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 develop, implement and record lesson plans that are aligned with the CT Early Learning Development Standards. 

(3 credits)

Prerequisites

  • ECE 101: Introduction to Early Childhood Education
  • 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 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 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.
  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 two individual children.
  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

Assignments

Points

Weight

Discussions (11 @ 8 points each)

88

16%

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)

 40
7%

MindTap Activities and Submissions

Week 1:

  • Chapter 1:  Preschool. Appropriate Learning Environments – respond on MindTap
  • Chapter 2: “Did you get it?” quiz

Week 2:

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

Week 3:

  • Chapter 13:   Video for discussion board – watch only
  • Chapter 13: “Did you get it?” quiz

Week 4:

  • Chapter 5:  Video for discussion board #1 – watch only MT says practice rather than DB link on BB

Week 5:

  • Chapter 7: “Did you get it?” quiz

Week 6:

  • Chapter 10: “Did you get it?” quiz
 80 15%

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

11221%

Integrated Thematic Units 3- 7

       W 3 – 16

       W 4 -  24

       W 6 -  24

      W 7 -  52

116

22%

Final Exam (Week 8)

100

19%

Total

 536

100%

 

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

Week

SLOs

Readings

Assignments

1

1,4,6

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 the Discussions
  • Review the Lecture material
  • Written Assignment: Compare and Contrast DAP and UDL
  • Submit Chapter 1: Video Case Study on MindTap
  • Submit Chapter 2: “Quiz.  Did You Get It?” on MindTap

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
  • Writing Assignment: Child Observation in Blocks

3

5,6,7

Topics: Curriculum Cycle and Planning

  • Chapter 13
  • Read assigned chapters
  • Participate in one Discussion
  • Review the Lecture material
  • Chapter 13: Submit “Quiz. Did You Get It?”
  • Submit Integrated Thematic Unit topic, rationale and standards, assessments
  • 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.

4

3,4,7

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

5

2,3,6

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 development five lession plans due next week

6

5,6

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 Observation (c) – music/dance and gross motor centers
  • Submit Integrated Thematic Unit’s 5 lesson plans with modifications

7

3,6

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

8

5,7

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

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.