Course Description
This practicum course is designed to allow the early childhood student to apply developmentally appropriate practices in their work within an early learning setting. Through application of course assignments, students demonstrate knowledge of typical and atypical child development, develop respectful, reciprocal relationships with diverse families and communities to empower and support children's development and learning, utilize observation and assessment techniques to evaluate children's development and learning, and design, select, and implement developmentally appropriate curriculum and activities that promote positive development and learning for all children, considering their diverse needs and backgrounds. Students must find and obtain approval for their own practicum setting. Students are asked to complete the Practicum Guidelines at the beginning of the course. 200 hours of field experience (observation and practice) required for completion of this course. A passing grade of ‘C’ or above is required for this course key assessment. (6 credits)
Prerequisites
- ECE 176: Health, Safety and Nutrition: Birth to Eight
- ECE 210: Observation and Assessment in ECE Program
- ECE 217: The Exceptional Learner
- ECE 222: Curriculum for Young Children - Methods and Techniques or ECE 261: Infant / Toddler Care: Methods and Techniques
- ECE 231: Early Language and Literacy Development
- ENG 101: English Composition 1
- ENG 102: English Composition 2
Student Learning Outcomes (SLOs)
Students who successfully complete this course will be able to:
- Apply knowledge of typical and atypical child development to create positive and developmentally appropriate learning environments that promote children's growth and learning. (Standard 1a, 1b, 1c, 4a, 4b, 4c)
- Establish respectful, reciprocal relationships with diverse families and communities to empower and support children's development and learning. (Standard 2a, 2b, 2c)
- Utilize observation and assessment techniques to evaluate children's development and learning, and use this information to guide curriculum planning and implementation. (Standard 3a, 3b, 3c, 5a, 5b, 5c)
- Design, select, and implement developmentally appropriate curriculum and activities that promote positive development and learning for all children, considering their diverse needs and backgrounds. (Standard 4b, 4c, 5a, 5b, 5c)
Course Activities and Grading
| Assignments | Weight |
|---|---|
Discussions (Weeks 1-14) | 10% |
Journals (Weeks 1, 2, 3, 6, 9, 10, 11, 12) | 10% |
Activity Lesson Plans (Weeks 4, 9, 14) | 15% |
Activity Videos (Weeks 4, 9, 14) | 15% |
Activity Reflections (Weeks 4, 9, 14) | 10% |
Practicum Paper (Week 15) | 20% |
Key Assessment (Week 15) | 15% |
Final Interview (Week 15) | 5% |
Total | 100% |
Required Textbooks
Available through Charter Oak State College's Book Bundle
- National Association for the Education of Young Children (2022). Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8. 4th Edition. National Association for the Education of Young Children. ISBN-13: 978-1-938113-95-6
Course Schedule
Week | SLOs | Readings and Exercises | Assignments |
1 | 1,2 | Topic: The NAEYC Position Statement |
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2 | 1,4 | Topic: Intentional Teaching and 3 Core Considerations
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3 | 1,2 | Topic: Principles in Practice
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4 | 4 | Topic: Context Matters
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5 | 2,4 | Topic: Content Teaching in Early Childhood
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6 | 1,4 | Topic: The Power of Playful Learning
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7 | 1,4 | Topic: Creating a Caring, Equitable Community of Learners
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8 | 1,4 | Topic: Reciprocal Family Partnerships & Community Connections
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9 | 1,2,3 | Topic: Observing, Documenting, and Assessing Children’s Learning
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10 | 1,4 | Topic: Teaching to Enhance Each Child’s Development & Learning
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11 | 1,4 | Topic: Planning Engaging Curriculum to Achieve Meaningful Goals
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12 | 1,4 | Topic: Planning Engaging Curriculum - Part 2
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13 | 1,2 | Topic: Demonstrating Professionalism as an Early Childhood Educator
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14 | 3,4 | Topic: Developmentally Appropriate Practice in Action
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15 | 1,2,3,4 | Topic: Final Interview & Practicum Paper
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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.