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.

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 (CDO)

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
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

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