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. 5 hours of field experience (observation) required for completion of this course. A passing grade of ‘C’ or above is required for this course key assessment. (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:
- Design developmentally appropriate learning experiences that support young children's learning through relationships and play, demonstrating knowledge of early childhood development and learning theories. (Standard 1a, 1b, 1c, 4a, 4b)
- Apply the Cycle of Intentional Teaching to support a wide range of learner needs, including social, emotional, physical, and cognitive development, while recognizing the interrelatedness of learning domains. (Standard 1b, 1c, 4b, 4c)
- Design developmentally appropriate learning experiences for preschoolers and kindergarteners, including children with special needs and English Language Learners, across various content areas (music, language/literacy, science, art, movement, numeracy, health/safety, and nutrition) using the Early Learning and Development Standards and the Common Core State Standards. (Standard 2a, 2b, 2c, 4b, 4c, 5a, 5b, 5c)
- Implement Universal Design for Learning (UDL) principles, accommodations, modifications, and differentiation strategies in classroom practice to support children's diverse learning needs. (Standard 1b, 2b, 2c, 4a)
- Engage families in their children's learning by designing opportunities for family involvement and extending learning to the home environment. (Standard 2a, 2b, 3d, 6b, 6e)
- Develop reflective practice skills and engage in ongoing professional development. [Standard 6e]
Course Activities and Grading
| Assignments | Weight | Points |
|---|---|---|
Discussions (Weeks 1-8) 8 x 20 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 1 & 8) 2 x 25 points each | 5% | 50 |
Final Project | 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:
- 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
Universal Design for Learning Guidelines (CAST)
The Pyramid Model for Supporting Social Emotional Competence in Infants and Young Children
Course Schedule
Week | SLOs | Readings and Exercises | Assignments |
1 | 1,2 | Topic: What is Curriculum? Readings:
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2 | 2,4 | Topic: The Cycle of Intentional Teaching Readings:
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3 | 2,3,4 | Topic: Play, Social Emotional Learning, and Classroom Environment Readings:
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4 | 2,4 | Topics: Supporting Learning and Communication for Children Readings:
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5 | 3,4,5 | Topics: Creative Expression and Social Studies Readings:
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6 | 3,4,5 | Topics: Math and Science Readings:
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7 | 3,4,5 | Topics: Family & Community Engagement and Physical Development & Health Readings:
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8 | 1-6 | Topics: Who are YOU as a Teacher? Readings:
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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.