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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 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 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

Additional Resources

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

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
    • Readings:
      • Textbook - Chapters 1, 2 & 3
      • Principles of Developmentally Appropriate Practice
      • CT ELDS "CT Early Learning and Development Standard"
      • Preschool Curriculum: What’s in it for Children and Teachers?
  • 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?
  • Readings:
    • Textbook - Chapters 4, 7 & 8
    • Family Engagement, Diverse Families, and Early Childhood Education Programs: An Integrated Review of the Literature
    • Including Children with Special Needs: Are You and Your Early Childhood Program Ready (Amy Watson and Rebecca McCathren)
    • Playdough: What’s Standard About It? (Mallary I. Swartz)
    • Early Childhood: A Guide for Early Childhood Program Development 2007 (Chapter 2)
    • Early Childhood SRBI: Supporting All Children
    • Embedded Strategies Manual
  • 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
    • Readings:
      • Textbook - Chapters 5, 6, 10 & 15
      • Center on the Social and Emotional Foundations in Early Learning
      • An Environment that Positively Impacts Young Children (Rebecca Isbell)
      • Assessing and Scaffolding Make-Believe Play (Deborah J. Leong and Elena Bodrova)
      • You Got it! Teaching Social and Emotional Skills (Lise Fox and Rochelle Harper Lentini)
      • Assistive Technology: Supporting the Participation of Children with Disabilities (Sarah A. Mulligan)
      • Partnering with Families of Children with Special Needs (Julie A. Ray, Julia Pewitt-Kinder and Suzanne George)
      • Early Childhood: A Guide for Early Childhood Program Development 2007 (Chapter 10)
  • 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
  • Readings:
    • Textbook - Chapters 11 & 12
    • Learning to Read and Write: NAEYC Position Statement
    • Responding to Linguistic and Cultural Diversity: NAEYC Position Statement
    • A Conversation with Dr. Alison Gopnik
    • Early Childhood: A Guide for Early Childhood Program Development 2007 (Chapter 5)
    • English Language Arts Connecticut Preschool Standards to Common Core State Standards Continuum Preschool - Kindergarten
  • 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
  • Readings:
    • Textbook - Chapters 9 & 14
    • Early Childhood: A Guide for Early Childhood Program Development 2007 (Chapter 6)
  • 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
  • Readings:
    • Early Childhood Mathematics: Promoting Good Beginnings: NAEYC Position Statement
    • Early Childhood: A Guide for Early Childhood Program Development 2007 (Chapter 7)
    • Preschool to Kindergarten Mathematics Continuum
  • 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
  • Readings:
    • Textbook - Chapter 13
    • Early Childhood: A Guide for Early Childhood Program Development 2007 (Chapter 11)
    • Connecticut State Department of Education Publications Nutrition Action Guide
    • Connecticut State Department of Education Publications: Healthy and Balanced Living Curriculum Framework: Comprehensive School Health Education 2006
  • 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?
    • Readings:
      • Twelve Characteristics of Effective Early Childhood Teacher
      • National Association of Early Childhood Specialists
      • Where We Stand on School Readiness: NAEYC Position Statement
  • 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.