Course Description
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 and literacy in the early childhood years, including language development for children who are learning more than one language. Students plan and implement developmentally appropriate activities to support language development for infants, toddlers, and preschool age 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 within young children. 10 field experience hours required (observation and practice) for completion of this course. A passing grade of ‘C’ or above is required for this course key assessment. (3 credits)
Prerequisites
- ECE 101: Introduction to Early Childhood Education
- ECE 176: Health, Safety and Nutrition: Birth to Eight
- ECE 210: Observation and Assessment in ECE Program
- ECE 217: The Exceptional Learner
- ECE 222: Curriculum for Young Children - Methods and Techniques
- ECE 247: Child Development: Birth to Eight
- ECE 261: Infant / Toddler Care: Methods and Techniques
Student Learning Outcomes (SLOs)
Students who successfully complete this course will be able to:
- Demonstrate understanding of how children acquire oral language and explain the interrelatedness of listening, speaking, reading, and writing in preparing young children to become capable and competent communicators. (Standard 1a, 1b, 1c)
- Collaborate with families as partners in their child's language development, using effective communication strategies (Standard 2a, 2b)
- Use assessment information related to the child’s language for the purpose of planning appropriate experiences to meet each child’s development needs (Standard 3a, 3b, 3c).
- Apply effective, developmentally appropriate teaching strategies related to language and literacy when working with young children, including children who are bilingual learners or those with special learning needs (Standards 4b, 4c; 5a, 5b, 5c).
- Engage in reflective practices to continuously improve language and literacy instruction and support children's learning and development. (Standard 6d, 6e).
Course Activities and Grading
| Assignments | Weight |
|---|---|
Discussions (Week 1-8) | 25% |
Blog/Vlog Assignments (Weeks 1-8) | 25% |
Assignments (Weeks 1-6, 8) | 25% |
| Key Assessment (Week 7) | 25% |
Total | 100% |
Required Textbook
(Available through Charter Oak State College's Book Bundle)
- Collins, Molly and Schickendanz, J. (2024). So Much More Than the ABCs: The Early Phases of Reading & Writing. Washington, D.C.: NAEYC. ISBN-13: 978-1-952331-32-9
Course Schedule
Week | SLOs | Readings and Exercises | Assignments |
1 | 1,2,3,4 | Topics: Language Acquisition and Literacy Development Overview Read and Review:
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2 | 1,5 | Topics: Language Development - Oral Language Read and Review:
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3 | 3,4,5 | Topics: Linguistic or Language Diversity in Our Classrooms Read and Review:
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4 | 1,5 | Topics: “Children learn to read being in the presence of books.” Horace Mann Read and Review:
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5 | 2,4 | Topics: Books! Books! More Books! Then What? Read and Review:
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6 | 2,4 | Topics: Phonological Awareness & Comprehension Read and Review:
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7 | 1,2,3,4,5 | Topics: Alphabetic Principle & Comprehension Read and Review:
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8 | 1,4,5 | Topics: Putting It All Together Read and Review:
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**Key Assessments: Students enrolled in the Associate of Science or Bachelor of Science degree program in Early Childhood Education must successfully complete one assignment in each class that is designed to demonstrate knowledge of the key competencies required of early childhood teachers. The key assessment for this course is a Case Study.
**Field Work Students will submit an interactive read-aloud experience plan, a video of their storytelling and reflection on the experience. For additional field experience hours, students will also submit an analysis of a child’s oral language skills and an analysis of two children’s writing skills. These will be uploaded for grading onto Blackboard.
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.