Jun 21, 2024  
College Catalog 2022-2023 
College Catalog 2022-2023 [ARCHIVED CATALOG]

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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.

Billable Contact Hours: 4

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Transfer Possibilities
Michigan Transfer Network (MiTransfer) - Utilize this website to easily search how your credits transfer to colleges and universities.
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.

• Communication: The graduate can communicate effectively for the intended purpose and audience.
• Critical Thinking: The graduate can make informed decisions after analyzing information or evidence related to the issue.
• Global Literacy: The graduate can analyze human behavior or experiences through cultural, social, political, or economic perspectives.
• Information Literacy: The graduate can responsibly use information gathered from a variety of formats in order to complete a task.
• Quantitative Reasoning: The graduate can apply quantitative methods or evidence to solve problems or make judgments.
• Scientific Literacy: The graduate can produce or interpret scientific information presented in a variety of formats.

CDO marked YES apply to this course:
Communication: YES
Critical Thinking: YES
Information Literacy: YES

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
Mirijanian, Narine

Official Course Syllabus - Macomb Community College, 14500 E 12 Mile Road, Warren, MI 48088

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