ECE 222: Curriculum for Young Children - Methods and Techniques

Course Description

This 8-week online course emphasizes intentional teaching practices and the development of integrated, developmentally appropriate curricula for all children from birth to age 8 including children with developmental delays and/or disabilities. 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 includes 20 field experience hours in the form of observation and practice of both typically and atypically developing children, which are required for course completion. (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 both typical and atypical child development, learning theories, and academic content areas to design and implement developmentally appropriate, integrated learning experiences that support the growth of all children, including those with developmental delays and/or disabilities, across all domains. [Standards: 1a, 1c, 5a, 5b]
  2. Plan and implement learning experiences that promote play, exploration, and learning, while fostering positive interactions, cultural responsiveness, inclusive strategies and engagement. [Standards: 4a, 4b, 4c]
  3. Utilize assessment tools and strategies to observe, document, and inform instruction that supports the holistic development of all young children including those with developmental delays and/or disabilities. [Standards: 3a, 3b, 3c]
  4. Engage in continuous reflection and collaborative learning to evaluate teaching practices and curriculum effectiveness, examine personal biases, and make evidence-based decisions for professional growth. [Standards: 6b, 6d, 6e]
  5. Create inclusive, equitable learning environments that are Universal Design for Learning (UDL) compliant and 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. (2025). The intentional teacher: Choosing the best strategies for young children’s learning. (3rd. ed.). National Association for the Education of Young Children (NAEYC). ISBN-13: 9781952331404
  • Broderick, J. T., & Hong, S. B. (2020). From children’s interests to children’s thinking: Using a cycle of inquiry to plan curriculum. Routledge. ISBN-13: 9781938113642

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 Assignment - Improving a Learning Experience Using DAP 

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 Assignment - Planning a Focused Meeting for Curriculum Development

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 Assignment - Observation Analysis and Interpretation

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 Assignment - Designing a Provocation

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 Assignment - Planning for Social-Emotional and Physical Development Through the COI Framework

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 Assignment - Planning Integrated Experiences for Language/Literacy and Mathematics

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 Assignment - Designing an Integrated Project in Science, Social Studies, and Creative Arts

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 Key Assessment - Implementing the Cycle of Inquiry Learning Experience Plan
  • Submit Field Experience Completion Survey
  • 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.