Course Description
This course will focus on an examination of development from prenatal through the early childhood years (to age eight). The course will explore current theory and research of early childhood development and how to translate this into practice in the lives of young children today. The developmental domains of cognitive, physical, and social/emotional are studied from an ecological perspective. Students will consider developmentally appropriate practices for children’s diverse and individual differences, including special needs, gender, age, and multicultural dimensions. 20 hours of field experience (observations) required for completion of this course. 20 hours of field experience (observations) required for completion of this course.(3 credits)
Prerequisite
- None
Student Learning Outcomes (SLOs)
Students who successfully complete this course will be able to:
- Examine and analyze major early childhood theories of development and learning, including current research in brain development, and explain how these theories inform understanding of developmental patterns and individual variation among young children across diverse abilities, experiences, and contexts.[NAEYC PS&C: 1a, 1b, 1c │ EI/ECSE (CEC/DEC): 1.1, 1.2 │ EI/ECS: C1, C2]
- Describe the processes of optimal early development from birth through age 8, including the influence of heredity and environment, and explain individual variation in development related to abilities, delays, disabilities, language, and cultural experiences. [NAEYC PS&C: 1a, 1b, 1c │ EI/ECSE (CEC/DEC): 1.2, 1.3 │ EI/ECS: C1, C3]
- Connect developmental domains across age groups (birth–age 8) and analyze differences in children’s development and approaches to learning to support responsive and inclusive educational practices. [NAEYC PS&C: 1c, 4a, 4b │ EI/ECSE (CEC/DEC): 1.3, 5.2 │ EI/ECS: C2, C4]
- Demonstrate the use of systematic observation, documentation, and assessment techniques to understand, interpret, and support children’s growth and development in culturally and linguistically responsive ways. [NAEYC PS&C: 3a, 3b, 3c │ EI/ECSE (CEC/DEC): 4.1, 4.2 │ EI/ECS: C5, C6]
- Explain the role of reciprocal partnerships with families in supporting the development and learning of all children, including those with developmental delays, disabilities, and diverse linguistic and cultural backgrounds. [NAEYC PS&C: 2a, 2b, 2c │ EI/ECSE (CEC/DEC): 2.1, 3.1, 6.1 │ EI/ECS: C7, C8]
- Demonstrate ethical, reflective, and professional practices in early childhood education, including strengths-based and objective interpretation of child development, and the responsible use of evidence, professional language, and standards to guide practice and advocacy. [NAEYC PS&C: 6a, 6b, 6d, 6e │ EI/ECSE (CEC/DEC): 7.1, 7.2, 7.4 │ EI/ECS: C9]
Course Activities and Grading
| Assignments | Weight |
|---|---|
Discussions (Weeks 1-8) | 25% |
Assignments (Weeks 1-8) | 50% |
Key Assessment (Week 8) | 25% |
Total | 100% |
Required Textbooks
- 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 at little or no cost for students.
- Buckley, D., and Budzyna, D. (2023). The Whole Child: Development in the Early Years. Licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted.
Note: For students enrolled in the CDA sections of this course, (ECE 247 36; ECE 247 37):
- Child Development Associate National Credentialing Program and Competency Standards, Infant-Toddler Edition, by Council for Professional Recognition.
- Child Development Associate National Credentialing Program, Preschool Edition, by Council for Professional Recognition.
Additional Resources:
- NAEYC Code of Ethical Conduct (NAEYC, 2025)
- NAEYC Advancing Equity Position Statement, Recommendations for Early Childhood Educators (NAEYC, 2019)
- Early Childhood Inclusion: A Joint Position Statement of the Division for Early Childhood (DEC) and NAEYC (2009)
Course Schedule
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.