet
  • Read and review the assigned materials
  • Participate in the Discussions
  • Participate in the Blog/Vlog
  • Submit the Week 7 – Assignment 1

8

1-5

Topic: Becoming an Intentional Teacher: Reflection and Professional Growth

  • Read:
    • The Intentional Teacher: Chapter 11
    • From Children's Interests to Children's Thinking, Chapters 8 & 9, and Conclusion
  • Read assigned materials
  • Participate in the Discussions
  • Participate in the Blog/Vlog
  • Submit the Week 8 - Key Assessment
  • Submit Field Experience Form
  • Complete Course Evaluation

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.