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May 13, 2024
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ECHS 2220 - Planning & Teaching the Early Childhood Curriculum Credit Hours: 4.00 Prerequisites: ECHS 1150 and ECHS 1200 all with grade C or better
(formerly ECHS 2100 and ECHS 2110)
Developmentally appropriate strategies for education will be used in planning and implementing the early childhood curricula that includes all developmental and academic content areas for the young child. Students will apply early childhood theory in creating environments that are healthy, respectful, supportive and challenging for each child. Students will practice using authentic assessment to document young children’s learning. Documentation of a negative TB test, an Internet criminal background check (ICHAT), and DHS Central Registry is required. Students will complete 30 hours of observation in a preschool or child care center with preschool age children.
Location: Center Campus
Contact Hours: 4 Billable Contact Hours: 4 OUTCOMES AND OBJECTIVES 1. Based on their knowledge of young children’s characteristics, needs and the multiple influences on development, students will design classroom environments that are healthy, respectful, supportive and challenging for young children.
- Identify elements of a healthy, respectful, supportive and challenging environment
- Explain the multiple influences on development
- Describe how the environment supports social/emotional and physical development
- Choose materials for classroom environments and explain how they can support special needs
- Design a classroom environment
- Develop a daily routine that considers all developmental and learning components.
- Create transition activities
2. Know, understand and use a variety of developmentally appropriate teaching strategies. Explain how positive relationships and supportive interactions are the foundation of the early childhood curriculum
- Describe scaffolding techniques and it’s role in a supportive environment
- Give examples for adapting teaching techniques, environments, materials and activities for the special needs of individual children
- Give examples of how technology is used with young children.
3. Use their own knowledge and other resources to design, implement, and evaluate challenging curriculum that promotes the comprehensive developmental and learning outcomes for the individual needs of children
- Use their knowledge of the sequence of language and literacy learning to create and implement activities and curriculum based on the interests and needs of each child and link to assessment objectives.
- Create and implement a name recognition activity for and early childhood classroom linking it to assessment objectives. Analyze the results.
- Choose quality literature for young children, analyze the elements of quality literature, demonstrate reading to a group and model extending the story for a richer literacy experience.
- Use their knowledge of the sequence of learning for mathematics to create materials and implement activities that meet the developmental needs of young children and link to assessment objectives. Analyze the results.
- Use their own knowledge of children’s understanding of social studies concepts to develop a social studies unit that is based on young children’s interests
- Understand developmentally appropriate science concepts, create, implement and analyze a science activity for young children that links to assessment objectives.
- Write comprehensive lesson plans that include all content areas of the curriculum and developmental areas of the child.
COMMON DEGREE OUTCOMES (Bulleted outcomes apply to the course)
- 1. The graduate can integrate the knowledge and technological skills necessary to be a successful learner.
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- 2. The graduate can demonstrate how to think competently.
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- 3. The graduate can demonstrate how to employ mathematical knowledge.
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- 4. The graduate can demonstrate how to communicate competently.
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- 5. The graduate is sensitive to issues relating to a diverse, global society.
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COURSE CONTENT OUTLINE
Week 1 |
Elements of the curriculum. Connecting activities to assessments. |
Week 2 |
Planning the integrated curriculum. Analyzing the daily routine. Healthy Snacks. |
Week 3 |
Physical development: activities and materials for large and small motor development. |
Week 4 |
The Role of the Classroom in Learning |
Week 5 |
Language and literacy development. Transitions in the classroom. |
Week 6 |
Exploring and using print. Incorporating literacy into the classroom. |
Week 7 |
Children’s literature. Using literature for content areas. Development of writing. |
Week 8 |
The Inquiry Process. |
Week 9 |
The Social Studies Curriculum |
Week 10 |
Math in the Early Childhood Curriculum |
Week 11 |
Developing math materials and activities |
Week 12 |
Science in the Early Childhood Curriculum |
Week 13 |
Developing science materials and activities |
Week 14 |
Sensory Materials, Connecting all areas of the curriculum |
Week 15 |
Presentation of curriculum projects. |
Week 16 |
Review and reflection |
Primary Faculty Boni, Lisa Secondary Faculty Associate Dean Primeau, Paula Dean Mirijanian, Narine
Official Course Syllabus - Macomb Community College, 14500 E 12 Mile Road, Warren, MI 48088
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