ECE 304: Advanced Language and Literacy for Infant/Toddler

Course Description

This course will focus on language and literacy development specifically in infants and toddlers. It is designed to provide students with knowlege 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. 5 hours of field experience (observation) required for completion of this course. 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:

1. Develop fluency in writing clear and unified college level essays using such methods of development as narration, comparison-contrast, cause-effect, and argumentation-persuasion.
2. Define the “emergent literacy perspective” and discuss key early experiences that foster beginning language and literacy
3. Describe the critical role family members and other adults play in modeling and supporting beginning language and literacy in the context of daily activities and routines
4. Explain how beginning language and literacy develops in the contexts of nurturing relationships and culture
5. Describe how all infants and toddlers use their senses to actively explore and construct knowledge about the world
6. Describe how experiences with words and stories help infants and toddlers build knowledge of the world
7. Explain the essential role that interaction with adults plays in infants’ and toddlers’ learning
8. Describe examples of how adults support learning as they interact throughout the day with children, addressing all levels and varying needs
9. Discuss the development of communication and receptive and expressive language by infants and toddlers, including the language development of children learning more than one language
10. Explain the connection between language and literacy development
11. Describe verbal and nonverbal strategies that promote the development of language and communication skills in infants and toddlers during daily routines and activities, including strategies that address individual, cultural, and linguistic variations
12. Explain how shared reading experiences help young children develop the skills of listening and speaking, expand their vocabulary, and understand concepts
13. Explain the importance of supporting both home language and second language development in dual language learners
14. Explain how early experiences with sounds, rhythm, music, and movement support the development of language and phonological awareness
15. Describe a variety of opportunities for family members and caregivers to encourage infants’ and toddlers’ interest in and sensitivity to sounds and rhythms during daily routines and activities
16. Describe strategies for supporting the interest in and awareness of sounds that is inherent in all children, including children with disabilities and children learning more than one language
17. Define the concept of symbol, identify different types of symbols and their functions, and describe their role in communication and in literacy development
18. Describe a variety of opportunities for caregivers to encourage the development of the knowledge and use of symbols by all infants and toddlers during daily routines and activities, including children with disabilities and children learning more than one language
19. Describe how infants and toddlers interact with books, pictures, and writing and identify ways in which families and caregivers support enjoyable early experiences with print and writing
20. Explain the Tools of Literacy Framework and why it is essential that adults expose young children to the eight tools of literacy everyday
21. Recognize opportunities to use the Tools of Literacy during everyday activities and daily routines at home and in the community
22. Develop and use appropriate language and literacy strategies when working with infants and toddlers
23. Illustrate how these strategies can be applied in real-life settings by families and caregivers

Course Activities and Grading

Required Textbooks

Available through Charter Oak State College's Book Bundle

• Bardige, B. S. & M. M. Segal. Building Literacy with Love: A Guide for Teachers and Caregivers of Children from Birth through Age 5. Washington, DC: Zero to Three Press, 2005. ISBN-10: 0-943657-82-2 or ISBN-13: 978-0-943657-82-0

Course Schedule

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.