Course Description
This course will focus on the theoretical knowledge and practical skills necessary to create an inclusive, developmentally, culturally and linguistically appropriate environment and curriculum. This course highlights the importance of parent-teacher partnerships and how families’ expertise and input can be used to inform assessment and programming. This course highlights how respectful, responsive and reciprocal relationships with early childhood educators lay the foundation for learning in infants and toddlers. This course will review how everyday caregiving and classroom routines, along with playful interactions of infants/toddlers with their surroundings provide the learning opportunities and curriculum of early childhood. The course will review curriculum design and planning, and provide opportunities to design activities that promote sensory experiences, early literacy skills, and learning across all developmental domains for infants and toddlers. 5 hours of field experience (observation) required for completion of this course. A grade of ‘C’ or above is required for this course key assessment. (3 credits)
Prerequisites
- ECE 101: Introduction to Early Childhood Education
- ECE 217: The Exceptional Learner
- ECE 247: Child Develoment: Birth to Eight
Student Learning Outcomes (SLOs)
Students who successfully complete this course will be able to:
- Apply knowledge of infant and toddler development, recognizing each child’s unique growth patterns and the influence of multiple contexts to make evidence-based decisions that support learning and well-being. [Standard 1a, 1b, 1c, 1d]
- Build strong family and community partnerships by inviting family input into curriculum, connecting families to community resources, and facilitating collaboration between families, early learning programs, and support services. [Standard 2a, 2b, 2c]
- Use developmentally, culturally, and linguistically appropriate assessment tools to ethically document and support children's growth, ensuring positive outcomes. [Standard 3a, 3b, 3c]
- Create nurturing and responsive relationships with infants and toddlers, using differentiated teaching strategies that are developmentally appropriate, culturally inclusive, anti-bias, and grounded in evidence-based practice. [Standard 4a, 4b, 4c]
- Develop and adapt engaging learning experiences by integrating content knowledge, updating curriculum resources, and modifying instructional strategies to challenge and support young children. [Standard 5a, 5b, 5c]
- Demonstrate professionalism in early childhood education through ethical conduct, advocacy, reflective practice, continuous learning, and collaboration within the field. [Standard 6a, 6b, 6c, 6d, 6e]
Course Activities and Grading
| Assignments | Weight |
|---|---|
Discussions (Weeks 1-8) | 25% |
Blog/Vlog Assignments (Weeks 1-8) | 25% |
Assignments (Weeks 1-7) | 25% |
Key Assessment (Week 8) | 25% |
Total | 100% |
Required Textbooks
Available through Charter Oak State College's Book Bundle
- Wittmer, D. S., & Honig, A. S. (2020). Day to Day the Relationship Way: Creating Responsive Programs for Infants and Toddlers. Washington, DC: The National Association for the Education of Young Children. ISBN 9781938113550
- Luckenbill, J., Subramaniam, A., & Thompson, J. (2019). This Is Play: Environments and Interactions that Engage Infants and Toddlers. Washington, DC: The National Association for the Education of Young Children. ISBN 9781938113536
Course Schedule
Week | SLOs | Readings and Exercises | Assignments |
1 | 1 | Topics: Foundations of Responsive Infant/Toddler Care
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2 | 4 | Topic: Building Responsive Relationships with Infants and Toddlers
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3 | 2,5 | Topic: Designing Inclusive Curriculum for Infants and Toddlers
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4 | 1,4 | Topic: Everyday Caregiving as Curriculum
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5 | 4,5 | Topic: Play as the Heart of Infant and Toddler Learning
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6 | 2,3 | Topic: Partnering with Families to Support Infant and Toddler Development
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7 | 4,6 | Topic: Supporting Relationships Through Positive Guidance Methods for Infants and Toddlers
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8 | 6 | Topic: Reflective Practice and Professional Growth
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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.