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)
Course Activities and Grading
Discussions & Reflection Questions
Midterm Project (Week 4)
Observation 1 & Reflection (Week 5)
Observation 2 & Reflection (Week 6)
Final Project (Week 8)
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
Connecticut State Department of Education Publications (Links to the following resources will be available in the course.):
- Early Childhood: A Guide for Early Childhood Program Development 2007
- CT Early Learning and Development Standards
- Early Childhood SRBI: Supporting All Children
- Embedded Strategies Manual
- Preschool to Kindergarten Mathematics Continuum
- English Language Arts Connecticut Preschool Standards to Common Core State Standards Continuum Preschool - Kindergarten
- Connecticut State Department of Education Publications Nutrition Action Guide
- Healthy and Balanced Living Curriculum Framework: Comprehensive School Health Education 2006
- 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.
Readings and Exercises
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.