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 or an NAEYC community-based preschool program; the 2nd must be 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:
- 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 |
|---|---|
Discussions (Weeks 1-8) | 15% |
Blogs (Week 1-8) | 15% |
Observations (Week 4 & 6) | 20% |
Assignments (Weeks 1-3, 5-7) | 20% |
Final Project / Key Assessment | 30% |
Total | 100% |
Required Resources
- This course uses Open Educational Resources (OER). OER are openly licensed, educational resources that can be used for teaching, learning and research. OER may consist of a variety of resources such as textbooks, videos and software that are at little or no cost for students.
- The OER materials used for this course include:
- 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?
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2 | 2,4 | Topic: The Cycle of Intentional Teaching - Planning for all learners
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3 | 2,4 | Topics: Play, Social Emotional Learning, and Classroom Environment
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4 | 2,4 | Topics: Supporting Learning and Communication for Children
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5 | 3,4,5 | Topics: Creative Expression and Social Studies
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6 | 3,4,5 | Topics: Math and Science
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7 | 3,4,5 | Topics: Family & Community Engagement and Physical Development & Health
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8 | 1-6 | Topics: Who are you as a Teacher?
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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.