Course Description
This course is for students pursing the Early Childhood Teacher Credential (ECTC) focus of the ECE Major. This course will focus on both the culminating practicum and capstone project/paper. The fieldwork component of the course consists of an on-ground practicum of 200 hours of supervised field work, an ongoing field journal, three video tapings of classroom performance and a Capstone project and a phone conference. Within the field work practicum students will demonstrate: a) their ability to apply their knowledge of child development theory and approaches; b) their ability to engage in classroom management; c) their ability to plan, organize, and implement daily routine and learning activities independently; and d) their ability to work as part of a team. For the Capstone component of this course the student will design and carry out a project of their own interest in consultation with the course instructor. Each student will complete the capstone project to demonstrate that the student understands clearly his or her subject of choice as it relates to early childhood education, has mastered the content of the selected field of study, and can synthesize and apply what he or she has learned. The capstone project may take one of several formats: an applied research project, scholarly essay, portfolio, case study, PowerPoint presentation or any other mode appropriate to the student's interest and experience. A minimum grade of "C" must be earned on this project to meet the requirements of the concentration. Students must have completed most of their concentration courses and take this course in their last semester. (6 credits)
Prerequisites
- ECE 101: Introduction to Early Childhood Education
- ECE 176: Health, Safety and Nutrition: Birth to Eight
- ECE 205: Diversity and Ethics in Early Childhood Education
- ECE 210: Observation and Assessment in ECE Program
- ECE 217: The Exceptional Learner
- ECE 231: Early Language and Literacy Development
- ECE 247: Child Development: Birth to Eight
- ENG 101: English Composition 1
- ENG 102: English Composition 2
- PSY 301: Psychology of Play
- SOC 350: Children, School and the Community
Student Learning Outcomes (SLOs)
Students who successfully complete this course will be able to:
- Understand the developmental period of early childhood from birth-age 8, including the individual variations of development that are influenced by context, and apply this knowledge to make evidence-based decisions related to each child's development.
- Understand the diverse and complex characteristics of families and communities, how to collaborate with them, and use community resources to support young children's learning and development to build partnerships between early learning settings, schools, and community organizations or agencies.
- Observe children utilizing ethically grounded and developmentally, ability, culturally, and linguistically appropriate assessment tools to document children's development and progress to promote positive outcomes for all children, and collaborate with families and colleagues to build partnerships to support positive outcomes for all children.
- Design and implement developmentally appropriate, culturally responsive, and inclusive learning experiences that integrate content knowledge across disciplines, utilize effective teaching strategies, foster positive relationships and supportive interactions, to support each child's holistic development and learning.
- Demonstrate professionalism and ethical practice by engaging in continuous, collaborative learning, advocating for equitable access to high-quality early childhood education, and integrating knowledgeable, reflective, and critical perspectives to enhance educational practices and outcomes for all children.
Course Activities and Grading
| Assignments | Weight |
|---|---|
Discussions (Weeks 1-15) | 20% |
Journals (Weeks 1-15) | 10% |
Video 1 (Week 5) | 5% |
Video 2 (Week 9) | 10% |
Video 3 (Week 13) | 10% |
Capstone Project (Week 15) | 25% |
Conference (Week 15) | 20% |
Total | 100% |
Required Textbooks
Available through Charter Oak State College's Book Bundle
- Bredekamp, N.S.F.B.L.W.M.L.M.B.W. S. (2021). Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth Through Age 8 (4th ed.). NAEYC.
- Brillante, Pamela. (2023). Casebook: Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth Through Age 8. Consortium Book Sales & Disrtibution.
Course Schedule
Week | SLOs | Topics & Readings | Assignments |
1 | 1 | Topic: Developmentally Appropriate Practice
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| 2 | 1 | Topic: Intentional Teaching
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3 | 1 | Topic: Understanding Child Development and Learning in Context
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| 4 | 1 | Topics: Context Matters: Reframing Teaching in Early Childhood Education Theoretical Frameworks for Understanding Child Development and Context
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5 | 3 | Topic: Teaching Content in Early Childhood Education
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| 6 | 1,4,5 | Topic: The Power of Playful Learning in the Early Childhood Setting
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7 | 1-5 | Topic: Developmentally Appropriate Practice in Action
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| 8 | 1,3 | Topic: Creating a Caring, Equitable Community of Learners
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9 | 2 | Topic: Engaging in Reciprocal Partnerships with Families and Fostering Community Connections
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| 10 | 3 | Topic: Observing, Documenting, and Assessing Children’s Development and Learning
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11 | 4 | Topic: Teaching to Enhance Each Child’s Development and Learning
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| 12 | 4 | Topic: Planning and Implementing an Engaging Curriculum
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13 | 5 | Topic: Demonstrating Professionalism as an Early Childhood Educator
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| 14 | 5 | Topic: Developmentally Appropriate Practice in Action Educator Snapshots and Reflections
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15 | 1-5 | Topic: Digging Deeper into Knowledge
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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.