Explores the principles, methods and materials for teaching young children ages birth-8 years, language and literacy through a play-based, integrated curriculum. A variety of instructional methods are used including, lecture, classroom discussion, videos, small group work, hands on experiences, and individual and group projects. Emphasis is also placed on the influence of a child's cultural/social background and experiences on emergent literacy and development. The NAEYC (student learning outcomes) and MDE Quality Standards are addressed in this course.
Note: This course may be used for CDA renewal or to help fulfill your 120 clock hours of in class instruction.
Goals, Topics, and Objectives
- Language milestones for children birth-8 years
- Age appropriate/quality books for children ages birth - 8 years
- Using various types of material.
- Integrating literature.
- Creating a print rich environment.
- Books for Bibliotherapy.
- Supporting Emergent Literacy.
- Finger plays, rhymes, and songs.
- Involvement of parents and the community.
- Adult/Child communication and interactions
Upon successful completion of this course, students should be able to:
- Describe the stages and process of language development in young children.
- Explain the importance of literacy in the early years.
- Analyze various theories of language development.
- Define literacy and emergent literacy.
- Describe the teacher's role in promoting emergent literacy.
- Identify criteria for the selection and presentation of age appropriate literature.
- Select developmentally appropriate books for children birth-8 years.
- Recognize and respect the fact that children are best understood in the contexts of family, culture and society.
- Demonstrate the various techniques that promote literacy in young children like, puppetry, storytelling, flannel boards, finger plays, and technology.
- Create an environment that nurture literacy experiences.
- Provide opportunities for children to see and use print in a varied context.
- Explain the concepts of "developmentally and culturally appropriate practice," "emergent literacy," and the "whole child."
- Demonstrate the interrelationships of the four accepted areas of language arts.
- Discuss a curriculum that promotes language acquisition and literacy.
- Develop a variety of tools to implement a literacy rich environment and age appropriate language art.
- Apply Developmentally and Culturally Appropriate Practice, NAEYC Early Childhood Standards, and the MDE Quality Standards for Infants, Toddlers, Preschool, and Early Elementary Children to classroom teaching and learning.
Assessment and Requirements
Assessment of academic achievement may include the following:
1. Self Assessment of reading, writing, and comprehension skills.
2. Presentation of "Literacy in the Early Years."
3. Self-made Picture Book
4. Infant, Toddler, Preschool, and Early Elementary Literacy activities
5. Infant, Toddler, Preschool, and Early Elementary book-lists & summaries
6. Mini parent Literacy Workshop group presentation
7. Final "Early Literacy" Resource Portfolio
The following NAEYC Associate Degree Standards are met in this course at the understanding or application level:
1. Promoting Child Development and Learning:
* 1a: Knowing and understanding young children's characteristics and needs.
2. Building Family and Community Relationships:
* 2a: Knowing about and understanding diverse families and communities.
4. Using Effective Approaches to Connect with Children and Families:
* 4a: Knowing, understanding, and using positive relationships.
* 4b: Knowing, understanding, and using effective approaches, strategies, and tools for early education.
5. Using Content Knowledge to Build Meaningful Curriculum:
* 5a: Understanding content knowledge and resources in academic disciplines.
* 5b: Knowing and using the central concepts, inquiry tools, and structures of content areas or academic disciplines.
Determined by the Department Lead Instructor.
Credit for Prior College-Level Learning
Portfolios must focus on early literacy experiences for children birth-8 years. Portfolios must show the connection between language /communication development and other developmental areas (Social-Emotional, Physical, Intellectual, Cognitive). The portfolio must include the following for children birth-8 years: a list of developmentally appropriate books; literacy activities; researched articles on literacy and diverse families; and resource information for parents to enhance their children's literacy experiences. The portfolio must be well organized. The Children and Families program director will evaluate submitted portfolios based on the evaluation rubric. Evaluation rubric and student checklist located in the Department Office.