ECE 335: Advanced Methods in Early Childhood Education / Special Education - Pre K through Kindergarten

Course Description

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)

Prerequisites

  • 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:

  1. Apply knowledge of how young children learn, including the importance of relationships and play, by creating developmentally appropriate learning experiences.
  2. 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.
  3. Apply preschool / kindergarten learning theory to curriculum and interactions by: designing experiences, environments and engaging in supportive, intentional interactions.
  4. 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.
  5. Demonstrate understanding of interrelatedness of domains of learning.
  6. Describe and apply SRBI to classroom practice.
  7. 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

Assignments

Weight

Points

Discussions (Weeks 1-8) 10 x 16 points each

16%

160

Blogs (Week 1-8) 8 x 25 points each

20%

200

Observations (Week 5 & 6) 2 x 125 points each 

25%

250

Assignments (Weeks 1, 2, 3, 4, 7) 5 x 20 points each

10%

100

Journals (Weeks 2-6) 5 x 10 points each

5%

50

Final Exam

24%

240

Total

100%

1000

Required Resources

CT OEC. (2014). CT Early Learning and Development Standards.

CT OEC. (2015). Supporting All Children Using the CT Early Learning and Development Standards:

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 

Recommended Textbook

Available through Charter Oak State College's online Bookstore

  • Kostelnik, Marjorie J., Anne Soderman and Alice Phipps Whiren. Developmentally Appropriate Curriculum: Best Practices in Early Childhood Education - with Access Code. 7th ed. Boston: Pearson, 2019. ISBN-13: 9780134747378

 

Course Schedule

Week

SLOs

Readings and Exercises

Assignments

1

1,2,3,4

Readings:

  • CT ELDS: What children, birth to five, should know and be able to do (CT OEC, 2014) p. 1-13
  • CT ELDS: A Guide to Domains and Strands p. 3-15
  • CT ELDS: Building Meaningful Curriculum, p. 4-17
  • CT ELDS: Meeting the Needs of Diverse Learners, p. 1-15
  • CT SDE Early Childhood SRBI, p. 4-14
  • CT Core Knowledge & Competencies p. 10-23
  • NAEYC Developmentally Appropriate Practice (NAEYC, 2020) p. 3-13
  • NAEYC Advancing Equity in Early Childhood Education (2019) p. 1-8
  • NAEYC Standard 2 Topic Area A: Essential Characteristics (NAEYC, 2019)
  • Read assigned material
  • Review the lecture material
  • Participate in discussions
  • Participate in blog
  • Submit journal reflection
  • Submit Assignment

2

1-7

Readings:

  • CT ELDS: A Guide to Domains and Strands, p. 16-32
  • CT ELDS: Building Meaningful Curriculum, p. 17-24
  • CT ELDS: Meeting the Needs of Diverse Learners, p. 15-24
  • CT Core Knowledge & Competencies: Domain 1
  • NAEYC Developmentally Appropriate Practice (NAEYC, 2020) p. 19-27
  • NAEYC Standard 4: Assessment
  • Read assigned material
  • Review the lecture material
  • Participate in discussion
  • Participate in blog
  • Submit journal reflection
  • Submit Assignment
  • E-mail instructor information about the two classrooms that you will be observing in Week 5 and Week 6

3

1-7

Readings:

  • CT ELDS: A Guide to Domains and Strands: Social Emotional Development, p. 16-32
  • CT ELDS: Building Meaningful Curriculum, p. 15-17 (Environment, Materials and Scheduling)
  • CT Core Knowledge & Competencies: Domain 2
  • NAEYC Developmentally Appropriate Practice (NAEYC, 2020) p. 15-17
  • NAEYC Standard 1: Relationships
  • NAEYC Standard 3: Instruction
  • Assessing and Scaffolding Make-Believe Play (Leong and Bodrova, 2012)
  • Read assigned material
  • Review the lecture material
  • Participate in discussion
  • Participate in blog
  • Submit journal reflection
  • Submit Assignment

4

1-7

Readings:

  • CT ELDS: A Guide to Domains and Strands, p. 47-69
  • CT ELDS: Meeting the Needs of Dual Language Learners
  • CT Core Knowledge & Competencies: Domain 3
  • NAEYC Standard 2 Topic Area E: Early Literacy
  • Writing Around the Room (McMahon Giles, 2020)
  • Promoting Preschoolers Emergent Writing (Byington and Kim, 2017)
  • Responding to Linguistic and Cultural Diversity: NAEYC Position Statement
  • Read assigned material
  • Review the lecture material
  • Participate in discussions
  • Participate in blogs
  • Submit journal reflection
  • Submit Midterm Project

5

1-7

Readings:

  • CT ELDS: A Guide to Domains and Strands, p. 70-78 and 112-126
  • CT Core Knowledge & Competencies: Domain 4
  • NAEYC Standard 2 Topic Areas L & J
  • Read assigned material
  • Review the lecture material
  • Participate in discussions
  • Participate in blogs
  • Submit journal reflection
  • Submit Observation I

6

1-7

Readings:

  • CT ELDS: A Guide to Domains and Strands, p. 79-111
  • CT Core Knowledge & Competencies: Domain 5
  • NAEYC Standard 2 Topic Areas F, G, & H
  • Early Childhood Mathematics: Promoting Good Beginnings: NAEYC Position Statement
  • Read assigned material
  • Review the lecture material
  • Participate in discussions
  • Participate in blogs
  • Submit journal reflection
  • Submit Observation II

7

1-7

Readings:

  • CT ELDS: Building Meaningful Curriculum, p. 17-19
  • CT ELDS: Meeting the Needs of Dual Language Leaners, p. 13-17
  • CT ELDS: Meeting the Needs of Diverse Learners, p. 15-17
  • CT ELDS: Strategies for Learning At Home
  • Supporting Children Using the CT ELDS: A Guide for Families
  • NAEYC Standard 7 & 8
  • NAEYC Developmentally Appropriate Practice (NAEYC, 2020) p. 18
  • Read assigned material
  • Review the lecture material
  • Participate in discussions
  • Participate in blog
  • Submit journal reflection
  • Submit Assignment

8

1-7

Readings:

  • CT ELDS: A Guide to Domains and Strands, p. 33-46
  • NAEYC Standard 2 Topic Area C & K
  • CT Action Guide for Nutrition and Physical Activity (2010)
  • The Importance of Outdoor Play for Children (Johnson, Christie, and Wardle, 2010)
  • Rocking and Rolling. Fresh Air, Fun, and Exploration: Why Outdoor Play Is Essential for Healthy Development (Kinsner, 2019)
  • Twelve Characteristics of Effective Early Childhood Teacher (Colker)
  • Fostering Essential Dispositions in Young Children (CT OEC) (video)
  • Read assigned material
  • Review the lecture material
  • Participate in discussions
  • Participate in blog
  • Submit Final Project (due on Saturday by 11:59 PM)
  • Complete Course Evaluation

NAEYC Standard 2 Topic Area A: Essential Characteristics (NAEYC, 2019)

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.