This course serves as an introductory methods course in early childhood language and literacy development. Students explore the development of language from birth-age 8 and learn effective strategies for promoting language in the early childhood years. Students plan and implement developmentally appropriate activities to support language development for all children. Students also learn how to create literacy-rich environments for the purpose of supporting young children in developing listening, speaking, reading and writing skills that will support them in developing into capable and competent communicators prepared to enter elementary school grades. Field experience required: 10 hours. (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:
- Describe current best practices in language arts instruction for children birth-age 8 (NAEYC, Standard 4, 5).
- Explain the interrelatedness of listening, speaking, reading and writing in preparing young children to become capable and competent communicators (NAEYC, Standard 1).
- Describe the teacher's role in promoting emergent literacy (NAEYC, Standard 4, 5).
- Create activities for young children, utilizing Early Learning & Development Standards related to language and literacy development. (NAEYC, Standard 3).
- Create literacy experiences for young children (NAEYC, Standards 4, 5).
- Plan and implement developmentally appropriate literacy experiences (NAEYC, Standards 4, 5).
- Apply dialogic strategies when reading to young children (NAEYC, Standards 4, 5).
- Analyze literacy materials for appropriateness, complexity and bias (NAEYC, Standard 6).
- Analyze the developmental stages of writing and its association with the alphabetic principle (NAEYC, Standard 6).
- Describe strategies for working with the bilingual learner and students with special needs (NAEYC, Standard 4, 5).
- Apply reflective practices (NAEYC, Standard 6).
General Education Outcomes (GEOs):
Course Activities and Grading
Weeks 1-8 - Discussions (14 @ 10 points each)
Week 1: Reflection Paper: Early Literacy Experiences
Week 2: Reflection Paper: Talking with Children
Week 3: Learning Experience Plan
Week 4: Midterm- Book Analysis
Week 5: Letter to Parents and Reflection Paper
Week 6: Early Writing Analysis
Week 7: Literacy Presentation
|Week 8: Reflection Paper: Field Experience||10%|
|Week 8: Final Exam (Week 8)||10%|
Please note that there is not a required textbook assigned for this course.
Learning to Read and Write, NAEYC. Retrieved from: https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/WWSSLearningToReadAndWriteEnglish.pdf
CT Early Learning and Development Standards; www.ctearlychildhood.org/uploads/6/3/3/7/6337139/cteldsoct2013.pdf
Roskos, K.A., Christie, J.F., & Richgels, D.J., (2003). The essentials of early literacy instruction. Young Children, NAEYC. (Course Documents)
Dickinson, D.K., & Tabors, P.O., (2002). Fostering Language and Literacy in Classroom and Homes. Young Children. NAEYC. (Course Documents)
Hart & Risley, (2003), The Early Catastrophe, the 30 million word gap by age 3. Retrieved from https://www.aft.org/sites/default/files/periodicals/TheEarlyCatastrophe.pdf.
McGee, L.M. & Schickendanz, J.A., (2007). Repeated interactive read-alouds in preschool and kindergarten. International Reading Association. (Course Documents)
Santoro, L.E., Chard, D.J., Howard, L. & Baker, S.K. (2008). Making the very most of classroom read-alouds to promtoe comprehension and vocabulary. International Reading Association. (Course Documents)
Whitehurst, G.J., Dialogic Reading: An effective way to read to preschoolers. http://www.readingrockets.org/article/dialogic-reading-effective-way-read-aloud-young-children
Wanless, S.B. & Crawford, P.A., (2016). Reading your way to a culturally responsive classroom. (Course Documents)
Hoffman, Teale & Yokota, (2015). The Book Matters! Choosing complex narrative texts to support literacy discussion. NAEYC. (Course Documents)
Yopp & Yopp. (2000). Supporting phonemic awareness development in the classroom. The Reading Teacher, Vol. 54, No. 2. (Course Documents)
Byington, T.A., & Kim, Y. (2017). Promoting preschooler's emergent writing. Young Children, NAEYC. (Course Documents)
Cabell, Tortorelli & Gerde, How do I write…” Scaffolding preschooler’s early writing skills, The Reading Teacher, Vol 66, No. 8. Retrieved from: http://www.readingrockets.org/article/how-do-i-write-scaffolding-preschoolers-early-writing-skills
Gerde, Bingham & Wasik, (20120). Writing in Early Childhood Classrooms: Guidance for Best Practices. (Course Documents)
Literacy Rich Environments. Retrieved from: http://www.readingrockets.org/article/literacy-rich-environments.
Early Language & Literacy Development in Children Birth-Age 8
Oral Language/Vocabulary Development
Creating Interactive Read-Alouds for Young Children
Culturally Responsive Teaching
Chapters 1, 2, 5, 6 and all related readings from weeks 1-4;SLOs 1, 2, 3, 4, 5, and 6
Phonological Awareness for Young Children
Early Writing and Spelling Development
Designing the Environment
All course readings.
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.