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ECE 311: Advanced Observation and Assessment

Course Description

This course prepares students to use the Connecticut Early Learning and Development Standards (CT ELDS) and the Connecticut Documentation and Observation for Teaching System (CT DOTS) as integrated tools for intentional, developmentally appropriate early childhood practice for children birth to age 5. Students will examine child development across domains, analyze the influence of family, culture, language, community, and individual developmental variation, and apply ethical and culturally responsive approaches to observation, documentation, assessment, curriculum planning, and family communication. Through applied case studies, data analysis, standards-based planning, and professional reflection, students will design responsive learning experiences, use assessment evidence to adjust curriculum and environments, and communicate with families and colleagues in ways that support young children’s learning and development. The course emphasizes the full intentional teaching cycle: understanding children, planning meaningful curriculum, observing and assessing learning, partnering with families, and using evidence to improve practice. (3 credits)

Prerequisites

  • ECE 101: Introduction to Early Childhood Education
  • ECE 176: Health, Safety and Nutrition: Birth to Eight
  • ECE 205: Diversity and Ethics in Early Childhood Education
  • ECE 210: Observation and Assessment in ECE Programs
  • ECE 217: The Exceptional Learner
  • ECE 222: Curriculum for Young Children - Methods and Techniques
  • ECE 231: Early Language and Literacy Development
  • ECE 247: Child Development: Birth to Eight
  • ECE 261: Infant / Toddler Care: Methods and Techniques
  • ECE 299: Early Childhood Education Practicum
  • ENG 101: English Composition 1
  • ENG 102: English Composition 2

Student Learning Outcomes (SLOs)

Upon completion of the course, the students will be able to:

  1. Analyze children’s development and learning from birth through age 5 across developmental domains, including developmental variation and the influence of family, culture, language, community, early learning settings, and broader social contexts. [Standards 1a, 1b, 1c, 1d]
  2. Apply CT ELDS domains, strands, learning progressions, and indicators to interpret child development, identify next learning steps, and plan meaningful, developmentally appropriate learning experiences. [Standards 1d, 4b, 5a]
  3. Use CT DOTS observation and assessment practices to identify, collect, summarize, analyze, and interpret evidence of children’s learning in ethical, developmentally appropriate, culturally responsive, linguistically responsive, ability-responsive, and family-informed ways. [Standards 3a, 3b, 3c, 3d, 6b]
  4. Design standards-based learning experiences that align CT ELDS learning progressions, measurable objectives, CT DOTS observation progressions, teaching strategies, learning environments, materials, and assessment methods to support each child’s strengths, interests, needs, and engagement. [Standards 4a, 4b, 4c, 5a, 5b, 5c]
  5. Develop inclusive family and community partnership strategies that recognize and value family diversity, invite reciprocal communication, connect families with relevant community resources, and communicate standards and assessment information clearly, respectfully, and accessibly. [Standards 2a, 2b, 2c, 3d, 6c]
  6. Evaluate and reflect on professional practice by applying ethical guidelines, professional standards, collaboration, assessment evidence, and feedback to adjust curriculum, improve teaching, advocate for children and families, and identify goals for continued professional growth. [Standards 5c, 6a, 6b, 6d, 6e]

Course Activities and Grading

AssignmentsWeight

Discussions (Weeks 1-8)

25%

Assignments (Weeks 1-6 & 8)

50%

Final Project

25%

Total

100%

Required Textbooks

Available through Charter Oak State College's Book Bundle

  • Connecticut Office of Early Childhood. (2025). Connecticut Early Learning and Development Standards: What children, birth to five, should know and be able to do. Connecticut Office of Early Childhood. 
  • Connecticut Office of Early Childhood. (2026). Documentation & Observation for Teaching System II (CT DOTS II): User’s Manual. Connecticut Office of Early Childhood. 
  • Connecticut Office of Early Childhood. (2026). Documentation & Observation for Teaching System II (CT DOTS II): Observation progressions. Connecticut Office of Early Childhood. 

Course Schedule

Week

SLOs

Readings and Exercises

Assignments

1

1,6

Topic: Understanding the Whole Child in Context

  • Read and Review:
    • Read Connecticut Early Learning and Development Standards (CT OEC, 2025), Guiding Principles, pp. 1–3.
    • Review Supporting All Children Using the Connecticut Early Learning and Development Standards: A Guide to Domains and Strands (CT OEC), Introduction and selected domain overview sections.
    • Review Developmentally Appropriate Practice (NAEYC, 2020), sections addressing commonality, individuality, and context.
  • Read and review assigned material
  • Review the lecture material
  • Participate in Discussion Board
  • Submit Assignment - Whole Child Analysis and Professional Decision-Making Plan

2

1,2

Topics: Using the CT ELDS to Interpret Development and Identify Next Steps

  • Read and Review:
    • Read Connecticut Early Learning and Development Standards (CT OEC, 2025), Purpose, Organization, and Use and Developing Lifelong Learners: Essential Dispositions, pp. 4–10.
    • Review selected CT ELDS domain and learning progression pages relevant to this week’s examples.
    • Review Supporting All Children Using the Connecticut Early Learning and Development Standards: A Guide to Domains and Strands, “A Note on Learning Progressions and Indicators,” pp. 3–4, and selected strands.
  • Read and review assigned material
  • Review the lecture material
  • Participate in Discussion Board
  • Submit Assignment - CT ELDS Learning Progression Analysis and Next-Step Plan

3

2,3,4

Topics: CT DOTS II and Intentional Assessment Planning

  • Read and Review:
    • Read Documentation & Observation for Teaching System II (CT DOTS II): User’s Manual (CT OEC, 2026), Glossary, Introduction, Guiding Principles, Background, “Review and Plan,” and “Gather Data,” pp. 1–23.
    • Review CT DOTS II: Observation Progressions (CT OEC, 2026), Purpose and Contents, pp. 1–3, and selected observation progressions used in this week’s examples.
    • Review CT ELDS learning progression pages connected to the selected CT DOTS II observation progressions.
  • Read and review assigned material
  • Review the lecture material
  • Participate in Discussion Board
  • Submit Assignment - Intentional Observation Planning and Teaching-Team Collaboration

4

3,6

Topics: Advanced Observation, Documentation, and Evidence Quality

  • Read and Review:
    • Read Documentation & Observation for Teaching System II (CT DOTS II): User's Manual (Connecticut Office of Early Childhood, 2026), pp. 19–31.
    • Review selected CT DOTS II Observation Progressions relevant to this week’s observation record.
    • Read Developmentally Appropriate Practice (NAEYC, 2020), the section on observing, documenting, and assessing children's development and learning.
    • Review Advancing Equity in Early Childhood Education (NAEYC, 2019), recommendations related to observation, documentation, and assessment.
    • Read Code of Ethics for Early Childhood Educators (NAEYC, 2025), pp. 6–9.
  • Read and review assigned material
  • Review the lecture material
  • Participate in Discussion Board
  • Submit Assignment - Intentional Observation Planning and Teaching-Team Collaboration

5

2,3,4,6

Topic: From Assessment Evidence to Intentional Curriculum and Teaching

  • Read and Review:
    • Read CT DOTS II User’s Manual (CT OEC, 2026), “Summarize Evidence” and “Using Data from the Summary Form,” pp. 24–29.
    • Review selected CT DOTS II Observation Progressions relevant to the instructional evidence sets used this week.
    • Review CT ELDS (CT OEC, 2025), selected learning progressions aligned with the evidence sets.
    • Read Supporting All Children Using the CT ELDS: Building Meaningful Curriculum (CT OEC), “Intentional Teaching,” “CT ELDS and Content,” “Planning Meaningful Learning Experiences,” and “Ongoing Assessment,” pp. 5–12.
    • Review Building Meaningful Curriculum, “Ensuring a Comprehensive Approach to Curriculum” and “Curriculum Planning,” pp. 19–23.
  • Read and review assigned material
  • Review the lecture material
  • Participate in Discussion Board
  • Submit Assignment - Evidence-to-Action Learning Plan

6

3,5,6

Topics: Family Assessment Partnerships, Community Connections, and Responsive Planning

  • Read and Review:
    • Read Advancing Equity in Early Childhood Education (NAEYC, 2019), recommendations related to reciprocal family partnerships and equitable access.
    • Review CT ELDS (CT OEC, 2025), Guiding Principles related to Families and Adults Across Early Learning Environments, pp. 1–3.
    • Review CT DOTS II User’s Manual (CT OEC, 2026), Guiding Principles related to providers, families, and communities and “Using Data from the Summary Form,” pp. 4–6 and 26–31.
    • Review Supporting All Children Using the CT ELDS: Building Meaningful Curriculum, “Family Engagement,” pp. 17–19.
  • Read and review assigned material
  • Review the lecture material
  • Participate in Discussion Board
  • Submit Assignment - Family Partnership and Community Connection Simulation

7

1-6

Topics: Integrated Professional Practice and Key Assessment

  • Read and Review:
    • Review CT ELDS (CT OEC, 2025), relevant domains, strands, learning progressions, indicators, and Guiding Principles.
    • Review CT DOTS II User’s Manual (CT OEC, 2026), pp. 13–31, as needed for the Key Assessment.
    • Review CT DOTS II Observation Progressions relevant to the Key Assessment case.
    • Review Code of Ethics for Early Childhood Educators (NAEYC, 2025), relevant responsibilities and professional guidelines.
  • Read and review assigned material
  • Review the lecture material
  • Participate in Discussion Board
  • Submit Final Project - Family Partnership and Assessment Project
8

5,6

Topics: Reflective Professional Practice and Continuous Improvement

  • Read and Review:
    • Review CT DOTS II User’s Manual (CT OEC, 2026), the intentional teaching cycle and “Using Data from the Summary Form.”
    • Review Supporting All Children Using the CT ELDS: Building Meaningful Curriculum, sections addressing intentional, responsive, and reflective curriculum, pp. 19–24.
    • Review Code of Ethics for Early Childhood Educators (NAEYC, 2025), relevant responsibilities to children, families, colleagues, and the profession.
    • Review Developmentally Appropriate Practice (NAEYC, 2020), sections addressing professionalism, collaborative practice, and reflection.
    • Review Professional Standards and Competencies for Early Childhood Educators. (NAEYC, 2020), Standard 6 (p. 24-25) and ECE III Leveling Charts (p. 45-47)
  • Read and review assigned material
  • Review the lecture material
  • Participate in Discussion Board
  • Submit Assignment - Reflective Professional Practice and Growth Plan
  • Complete Course Evaluation

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.