|Student Learning Outcomes -|
- Identify the stages of language acquisition and development.
- Demonstrate knowledge of how language can be integrated throughout the program.
- Recognize and understand the importance of studying language development within a social context.
|Description - |
|Development of language and speech, language acquisition theories, and emergent literacy in monolingual and young English language learners. Discussion of experiences and activities which promote oral and written language abilities. Focus on the developmental stages of receptive and expressive language, conversations, print awareness, phonemic awareness, reading and writing, bilingual development, and speech and language delays, children's literature and poetry. Students gain experience in using language art materials and planning language experiences for young children.|
|Course Objectives - |
|The student will be able to: |
- Identify theories of language development and stages of language acquisition and development.
- Demonstrate knowledge of how language can be integrated throughout the early care and education program.
- Define criteria for evaluating children's literature.
- Explain developmentally appropriate principles and practices used in working with different cultures and individual abilities.
- Understand the importance and value of supporting literacy development in young children.
- Identify principles of literacy development.
|Special Facilities and/or Equipment - |
|Course Content (Body of knowledge) - |
- Identify theories of language development and stages of language acquisition and development. (Lec)
- Behaviorist, maturational, predetermined cognitive and constructivist
- Infants/pre-verbal communication, toddlers, preschoolers, school-age children
- Adult's role in fostering language and literacy development
- Demonstrate knowledge of how language can be integrated throughout the early care and education program. (Lec)
- Role of the teacher and developmentally appropriate practices in fostering language and literacy development
- Learning experiences which foster language and literacy development
- Storytelling, poetry, puppetry, felt board activities and dramatic play
- Reading aloud, visual aids, children as storytellers
- Learning environments which foster language and literacy development
- Teaching methods
- Classroom design
- Classroom routines
- Developmentally appropriate instruction
- Define criteria for evaluating children's literature. (Lec)
- Emotional needs of children
- Appropriate characterization
- Quantity of text
- Suitable concept
- Age appropriate
- Anti-bias Factors
- Gender issues
- Cultural diversity
- Child-oriented perspective
- Meaning of text conveyed
- Interpretation elicited
- Art style appropriate for text
- Aesthetic quality
- Explain developmentally appropriate principles and practices used in working with different cultures and individual abilities. (Lec)
- Promoting English language learner literacy/bilingualism
- Characteristics of language learners
- Speech and language disorders
- Language delay
- Environmental and cultural differences
- Partnering with parents
- Developmentally appropriate literacy experiences
- Understand the importance and value of supporting literacy development in young children. (Lec)
- Current research and practical application
- Support for children's growth in all domains of development
- Providing a language-rich environment
- Identify principles of literacy development. (Lec)
- Emerging literacy
- Interaction with books
- Stages of writing-from pictures to words
- Developing phonemic awareness in children
|Methods of Evaluation - |
|Evaluation methods may include but are not limited to: |
- Child observation related to language development of an infant, toddler, preschooler or school-aged child
- Essay and Objective exams
- Cooperative group learning assignments/project
- Research paper
- Class participation-small/large group discussions and projects
- Oral presentation demonstrating an activity or reading a book to an audience
- Written work such as reflections or reactions to observations, articles or video
|Representative Text(s) - |
|Machado, Jeanne M.Early Childhood Experiences in Language Arts. 9th ed., Belmont, CA: Wadsworth Cengage Learning, 2010. |
Schickedanz, Judith A. Much More Than the ABCs., Washington D.C., National Association for the Education of Young Children, 1999 (Text remains relevant to course content and is user-friendly.)
Genishi, Celia and Dyson, Anne Haas. Children, Language and Literacy (Diverse Learners in Diverse Times. ), Washington D.C., National Association for the Education of Young Children, 2009.
|Disciplines - |
|Child Development/Early Childhood Education |
|Method of Instruction - |
- Lecture presentations and classroom discussion.
- Group presentations of major projects followed by in-class discussion and evaluation.
- Field trips
- Oral presentations
|Lab Content - |
|Not applicable. |
|Types and/or Examples of Required Reading, Writing and Outside of Class Assignments - |
- Assigned readings in text or articles provided by the instructor.
- Test on lecture, discussion and reading of text.
- Written interpretation of child observations. Example: a written reflection, reaction or interpretation of a child observation conducted outside of class related to language development of an infant, toddler, preschooler or school-aged child
- Reaction writing assignments to guest speakers, video viewings, and experiences such as research projects and field trips
- Children's book evaluation project including written paper.
- Community library storytelling program written observation and reflection