ECE 231: Early Language and Literacy Development

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
Weeks 1-8 Discussions (8 discussions)	30%
Assignments: Week 1: Reflection Paper- Early Literacy Experiences Week 2: Reflection Paper: Talking with Children Week 3: Interactive Read-Aloud Experience Plan (draft) Week 4: Book Analysis Week 5: Letter to Parents and Reflection Paper Week 6: Early Writing Analysis Week 7: Literacy Presentation	30%
Week 8: Reflection Paper	5%
Week 8: Key Assessment Case Study	35%
Total	100%

Required Textbook

This course uses Open Educational Resources (OER). OER are openly licensed, educational resources that can be used for teaching, learning and research. OER may consist of a variety of resources such as textbooks, videos and software that are no cost for students.

Course Schedule

Week	SLOs	Readings and Exercises	Assignments
1	1,2,3,5	Topic: Early Language & Literacy Development in Children Birth-Age 8 Early Learning and Development Standards for Literacy NAEYC and IRA Position Statement on Learning to read and write Predictors of Early Literacy	Read assigned material Review the lecture material Participate in discussions Submit Reflection Paper: Early Literacy Experiences
2	1,4,5	Topic: Oral Language/Vocabulary Development Oral Language Development Understanding how experience shapes language	Read assigned material Participate in Discussions Review the lecture material Submit Reflection Paper: Talking with Children
3	1,4	Topic: Creating Interactive Read-Alouds for Young Children Reading to children Interactive Read-Aloud Strategies	Read assigned material Participate in Discussions Review the lecture material Submit Interactive Read-Aloud Experience Plan (draft)
4	1,4	Topic: Culturally Responsive Teaching Using Complex Text to support teaching in culturally responsive ways	Read assigned material Participate in the Discussions Review the lecture material Submit Culturally Responsive Book Analysis
5	1,4,5	Topic: Phonological Awareness for Young Children Phonics Phonemic Awareness	Read assigned material Participate in the Discussions Review the lecture material Submit Letter to Parents and Reflection Paper
6	1,4,5	Topic: Early Writing and Spelling Development Promoting Preschooler’s Emergent Writing	Read assigned material Participate in the Discussions Review the lecture material Submit Early Writing Analysis
7	1,4,5	Topic: Designing the Environment Creating Effective Learning Environments to support literacy	Read assigned material Participate in the Discussions Review the lecture material Submit Literacy Presentation Submit Interactive Read-Aloud Experience
8	1,2,4,5	Topic: Supporting Dual-Language Learners Translanguaging	Participate in the Discussions Review the lecture material Submit Reflection Paper Submit Key Assessment Complete Course Evaluation

**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.