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ECE 222: Curriculum for Young Children - Methods and Techniques

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 plan activities that are aligned with the CT Early Learning Development Standards.  (3 credits)



  • ECE 101: Introduction to Early Childhood Education
  • ECE 247: Child Growth and Development

Student Learning Outcomes (SLOs)

Students who successfully complete this course will be able to:

  1. Compare and contrast the principles of Developmentally Appropriate Practice and Universal Design for Learning.
  2. Evaluate a classroom environment to determine whether it is developmentally appropriate AND universally designed to be inclusive of all who enter there.
  3. Observe and record how young children most effectively learn through the three stages of interactions (manipulating, mastery, and meaning) with their environment, other children and educators.
  4. Design and implement developmentally appropriate and universally designed, center-based learning experiences for young learners across the curriculum and academic content areas.
  5. 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 three individual children based on your 3M and play observations.
  6. Discuss appropriate and effective instructional strategies and classroom management techniques.
  7. 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




Discussions (11 @ 8 points each)



Written Assignments

DAP and UDL Comparison – Week 1

Preschool Appropriate Learning Environments and Room Arrangements – Week 1

Child Observation in Blocks – Week 2

(20 points each)


MindTap Quizzes – Week 1 & 3 (15 points each)

 30 3%

Midterm Exam:  Read Aloud with Recording (Week 4)



Cumulative Project Plan – Linking Observations to Instruction (Weeks 4, 5, 6, 7) [28 points each]


Integrated Thematic

       Part A – 44 points (Week 6)

       Part B  - 56 points (Week 8)



Final Exam (Week 8)







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







Topic: Forming a Unified Lens of Early Childhood Education

  • Chapter 1
  • Chapter 2
  • Read, “Integrating Principles of Universal Design into the Early Childhood Curriculum”
  • Read assigned chapters
  • Participate in the Discussions
  • Review the Lecture material
  • Written Assignment: Compare and Contrast DAP and UDL
  • Submit Video Case Study
  • Submit “Quiz. Did You Get It?”



Topic: Creating a Self-Directed Learning Environment: Blocks and Dramatic Play Centers

  • Chapter 3
  • Chapter 4
  • Read assigned chapters
  • Participate in one Discussion
  • Review the Lecture material
  • Writing Assignment: Child Observation in Blocks



Topics: Curriculum Cycle and Planning

  • Chapter 13
  • Read assigned chapters
  • Participate in one Discussion
  • Review the Lecture material
  • Submit theme selection (via email) for approval
  • Submit “Quiz. Did You Get It?”
  • Begin thinking about your theme for your science-based thematic unit project. Begin collecting 10 books for the theme project. Begin filling in the Planning Web provided in Week 3.



Topics:  Early Language and Early Literacy

  • Chapter 5
  • Chapter 6
  • Read assigned chapters
  • Participate in one Discussion
  • Review the Lecture material
  • Submit Observation (a) – reading and listening centers
  • Writing Assignment: Record your reading of a picture book with activity plan and reflection
  • Complete Midterm Exam

Midterm Exam





Topic: Curriculum Integration

  • Chapter 7
  • Chapter 8

  • Read assigned chapters
  • Participate in one Discussion
  • Review the Lecture material
  • Submit Observation (b) – writing and art centers



Topic: Creative Expression through the Arts

  • Chapter 9
  • Chapter 10

  • Read assigned chapters
  • Participate in one Discussion
  • Review the Lecture material
  • Submit Observation (c) – music/dance and gross motor centers
  • Submit Part A – Theme Unit



Topics: Cognition, STEM and Curricula Integration

  • Chapter 11
  • Chapter 12
  • Read assigned chapters
  • Participate in two Discussions
  • Review the Lecture material
  • Submit Observation (d) – math and science centers



Topic: Closing Contemplations

  • Review for Final Exam
  • Participate in one Discussion
  • Review the Lecture material
  • Submit Part B - Theme Unit
  • Complete Final Exam
  • Complete Course Evaluation

Final Exam


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

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.