This course will focus on principles of learning, curriculum development, and relationships in conjunction with ongoing observation, assessment, and intentional teaching. The course examines the roles of play and active exploration in designing developmentally appropriate learning experiences for all children and addresses guiding children’s behavior. The course emphasizes the role of families in children’s learning and supports students’ development as reflective practitioners and intentional teachers. Students will observe two separate classrooms; one must be an inclusive preschool special education classroom and the other either an NAEYC community based preschool program OR a Kindergarten classroom. It is the student’s responsibility to ensure that they can meet this requirement. (3 credits)
- ECE 101: Introduction to Early Childhood
- ECE 210: Observation and Assessment in ECE Program
- ECE 217: The Exceptional Learner
- ECE 222: Curriculum for Young Children - Methods and Techniques or ECE 261: Infant / Toddler Care: Methods and Techniques
- ENG 101: English Composition 1
- ENG 102: English Composition 2
Student Learning Outcomes (SLOs)
After successfully completing this course, students will be able to:
- Apply knowledge of how young children learn, including the importance of relationships and play, by creating developmentally appropriate learning experiences.
- Demonstrate understanding of how to support a wide variety of learner needs (social, emotional, physical and cognitive) through application of the Cycle of Intentional Teaching.
- Apply preschool / kindergarten learning theory to curriculum and interactions by: designing experiences, environments and engaging in supportive, intentional interactions.
- Design developmentally appropriate learning experiences for preschoolers / kindergarteners, including children with special needs and English Language Learners, across the curriculum and content areas (music, language / literacy, science, art, movement, numeracy, health/safety and nutrition) using the State of Connecticut Early Learning and Development Standards and the Common Core State Standards.
- Demonstrate understanding of interrelatedness of domains of learning.
- Describe and apply SRBI to classroom practice.
- Discuss and design opportunities for family involvement and extending learning to the home.
General Education Outcomes (GEOs)
Please check the applicable GEOs for this course, if any, by outcomes at GEO Category Search, or by subject area at GEO Discipline Search.
Course Activities and Grading
Discussions (Weeks 1-8) 8 x 20 points each
Blogs (Week 1-8) 8 x 25 points each
Observations (Week 5 & 6) 2 x 125 points each
Assignments (Weeks 1, 2, 3, 4, 7) 5 x 20 points each
Journals (Weeks 1 & 8) 2 x 25 points each
CT OEC. (2014). CT Early Learning and Development Standards.
CT OEC. (2015). Supporting All Children Using the CT Early Learning and Development Standards:
- A Guide to Domains and Strands
- Building Meaningful Curriculum
- Meeting the Needs of Diverse Learners
- Meeting the Needs of Dual Language Learners
CT OEC. (2016). CT Core Knowledge & Competencies Framework. (CKCs)
CT SDE. (2011). Early Childhood SRBI Embedded Strategies Manual
NAEYC. (2019). Early Learning Program Standards and Assessment Items
NAEYC. (2019). Advancing Equity in Early Childhood Education
NAEYC. (2020). Developmentally Appropriate Practice
CT Core Knowledge & Competencies for Professionals Working with Young Children and Their Families (CKCs)
Universal Design for Learning Guidelines (CAST)
The Pyramid Model for Supporting Social Emotional Competence in Infants and Young Children
Readings and Exercises
Topic: What is Curriculum?
Topic: The Cycle of Intentional Teaching
Topic: Play, Social Emotional Learning, and Classroom Environment
Topics: Supporting Learning and Communication for Children
Topics: Creative Expression and Social Studies
Topics: Math and Science
Topics: Family & Community Engagement and Physical Development & Health
Topics: Who are YOU as a Teacher?
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.