CHD 118 Syllabus
Division: Arts & Sciences Date: July 2014
Which Course is Taught: Early Childhood Education, Child Development
Course Number & Title: Child Development 118, Language Arts for Young Children
3 Hours/Wk Lecture: 2 Hours/Wk
2 Lec/Lab Comb: 4
Catalog Description: CHD 118 Language Arts for Young Children (3 cr.) Emphasizes the early development of children's language and literacy skills. Presents techniques and methods for supporting all aspects of early literacy. Surveys children's literature, and examines elements of promoting oral literacy, print awareness, phonological awareness, alphabetic principle, quality storytelling and story reading. Addresses strategies for intervention and support for exceptional children and English Language Learners.
Lecture 2 hours. Laboratory 2 hours. Total 4 hours per week.
Functional literacy in the English language; reading at the 12th grade level.
I. Relationship of the course to curricula objectives in which it is taught: This course contributes to the knowledge base in Early Childhood Education and directly relates to Program Outcome 5 - Plan, implement and evaluate curriculum plans and learning environments for children based on developmental appropriateness and a thorough knowledge of child development, particularly relating to facilitating young children’s acquisition of early literacy skills. Students in this course are exposed to theories of language development and learning in childhood. The skills and techniques that students learn in this course provide them with a repertoire of developmentally appropriate activities for promoting early literacy.
II. Required background (list any experience, prerequisites, co-requisites necessary to enroll in the course): Completion of (or exemption from) from ENF 2.
III. Course Content (list the major topics):
A. Theories of language acquisition and development.
B. Characteristics of language development in children from birth through age eight years.
C. Methods for assessing young children’s language development.
D. Speech and language difficulties commonly seen in young children.
E. Activities that promote young children’s acquisition of language skills, including speaking, writing, and listening and reading skills.
F. Other factors (e.g., cultural, environmental, learning styles) that may facilitate or impede young children’s acquisition of language skills.
G. Review of resources and teaching aids intended to facilitate young children’s development of language skills.
H. Training in lesson plan development for subject areas related to language arts.
V. Learner Outcomes:
The student will:
A. Research theories of human language emergence, and identify factors that influence language development.
B. Demonstrate knowledge of typical characteristics of language development for children from birth through age eight years.
C. Identify the sequential stages of children’s social, emotional, physical, and cognitive development relative to language.
D. Use a variety of developmentally appropriate activities that stimulate language development in children from birth through age eight years.
E. Explain speech and language difficulties commonly seen in young children.
F. Develop strategies for meeting the needs of children who speak non-standard English or for whom English is a second language.
G. Identify books, tapes, videos, and other materials that are appropriate for young children, and use valid criteria for evaluating those materials.
H. Develop effective storytelling skills using various media such as books, poetry, puppets, or flannel boards.
I. Identify the value of the family-provider partnership and how it affects a child’s language development.
Student performance will be evaluated by a combination of tests, quizzes, exams, papers, and other special projects or assignments as defined by the individual faculty member. This course includes a mandatory writing or speaking assignment defined by the instructor.
Possible assignments include but are not limited to the following:
· Create a learning environment that facilitates early literacy
· Create a flannel board, storytelling or puppetry activity
· Complete assigned thematic curriculum plans based on course goals and developmental appropriateness
· Complete observations of emergent literacy environments and activities
· Demonstrate successful strategies for modifying activities for children with special needs
· Create parent/child activities that foster early literacy
· Review children’s books for appropriateness in several categories
VII. This course supports the following competencies and objectives:
DCC Educational Objectives:
Cultural and Social Understanding