An exploration of principles, methods, and materials for teaching young children language and literacy through a play-based integrated curriculum from birth to age eight.
Co-Requisites and Pre-Requisites: Passage of background check is required for this course.
Define literacy and emergent literacy.
a. Summarize brain development at it relates to emergent literacy.
b. Contrast theories of early literacy development.
c. Discuss the elements of emergent literacy.
d. Discuss processes related to emergent literacy.
e. Discuss the interrelatedness of speaking, listening, reading, and writing.
2. Analyze various theories of language development.
a. Discuss theories of language development.
b. Outline developmental milestones of language development/communication of children.
c. Describe the development of second language learning.
3. Describe the teacher’s role in promoting emergent literacy.
a. Outline the roles of the teacher in promoting emergent literacy.
b. Explain how the teacher can integrate the children’s cultures into meaningful literacy experiences.
c. Analyze literacy materials for bias.
d. Discuss strategies for adapting literacy materials for children with special needs.
e. Describe how assessment information can be used to plan developmentally appropriate learning activities.
f. Discuss how the teacher can philosophically and physically integrate technology to support literacy development in the curriculum.
4. Create literacy environments for children.
a. Analyze cultural influences on the literacy environment.
b. Incorporate literacy in all classroom centers.
c. Design environments that are print-rich and offer children real-life and meaningful opportunities to develop skills and positive attitudes toward literacy.
d. Provide opportunities with print in varied and meaningful contexts (e.g., listening to and retelling stories, engaging in “writing,” etc.)
e. Make literacy materials to use in early childhood programs.
5. Select and share appropriate literature with children.
a. Analyze criteria for choosing activities and materials appropriate for each age group.
b. Use a variety of techniques (puppets, dramatization, flannel boards, storytelling, fingerplays, poetry, rhymes, riddles, songs, pictures, computers) to promote literacy.
Machado, J. M. (2022). Early childhood experiences in language arts: Early literacy (12th ed.). Cengage Learning.
NAEYC (National Association for the Education of Young Children). 2022. Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth Through Age 8. 4th ed. Washington, DC: NAEYC.
Grades will be taken at the discretion of the instructor. Semester grades are based on the following:
Attendance/Participation/Discussions 25%
Assignments 35%
Projects & Assessments 40%
At the end of the semester, you will receive a letter grade based on the following averages:
A = 90 – 100%
B = 80 – 89%
C = 70 – 79%
D = 60 – 69%
F = 0 – 59%
ADA Statement:
Any student with a documented disability (e.g. learning, psychiatric, vision, hearing, etc.) may contact the Office on the Weatherford College Weatherford Campus to request reasonable accommodations. Phone: 817-598-6350 Office Location: Office Number 118 in the Student Services Building, upper floor. Physical Address: Weatherford College 225 College Park Drive Weatherford, TX.