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Effective: Summer 2011
CHLD 85LITERACY & LITERATURE IN EARLY CHILDHOOD EDUCATION3 Unit(s)

Grade Type: Letter Grade Only
Not Repeatable.
FHGE: Non-GE Transferable: CSU
3 hours lecture. (36 hours total per quarter)

Description -
Introduction to literature for children from birth through age 8. Emphasis on selection, evaluation and classroom use of literature to support literacy in children. The development of experiences and activities for young children which promote oral and written language abilities will also be discussed.

Course Objectives -
Student will be able to:
  1. Identify age-appropriate literature to support developmental needs of young children.
  2. Demonstrate understanding of methods and techniques for presenting literature to young children.
  3. Discuss the theoretical principles of emergent literacy in young children.
  4. Understand the importance of supporting literacy development in young children.
  5. Define criteria for evaluating children's literature.
  6. Examine materials and skills necessary for leading group activities.
  7. Demonstrate an understanding of developmentally appropriate literacy experiences for the young child.
Special Facilities and/or Equipment -
None.

Course Content (Body of knowledge) -
  1. Identify age-appropriate literature to support developmental needs of young children. (Lec)
    1. Infants
    2. Toddlers
    3. Preschoolers
    4. School-age children
  2. Demonstrate understanding of methods and techniques for presenting literature to young children. (Lec)
    1. Reading aloud
    2. Storytelling
    3. Visual aids
    4. Creative dramatics
    5. Puppetry
    6. Children as storytellers
  3. Discuss theoretical principles of emergent literacy in young children.(Lec)
    1. Current research and practical application
    2. Developmental needs
    3. Facilitating emergent literacy
    4. Providing a language-rich environment
  4. Understand the importance and value of supporting literacy development in young children. (Lec)
    1. Current research and practical application
    2. Support for children's growth in all domains of development
  5. Define criteria for evaluating children's literature. (Lec)
    1. Content
      1. Emotional needs of children
      2. Appropriate characterization
      3. Quantity of text
      4. Suitable concept
      5. Age appropriate
    2. Anti-bias Factors
      1. Gender issues
      2. Cultural diversity
      3. Stereotypes
    3. Illustrations
      1. Child-oriented perspective
      2. Meaning of text conveyed
      3. Interpretation elicited
      4. Art style appropriate for text
      5. Aesthetic quality
  6. Examine materials/skills necessary for leading group activities. (Lec)
    1. Storytelling and techniques
      1. Appropriate stories and basic techniques
      2. Sing storytelling with young children
    2. Felt board activities
      1. Appropriate materials and techniques
      2. Student presentation of created felt board stories
    3. Dramatic Play
      1. Themes
      2. Materials and methods
      3. Adult role
    4. Creative Dramatics
      1. Sequence of activities
      2. Examples of appropriate materials
    5. Puppetry
      1. Materials used
      2. Teaching strategies used to enhance children's creativity
  7. Demonstrate an understanding of developmentally appropriate literacy experiences for the young child. (Lec)
    1. Define developmentally appropriate literacy experiences
    2. Criteria for appropriate activities
    3. Choosing appropriate children's books
    4. Teaching techniques and strategies
Methods of Evaluation -
  1. Class participation ‚ƒ́ small group/large group discussions and projects
  2. Oral presentation
  3. Written work
  4. Book evaluation Project
  5. Storytelling program observation
  6. Collaborative group project
Representative Text(s) -
Machado, Jeanne M. Early Childhood Experiences in Language Arts. 9th ed. Florence, KY: Wadsworth Cengage Learning, 2010.
Genishi, Celia and Anne Haas Dyson. Children Language and Literacy (Diverse Learners in Diverse Times). Washington D.C.: National Association for the Education of Young Children, 2009.
Schickendanz, Judith. Much More Than the ABC's‚ƒ́The Early Stages of Reading and Writing. Washington D.C.: National Association for the Education of Young Children, 1999. (This text remains relevant and content is still current.)

Disciplines -
Child Development
 
Method of Instruction -
  1. Lecture
  2. Discussion
  3. Oral presentations
  4. Demonstration
  5. Field trips
 
Lab Content -
Not applicable.
 
Types and/or Examples of Required Reading, Writing and Outside of Class Assignments -
  1. Reading and study of the text
  2. Reading and written response to test questions, assignments and relevant articles and online reading material.
  3. Reaction writing assignments to guest speakers, video viewings, and experiences such as research projects and field trips
  4. Research, planning and written evaluation of individual or group creative projects.