ECE 493: Early Childhood Education Program Administration and Leadership Capstone

Course Description

In this capstone course, students demonstrate fulfillment of the various outcomes of the courses within the early childhood major- program administration and leadership concentration. Each student will complete the capstone project to demonstrate his/her/their understanding of the concentration, mastery of the content of the selected field(s) of study and application of what has been learned. Students must also demonstrate that they can synthesize written material and apply it to their work. Students in the program administration and leadership concentration must complete the Capstone Project related to Early Childhood Program Administration and Leadership.

The Capstone project includes five key components: the project proposal, research plan, literature review, presentation and evaluation. The Capstone Project presentation may be completed in the form of a scholarly essay, portfolio, presentation of creative work, business plan, case study, or any other mode appropriate to the student’s interest and experience. A minimum grade of “C” must be earned to meet the requirements of the concentration. (3 credits)



  • Students must be within six credits of completing the courses related to the major in order to register for this course.
  • ENG 101: English Composition 1
  • ENG 102: English Composition 2

Program Learning Outcomes (SLOs)

Students who graduate with a major in Early Childhood Education with a concentration in Program Administration and Leadership will be able to:

  1. Effectively manage an early childhood program;
  2. Apply knowledge of typical and atypical development in children to create positive learning environments;
  3. Apply knowledge of adult learning theory to work with adults;
  4. Describe the diverse and complex characteristics of families and communities to establish respectful, reciprocal relationships that help to empower families;
  5. Explain the value of observing children as a means of assessing their development;
  6. Select and design developmentally appropriate curriculum and activities to promote positive development and learning for children;
  7. Apply current research and literature in the field to practice; and
  8. Value ongoing continuous professional development.

Student Learning Outcomes (SLOs)

Students who successfully complete this course will be able to:

  1. Demonstrate reading and writing communication competence by effectively acquiring, developing and conveying ideas and information.
  2. Perform, analyze and synthesize an organized and systematic review of current literature related to selected topic. Literature includes current research (within 10 years) some of which may be accessed through virtual library.
  3. Compare and contrast findings/ideas from literature review.
  4. Integrate ideas and findings from literature review with current developmentally appropriate practices (using NAEYC as the standard) for typically and atypically developing children ages birth through 8 years old.
  5. Make recommendations for change (of personal practices) based on new findings.

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

Make recommendations for change (of personal practices) based on new findings


Capstone Project (Final Project)




Grading Standards

The project will:

  • Express with clarity and precision the idea of the project
  • Demonstrate substantial knowledge of the content of the concentration
  • Evaluate critically the validity of the project within the concentration
  • Reflect proficiency in the terminology and language appropriate to the concentration
  • Exemplify effectively the methodology of the concentration
  • Reveal the personal thoughts and opinions of the student
  • Demonstrate the writing proficiencies of the senior level of college writing
  • Be a minimum of 35 pages. Typical projects are between 50-100 pages.


A = exemplary level of performance – effectively demonstrates all seven standards

B = high level of performance – demonstrates six of the seven standards

C = satisfactory level of performance – demonstrates five of the seven standards

F = unsatisfactory level of performance – demonstrates fewer than five of the seven standards

Required Text

  • There is no required textbook for this Capstone course.

Recommended Resource

  • Student should have an up-to-date reference guide for citation methods, appropriate word usage, grammar and punctuation. A Writer’s Reference, 6th edition is one such resource.

Course Schedule






  • Review student learning outcomes of the concentration.
  • Participate in Discussion Board - Introduce yourself to your Instructor and your peers. Include your background, academic goals, professional interests and anything else you’d like to share.
  • Explore topics for project.
  • Write proposal.   
  • Engage in discussion with Instructor about project.
  • Assignment: Submit draft proposal by Sunday evening at midnight.



  • Revise proposal if required and submit final by Wednesday evening of week 2.
  • Assignment: Write research plan and submit by Sunday evening of week 2 at midnight.
  • Begin literature review and research.



  • Continue with literature review and research.
  • Begin writing research paper based on literature review.



  • Continue writing research paper based on literature review.
  • Participate in Discussion Board.
  • Engage in discussions with Instructor.
  • Assignment: Submit progress report to instructor (4-6 statements; no template required).



  • Continue project work.
  • Participate in Discussion Board.
  • Engage in discussion with Instructor about project (as needed).
  • Write and Submit Project Draft #1 to the Instructor by Wednesday of week 5.



  • Begin project work.
  • Engage in discussions with Instructor.
  • Assignment: Submit progress report to the Instructor (4-6 statements; no template required).



  • Continue project work.
  • Engage in discussion with Instructor about project (as needed).
  • Assignment: Present project to audience.



  • Participate in Discussion Board.
  • Complete Project Evaluation form.
  • Compile full project portfolio and submit for grading.
  • 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

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.