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

Course Description

This course explores 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 2 separate classrooms; one must be in an inclusive preschool special education classroom and the other in an NAEYC community based preschool program or Kindergarten classroom. It is the student's responsibility to ensure that they can meet this requirement.

Prerequisites

  • ECE 101: Introduction to Early Childhood
  • ECE 247: Child Development: Birth to Eight
  • 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

Discussions & Reflection Questions

25%

Midterm Project (Week 4)

25%

Observation 1 & Reflection (Week 5)

12.5%

Observation 2 & Reflection (Week 6)

12.5%

Final Project (Week 8)

25%

Total

100%

Required Textbooks

Available through Charter Oak'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

Additional Resources

Connecticut State Department of Education Publications (Content can be downloaded)

Additional Requirement

  • Two Classroom Observation Assignments are required; one in week 5 and one in week 6. Students must choose two different settings for their observations. One observation must be in an inclusive preschool special education program. The second observation must be at an NAEYC accredited community-based program or kindergarten classroom.

Course Schedule

Week

SLOs

Readings and Exercises

Assignments

1

1,2,3,4

Topics:

  • Course Overview; What is curriculum?
  • Inclusive or Integrated early childhood programs
  • Resources, collaboration and roles
  • Read assigned material
  • Review the lecture material
  • Participate in discussions
  • Submit response to reflection questions
  • E-mail instructor information about the two classrooms that you will be observing in Week 5 and Week 6

2

1,2,3,7

Topics:

  • Connecting Curriculum with children
  • Cycle of Intentional Teaching: key components of planning, implementing, assessing
  • Developing relationships: the heart of early childhood teaching
  • Supporting individual children within the group context
  • Community and Family: What is family involvement and why is it important?
  • Read assigned material
  • Review the lecture material
  • Participate in discussions
  • Submit response to reflection questions

3

1-6

Topics:

  • Social and Emotional Development
  • Classroom Climate vs. Classroom Management
  • Types and levels of play: supporting children’s learning through play and active engagement
  • Read assigned material
  • Review the lecture material
  • Participate in discussions
  • Submit response to reflection questions
  • Confirm with instructor, via e-mail, the sites of your two classroom observations.

4

1-7

Topics:

  • Language, Literacy and Communication
  • Supporting different types of language learners: ELL, language delays, assistive technology
  • Read assigned material
  • Review the lecture material
  • Participate in discussions
  • Submit response to reflection questions
  • Submit Midterm Project

5

1-7

Topics:

  • Creative Expression
  • Learning about their world: Developmentally Appropriate Social Studies
  • Read assigned material
  • Review the lecture material
  • Participate in discussions
  • Submit response to reflection questions
  • Submit Observation 1 & Reflection

6

1-7

Topics:

  • Mathematical Thinking
  • Scientific Thinking
  • Read assigned material
  • Review the lecture material
  • Participate in discussions
  • Submit response to reflection questions
  • Submit Observation 2 & Reflection

7

1-7

Topics:

  • Physical Development
  • Health, Safety and Nutrition
  • Read assigned material
  • Review the lecture material
  • Participate in discussions
  • Submit response to reflection questions

8

1-7

Topic:

  • Who are you as a teacher?
  • Read assigned material
  • Review the lecture material
  • Participate in discussions
  • Submit response to reflection questions
  • Submit Final Project
  • 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.