Course Description
This course will focus on language and literacy development specifically in infants and toddlers. It is designed to provide students with knowledge of the early social, cognitive, and linguistic foundations of literacy and effective strategies that support beginning language/literacy learning by infants and toddlers. Emphasis is placed on the role of families and other important adults in creating learning opportunities in the context of everyday activities and routines. The course also addresses the broader family context and individual difference factors, such as culture and disability as they relate to beginning language and literacy learning. Upon completion of the course, students will be able to identify, plan, implement and evaluate appropriate beginning language and literacy experiences for infants and toddlers and their families. This course requires 5 field experience hours. A passing grade of ‘C’ or above is required for this course key assessment. (3 credits)
Prerequisites
- ECE 101: Introduction to Early Childhood Education
- ECE 210: Observation and Assessment in ECE Programs
- ECE 231:Early Language and Literacy Development
- ECE 247: Child Development: Birth to Eight
- ENG 101: English Composition 1
- ENG 102: English Composition 2
Student Learning Outcomes (SLOs)
Students who successfully complete this course will be able to:
- Explain the theoretical foundations and key concepts of language and literacy development in infants and toddlers, including the role of cultural and linguistic diversity in early language acquisition. [Standard 1a, 1b, 1c]
- Describe the developmental sequence of language and literacy skills in infants and toddlers, including receptive and expressive language, phonological awareness, and early literacy behaviors. [Standard 1a, 1b, 4b]
- Analyze the critical role of family members, caregivers, and environmental factors in supporting early language and literacy development within the context of daily routines and culturally diverse settings. [Standard 2a, 2b, 4a]
- Design and implement developmentally appropriate strategies and activities to promote language and literacy development in infants and toddlers, including support for dual language learners. [Standard 4b, 4c, 5a, 5b]
- Assess and document infant and toddler language and literacy development using observation, screening, and diagnostic tools, and use this information to plan appropriate interventions and communicate effectively with families and other professionals. [Standard 3a, 3b, 3c, 6c, 6d]
- Demonstrate professional and ethical practices in the field of infant and toddler language and literacy development, including ongoing self-reflection, collaboration with colleagues, and engagement in continuous professional development to enhance the quality of care and education for infants and toddlers. [Standard 6a, 6b, 6e]
Course Activities and Grading
| Assignments | Weight |
|---|---|
Discussions (Weeks 1 - 8) | 25% |
Blogs (Week 1 - 8) | 25% |
Assignments (Weeks 1 - 7) | 25% |
Final Project/Key Assessment (Week 8) | 25% |
Total | 100% |
Required Textbooks
Available through Charter Oak State College's Book Bundle
Mier, Daniel. (2023). Critical Issues in Infant-Toddler Language Development. 1st ed. Routledge.
Course Schedule
Week | SLOs | Readings and Exercises | Assignments |
1 | 1,2,3 | Topic: Foundations of Language, Play, and Social Interaction
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2 | 2,3,4 | Topic: Creating Language-Rich Environments for Infants and Toddlers
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3 | 1,3,4 | Topic: Social and Cultural Contexts of Infant and Toddler Language Development
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4 | 1,4,5 | Topic: Inclusive Language and Literacy Practices for Infants and Toddlers with Disabilities
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5 | 3,4,6 | Topic: Supporting Multilingualism in Infant and Toddler Settings
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6 | 1,3,4 | Topic: Strengths-Based Approaches to Early Literacy for Infants and Toddlers
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7 | 1,2,4 | Topics: Using Books to Support Language and Literacy in Infants and Toddlers
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8 | 1,3,4,6 | Topics: Creative Expression and Artistic Development in Infant and Toddler Language and Literacy
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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.