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 inorder to complete this course. (3 credits)


  • 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. Compare and contrast the principles of Developmentally Appropriate Practice, Universal Design for Learning, Anti-bias Education, and Executive Functioning Skills. (S. and C. for ECE 1a and 4b).
  2. 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. (S. and C. for ECE 1d and 4c).
  3. 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. (S. and C. for ECE 3b, 3c, and 4b).
  4. 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).
  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 two individual children. (P.S. and C. for ECE 5c and 6b).
  6. Discuss appropriate and effective instructional strategies and classroom management techniques. (P.S. and C. for ECE 4c). 
  7. Engage parents and other caregivers to support positive outcomes for children. (P.S. and C. for ECE 2b).

Course Activities and Grading


Discussions (9 @ 15 points each)


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

MindTap Activities, Recommendations and Submissions - points earned are included in the discussions or in MindTap quizzes.

Week 1:

  • Chapter 1:  Preschool. Appropriate Learning Environments – written paper above – submit as word document on BB
  • Chapter 2: “Did you get it?” quiz - recommended, not for grade.

Week 2:

  • Chapter 4:  Video for discussion board – watch only, response is on BB.

Week 3:

  • Chapter 13:   Video for discussion board – watch only, response is on BB.
  • Chapter 13: “Did you get it?” quiz- for grade.

Week 4:

  • Chapter 5:  Video for discussion board #1 – watch only, response is on BB.

Week 5:

  • Chapter 7: “Did you get it?” quiz - for grade.

Week 6:

  • Chapter 10: “Did you get it?” quiz - recommended, not for grade.
Linking Observations to Instruction – weeks 4 and 5 @ 28 pts. each                               12%

Integrated Thematic Units 3-7

  • 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 – 24 points
  • Week 7 – Reflection, Technology with Families, Thoroughness – 9 points


Final Exam (Week 8) - 100 points





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 two Discussions
  • Review the Lecture material.
  • Written Assignment: Compare and Contrast DAP, UDL, EF, & ABE.
  • Written Assignment: Environment Changes based on Video.
  • Submit Chapter 2: “Quiz.  Did You Get It?” on MindTap



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



Topics: Curriculum Cycle and Planning

  • Chapter 13
  • Read assigned chapter.
  • Participate in one Discussion
  • Review the Lecture material
  • Chapter 13: Submit “Quiz. Did You Get It?”
  • Submit Integrated Thematic Unit topic, rationale and standards, antibias checklist and introduce two children
  • 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 two Discussions
  • Review the Lecture material.
  • Submit Observation (a) – reading and listening centers.
  • Submit Integrated Thematic Unit: planning web, book list, and parent newsletter



Topic: Curriculum Integration

  • Chapter 7
  • Chapter 8

  • Read assigned chapters.
  • Participate in one Discussion
  • Review the Lecture material.
  • Chapter 7: Submit “Quiz. Did You Get It?”
  • Submit Observation (b) – writing and art centers
  • Begin developing five lesson plans due next week



Topic: Creative Expression through the Arts

  • Chapter 9
  • Chapter 10

  • Read assigned chapters.
  • Participate in one Discussion
  • Review the Lecture material.
  • Chapter 10: Submit “Quiz. Did You Get It?”
  • Submit Integrated Thematic Unit’s 5 lesson plans with modifications


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.
  • Submit Observation (d) – math and science centers
  • Submit video link for recorded lesson and lesson reflection


2, 3, 4, 5, 6, 7

Topic: Closing Contemplations

  • Review for Final Exam
  • Participate in one Discussion.
  • Review the Lecture material.
  • Complete Final Exam.
  • Submit Integrated Thematic Unit to Via
  • Submit Field Work Hours to Via
  • Complete Course Evaluation

COSC Accessibility Statement

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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.