ECED 233 - Emerging Literacy
PREREQUISITES: ENGL 111 - English Composition and ECED 103 - Curriculum in the Early Childhood Classroom
PROGRAM: Early Childhood Education
CREDIT HOURS MIN: 2
LECTURE HOURS MIN: 2
LAB HOURS MIN: 1
TOTAL CONTACT HOURS MIN: 3
DATE OF LAST REVISION: Fall 2025
Explores the aspects of early literacy and language skill development in young children from birth through third grade. Analyzes the vital role adults play in supporting children’s language arts development. The course identifies age-appropriate practices and materials provided in the learning environment that support meaningful speech, listening skills and fundamental concept development about print. Students will explore techniques, technological tools and other learning opportunities that encourage positive attitudes in children regarding listening, speaking, reading and writing activities. In the course, students will research, examine and explore the use of observation in screening and assessment to promote healthy literacy development in early childhood education. Lab and field experiences are included. Students are required to complete observations and field experiences with children as related to this course (32 hours). Due to the field experience requirement, this course is required to be taken at the student’s home campus unless otherwise approved by the student’s home campus ECED Program Chair.
Students are required to meet personnel requirements for child care licensing which may include, but are not limited to: FBI fingerprints, 5 panel drug screen, TB test, physical/vaccination history, criminal history checks, CPS registry checks, reference checks, and completion of state licensing mandatory training modules- Health and Safety Modules 1-4, Intro to the Indiana Early Learning Standards, and Child Abuse Prevention and Detection or others that may apply or be requried by state law or by the early learning program.
MAJOR COURSE LEARNING OBJECTIVES: Upon successful completion of this course the student will be expected to: - Identify and define the emergence of speech and auditory skills in children, birth through third grade. (1a, 1b, 1c)
- Recognize and evaluate the aspects of the learning environment that support the emergence of literacy skill development in children. (1a, 1d, 4c)
- Identify, observe, and evaluate the developmental stages of writing in young children (1a, 1d, 3a, 3b)
- Identify, observe, and evaluate the developmental stages of the Concepts of Print with young children (1a, 1d, 3a, 3b)
- Identify the importance of the adult role in providing an appropriate communication model that supports active listening, meaningful vocabulary development, and supports an appreciation of print/media, language and literacy. (1a, 1b, 4a)
- Explore cultural influences in language and literacy development in children. (1a, 1b, 1c)
- Select and evaluate developmentally appropriate literature for young children. (1a, 1b, 4c)
- Develop activities that support families in providing emerging literacy activities for the home (2a, 2b, 4a)
- Define and discuss the use of technology in relation to language and literacy development in early childhood. (1a, 1b, 1c, 1d)
- Identify the use of observations, assessments, and screenings when planning language arts activities for young children. (3a, 3b, 3c)
- Plan, implement, and evaluate activities and experiences to promote emergent literacy, and be evaluated by the instructor in an early learning classroom.; (1a, 1b, 1c, 4a, 4b, 4c, 5a, 5b, 5c)
- Recognize and use the Indiana Early Learning Foundations for Infants, Toddlers, and Preschoolers and Indiana Academic Standards for Language Arts for K-3. (5a, 5b, 5c, 6b)
- Complete a minimum of 32 hours of field experience which includes 16 hours for preparation/planning (including creation of materials)/observation, 8 hours for implementation/assessment/working directly with children, and 8 hours for reflection, evaluation and professional communication with the site mentor/cooperating teacher. (6e, 7)
COURSE CONTENT: Topical areas of study include - - Linguistic development birth- grade 3
- Children’s literature
- Technology
- Screening and assessment tools
- Emergent literacy
- Family involvement
- Language Arts activities
- Receptive language skills
- Expressive language skills
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2021 NAEYC Professional Standards and Competencies for Early Childhood Educators
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STANDARD 1
Child Development and Learning in Context
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NAEYC Standards covered in this course
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INTASC Standards Alignment
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1a: Understand the developmental period of early childhood from birth through age 8 across physical, cognitive, social and emotional, and linguistic domains, including bilingual/multilingual development.
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x
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1. a, b
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1b: Understand and value each child as an individual with unique developmental variations, experiences, strengths, interests, abilities, challenges, approaches to learning, and with the capacity to make choices.
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x
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1. b, e, f
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1c: Understand the ways that child development and the learning process occur in multiple contexts, including family, culture, language, community, and early learning setting, as well as in a larger societal context that includes structural inequities.
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x
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1. b, g, h
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1d: Use this multidimensional knowledge-that is, knowledge about the developmental period of early childhood, about individual children, and about development and learning in cultural contexts-to make evidence-based decisions that support each child
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x
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STANDARD 2
Family-Teacher Partnerships and Community Connections
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2a: Know about, understand, and value the diversity of families.
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x
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2b: Collaborate as partners with families in young children’s development and learning through respectful, reciprocal relationships and engagement.
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x
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3. a, b, c
7. m, o
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2c: Use community resources to support young children’s learning and development and to support families, and build partnerships between early learning settings, schools, and community organizations and agencies.
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1. k
2. k
3. f
10. d, q
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STANDARD 3
Child Observation, Documentation, and Assessment
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3a: Understand that assessments (formal and informal, formative and summative) are conducted to make informed choices about instruction and for planning in early learning settings.
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x
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6. a, c, g, k, l
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3b: Know a wide range of types of assessments, their purposes, and their associated methods and tools.
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x
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6.a,b,c,d,e,k,t,v
7. a, b
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3c: Use screening and assessment tools in ways that are ethically grounded and developmentally, ability, culturally, and linguistically appropriate in order to document developmental progress and promote positive outcomes for each child.
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x
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6.a, b, c, d, e
7.a,b
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3d: Build assessment partnerships with families and professional colleagues.
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STANDARD 4
Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
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4a: Understand and demonstrate positive, caring, supportive relationships and interactions as the foundation of early childhood educators’ work with young children.
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x
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3. a, i, o
4. d
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4b: Understand and use teaching skills that are responsive to the learning trajectories of young children and to the needs of each child, recognizing that differentiating instruction, incorporating play as a core teaching practice, and supporting the development of executive function skills are critical for young children.
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x
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3. d, I, j, l, o, p
4. e, f
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4c: Use a broad repertoire of developmentally appropriate, culturally and linguistically relevant, anti-bias, evidence-based teaching skills and strategies that reflect the principles of universal design for learning.
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x
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3. m
4. d, f, g, (?)
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STANDARD 5
Knowledge, Application, and Integration of Academic Content in the Early Childhood Curriculum
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5a: Understand content knowledge- the central concepts, methods and tools of inquiry, and structure-and resources for the academic disciplines in an early childhood curriculum.
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x
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4. j, l, n
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5b: Understand pedagogical content knowledge-how young children learn in each discipline-and how to use the teacher knowledge and practices described in Standards 1 through 4 to support young children’s learning in each content area.
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x
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5c: Modify teaching practices by applying, expanding, integrating, and updating their content knowledge in the disciplines, their knowledge of curriculum content resources, and their pedagogical content knowledge.
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x
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5. i, j, m, o, s
6. u
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STANDARD 6
Professionalism as an Early Childhood Educator
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6a: Identify and involve themselves with the early childhood field and serve as informed advocates for young children, families, and the profession.
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6b: Know about and uphold ethical and other early childhood professional guidelines.
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x
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3. p, q, r
9.d,e,f,g,i, j, l, n, o
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6c: Use professional communication skills, including technology-mediated strategies, to effectively support young children’s learning and development and to work with families and colleagues.
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6d: Engage in continuous, collaborative learning to inform practice.
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9. b, e, i
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6e: Develop and sustain the habit of reflective and intentional practice in their daily work with young children and as members of the early childhood profession.
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x
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7. q
9. e, h, l, m
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STANDARD 7
Field Experiences
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7a: Opportunities to observe and practice in at least two of the three early childhood age groups (birth - age 3, 3-5, 5-8)
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x
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7b: Opportunities to observe and practice in at least two of the three main types of early education settings (early school grades, child care centers and homes, Head Start programs)
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x
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GRADING POLICY
100 - 93% A 92 - 85% B 84 - 75% C 74 - 71% D 70 - 0% F PORTFOLIO DEVELOPMENT: All degree seeking students will be expected to present examples of coursework that they deem suitable for a cumulative portfolio that will be reviewed prior to graduation. The portfolio will contain several artifacts and reflection pieces as evidence of the students’ demonstrated understanding of early childhood principles as outlined by INTASC and NAEYC standards. The cumulative portfolio should document each student’s dispositions and competencies reflected in assignments throughout their coursework. Creating a portfolio has value to students, the Ivy Tech Community College early childhood education program and potential employers. Students should select from a variety of assignments and are free to confer with their instructor about alternate choices of material.
Course Addendum - Syllabus (Click to expand)
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