ECE 222: Curriculum for Young Children - Methods and Techniques

Course Description

This course will explore developmentally appropriate practices, universal design for learning, and anti-bias education strategies as they relate to an early childhood classroom to enhance 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 provide suggestions to improve the environment to assure that all children will thrive. Students will provide evidence of their roles as planners and implementers of the curriculum, observers of children, and facilitators of 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 during powerful interactions with each child. Students will develop, implement, and record lesson plans that are aligned with the CT Early Learning Development Standards. This course requires twenty hours of observation field hours in a preschool (ages 3-5) classroom in order to complete this course. (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:

Compare and contrast the principles of Developmentally Appropriate Practice, Universal Design for Learning, Anti-bias Education, and Executive Functioning Skills. (PS. and C. for ECE 1a and 4b).
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. (PS. and C. for ECE 1d and 4c).
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. (PS. and C. for ECE 3b, 3c, and 4b).
Design and implement developmentally appropriate, universally designed, anti-biased, play- and center-based learning experiences for young learners across the academic content areas. (P.S. and C. for ECE 1a, 1b, 4b, and 4c).
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. (P.S. and C. for ECE 5c and 6b).
Discuss appropriate and effective instructional strategies and classroom management techniques. (P.S. and C. for ECE 4c).
Engage parents and other caregivers to support positive outcomes for children. (P.S. and C. for ECE 2b).

Course Activities and Grading

Assignments	Weight
Discussions (13 @ 15 points each)	39%
Written Assignments – 20 points each DAP, UDL & EF Comparison – week 1 Environments & Room Arrangements – week 1 Child Observation in Blocks – week 2 Anti-Bias Checklist and Reflection	16%
Linking Observations to Instruction – weeks 4 and 5 @ 28 pts. each	11%
Integrated Thematic Units 3-7 Week 2 – Antibias Checklist and Reflection/Recommendations – 9 points Week 3 - Rationale, Standards, Two Children - 9 points Week 4 - Web, Booklist, Newsletter – 9 points Week 5 –Begin lesson plans, no submission Week 6 - Five Lesson Plans on Template – submit complete template – 21 points Objectives, assessments, vocabulary, lesson, technology with children, centers Week 7 – Video Recording – 12 points Week 7 – Reflection, Technology with Families, Thoroughness – 9 points	14%
Final Exam (Week 8) - 100 points	20%
Total	100%

Required Textbooks

Available through Charter Oak State College's Book Bundle

Beaty, Janice. Preschool Appropriate Practices: Environment, Curriculum, and Development. 5^th ed. Cengage Learning. 2019.

Course Schedule

Week	SLOs	Readings	Assignments
1	1,2,6	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 two Discussions Review the Lecture material Written Assignment: Compare and Contrast DAP, UDL, EF, & ABE Written Assignment: Environment and Play based on video
2	1,3	Topic: Creating a Self-Directed Learning Environment: Blocks and Dramatic Play Centers Chapter 3 Chapter 4	Read assigned chapters Participate in two Discussions Review the Lecture material Written Assignment: Child Observation in Blocks Written Assignment: Antibias Checklist and Reflection
3	3,4,6	Topics: Curriculum Cycle and Planning Chapter 13	Read assigned chapter. Participate in one Discussion Review the Lecture materials Written Assignment: Integrated Thematic Unit topic, rationale, standards, and introduce two children Begin collecting 10 books for the theme project. Begin filling in the Planning Web provided in Week 3
4	3,4,6,7	Topics: Early Language and Early Literacy Chapter 5 Chapter 6	Read assigned chapters. Participate in two Discussions Review the Lecture material. Written Assignment: Linking Observation to Instruction – reading and listening centers. Written Assignment: Integrated Thematic Unit: planning web, book list, and parent newsletter
5	2,3,6	Topic: Curriculum Integration Chapter 7 Chapter 8	Read assigned chapters Participate in one Discussion Review the Lecture material. Written Assignment: Linking Observation to Instruction – writing and art centers Begin developing five lesson plans due next week
6	4,5,6	Topic: Creative Expression through the Arts Chapter 9 Chapter 10	Read assigned chapters. Participate in two Discussions Review the Lecture material. Written Assignment: Integrated Thematic Unit’s 5 lesson plans using template provided
7	2, 3, 4, 5, 6	Topics: Cognition, STEM and Curricula Integration Chapter 11 Chapter 12	Read assigned chapters. Participate in two Discussions Review the Lecture material. Provide video link for recorded lesson in Assignment 1 Written Assignment: self-reflection checklist and reflection narrative
8	2, 3, 4, 5, 6, 7	Topic: Closing Contemplations Review for Final Exam	Participate in two discussions. Review the Lecture material. Complete Final Exam. Submit Integrated Thematic Unit Submit Field Work Hours 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.