ECED 243 - Cognitive Curriculum
PREREQUISITES: ECED 103 - Curriculum in the Early Childhood Classroom , ECED 120 - Child Growth and Development
PROGRAM: Early Childhood Education
CREDIT HOURS MIN: 3
LECTURE HOURS MIN: 3
LAB HOURS MIN: 1
TOTAL CONTACT HOURS MIN: 4
DATE OF LAST REVISION: Fall 2025
Review cognitive theories of development in relation to the domains of early learning. Analyze appropriate problem solving, math, science, and social studies curriculum in early childhood settings. Create and implement curriculum in the domains of early learning utilizing appropriate child outcomes assessment. Reflect upon implementation of activities and assessment with children.
Students are required to complete observations and field experiences with children (32 hours) as related to this course and be evaluated by the course instructor.
Update field experience info: 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.
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.
MAJOR COURSE LEARNING OBJECTIVES: Upon successful completion of this course the student will be expected to: - Review and identify theories, principles and research that serve as a guide to implementation of best practices in support of cognitive development in young children. (1a, 3a, 4b )
1.1 Describe theoretical perspectives and core research of the developmental periods of early childhood and how development and learning intersect across domains. (1a leveling)
1.2 Review how structural inequities and trauma adversely impact development and learning. (1c leveling)
1.3 Review the core research base regarding the purposes and uses of assessment. (3a leveling, KPS 3.1 )
1.4 Summarize the foundational theories of cognitive development (e.g., Piaget’s stages of cognitive development, Vygotsky’s sociocultural theory, information processing theory). - Describe brain development in young children including executive function, learning motivation, and approaches to play and learning. (1a, 4b)
2.1 Define executive function and list ways to support it. (4b leveling, KPS 2.4)
2.2 Define learning motivation and list ways to promote it.
2.3 Define approaches to play and learning.
2.4 Describe brain development for children ages 0-3. (1a leveling) 2.5 Describe brain development for children ages 3-5. (1a leveling) 2.6 Describe brain development and the brain science behind learning to read. (KPS 1.2)
- Observe a selected age group of children and plan developmentally appropriate learning activities/lessons.(3a, 3b, 3c)
3.1 Identify that observation and documentation are central practices in assessment.
3.2 Practice ethical observation skills to observe a group of children to determine needs and interests.
3.3 Describe how young children learn across core content areas and use this understanding to make instructional decisions (5b leveling)
3.4 Use observations to write goals and objectives in alignment with Indiana Early Learning Standards. 3.5 Plan developmentally appropriate, hands-on activities for a group of children based on needs and interests gathered through observation in the areas of math, science, and social studies that counters biases and stereotypes and fosters children’s interest in the content area. (5c leveling) 3.6 Implement teaching practices that incorporate various types of play and support children’s executive functioning skills. (4b leveling) 3.7 Plan integrated curriculum that incorporates math, science, and/or social studies with Science of Reading literacy based strategies for language and vocabulary development (KPS 4E.3, 4E.4).
- Observe and analyze environments and activities in relation to children’s learning. (1b, 3c, 3d)
4.1 Observe and analyze classroom environments for children ages 0-3 to determine what materials, activities, and interactions are provided to support cognitive development.
4.2 Observe and analyze classroom environments for children ages 3-5 to determine what materials, activities, and interactions are provided to support cognitive development.
4.3 Observe and analyze classroom environments for children in grades K-3 to determine what materials, activities, and interactions are provided to support cognitive development. 4.4 Explore the role of the educator in creating a stimulating environment that encourages exploration, curiosity, critical thinking, and language development .
- Plan, implement and evaluate integrated learning experiences for young children which promote math, science and social studies skills and further support language and literacy development. (1d, 4a, 4b, 4c, 5a, KPS 4a, 4e)
5.1 Combine understanding of content knowledge and pedagogical knowledge to select and create activities to support the integration of content areas. (5c leveling)
5.2 Use teaching practices that are developmentally appropriate including level of development, individual characteristics, and the sociocultural context in which they live (4b leveling) 5.3 Integrate activities to support vocabulary development and age appropriate strategies for listening or reading comprehension with math, science, and social studies concepts and activities (KPS 4F.3, 4F.4, 4F.5) 5.3 Critique a learning experience after implementation for how it supported math, science and social studies skills and language and literacy development. - Plan, implement, and evaluate learning experiences that support deep vocabulary development within integrated experiences for math, science, and social studies. (1d, 4a, 4b, 4c, 5a)
6.1 Identify essential vocabulary terms specific to math, science, and social studies topics being taught and prioritize vocabulary that is fundamental to understanding core concepts in each subject area (KPS 4E.3, 4E.4).
6.2 Design lesson plans that seamlessly integrate vocabulary instruction with math, science, and social studies content and incorporate vocabulary into hands-on activities, experiments, and project-based learning (KPS 4E.3, 4E.4).
6.3 Explicitly teach new vocabulary using developmentally appropriate strategies that encourage active participation (KPS 4E.3, 4E.4). 6.4 Critique your learning experience after implementing how deep vocabulary was integrated. - Prepare multi-sensory and multi-modal learning experiences for children.
7.1 Recognize the different sensory modalities (visual, auditory, kinesthetic, tactile) that children may prefer in their learning experiences (4A.2).
7.2 Integrate tools and manipulatives that engage multiple senses simultaneously (e.g., sandpaper letters for tactile-kinesthetic learning) (4A.2).
7.3 Deliver lessons that incorporate a blend of auditory, visual, and kinesthetic learning opportunities to accommodate diverse learners and use storytelling, role-playing, and interactive demonstrations to engage children in multi-modal experiences (4A.2).
7.4 Ensure that multi-sensory and multi-modal learning experiences are accessible to all children, including those with sensory processing disorders or other special needs, and adapt and differentiate activities to ensure inclusivity and support for diverse learners (4A.2). - Explore the use of technology in the classroom as a teacher resource, and learning opportunity for children. (6c)
8.1 Describe the structure, strengths, and limitations of a variety of assessment methods and tools including technology related tools. (3b leveling) 8.2 Discuss how technology can be integrated into lesson planning and instructional strategies to support learning objectives.
8.3 Describe best practices for integrating technology into early childhood education in a way that is intentional, meaningful, and developmentally appropriate.
8.4 Explore guidelines and recommendations from professional organizations (e.g., NAEYC, ISTE) on the appropriate use of technology with young children.
- Examine and self-reflect on teaching practices, ways to support young learners, sources of professional knowledge, and assumptions about the early childhood field with a spirit of inquiry. (6e)
9.1 Describe developmentally appropriate decisions, plans, and adjustments to practice in response to individual, developmental, cultural, and linguistic variations in children. (1b leveling)
9.2 Discuss how to adapt teaching methods to meet the diverse needs of young learners, including those with special needs or from diverse cultural backgrounds.
9.3 Participate in collaborative reflection sessions with peers to discuss teaching practices, share experiences, and provide mutual support.
- Select, use, and reflect on assessments in a professionally and ethically responsible manner that are appropriate for the developmental stage, culture, language, and abilities of children being assessed. (3a, 3b, 3c)
10.1 Describe how assessment approaches should be connected to the goals and teaching strategies.
10.2 Describe the essentials of authentic assessment. 10.3 Describe the components of the assessment cycle including the basics of conducting systematic observations and interpreting those observations. (3b leveling) 10.4 Use assessments in a professional and ethically responsible manner (KPS 5.4). 10.5 Reflect on the use of assessment tools in connection with professionalism, ethics, and DAP practice. - Understand rationale for instruction to accommodate individual differences in cognitive, linguistic, sociocultural, and behavioral aspects of learning.
11.1 Design scaffolded instruction that supports students with cognitive differences, gradually reducing support as they gain independence.
11.2 Implement scaffolded instruction that supports students with cognitive differences, gradually reducing support as they gain independence.
11.3 Design activities that provide equitable access to high-quality experiences for all children, regardless of their cognitive, linguistic, sociocultural, or behavioral differences.
11.4 Integrate UDL principles into planning to provide multiple means of representation, expression, and engagement, accommodating a wide range of individual differences.
- Recognize and use Indiana’s Early Learning Standards as a basis for planning developmentally appropriate and challenging learning experiences with experiences for infants, toddlers, and preschoolers. (5c)
12.1 Create learning activities that are directly aligned with Indiana’s Early Learning Standards.
12.2 Plan play-based learning experiences that align with the standards, recognizing the role of play in supporting development across all domains, and integrating play into daily routines and activities.
- Review and critique credible professional literature/resources and research to support student’s understanding of effective planning of content areas, domains of learning and assessment techniques. (5b, 6c)
13.1 Recognize that teachers must gain content knowledge in the areas in which they will be teaching.
13.2 Determine how to find credible sources to gain content knowledge
13.3 Use resources from professional organizations representing content areas as well as through professional development to support instructional practice and growth in knowledge in content areas. (5c leveling) 13.4 Evaluate current research studies that explore effective strategies for enhancing cognitive development in early childhood.
- Plan and engage children in hands-on learning activities and document the learning process through photographs, anecdotal notes, and child dictations in order to complete the NAEYC Key Assessment: Documentation Board. (1a, 1b, 1d, 3a, 3b, 3c, 4a, 4b, 4c, 5a, 5b, 5c, 6e)
14.1 Part 1: Pre-planning and permission
14.2 Part 2: Observation
14.3 Part 3: Concept webbing
14.4 Part 4: Lesson planning and preparation of materials
14.5 Part 5: Implementation and documentation
14.6 Part 6: Creating the documentation board
14.7 Part 7: Reflection
15. Know and apply strategies for vocabulary instruction by understanding the role of vocabulary in language comprehension, identifying sources of vocabulary differences among students, and implementing both indirect and direct methods of vocabulary teaching. (1a, 1b, 1c, 1d, 4b, 4c, 5a, 5b) 15.1 Describe the role of vocabulary development and vocabulary knowledge in oral and written language comprehension. (KPS 4E4.1) 15.2 Describe considerations for the sources of wide differences in students’ vocabularies. (KPS 4E.2) 15.3 Describe the role and characteristics of indirect (contextual) and direct explicit methods of vocabulary instruction, birth to K. (KPS 4E.3, 4E.4) 15.4 Model with peers effective teaching of vocabulary. 16. Implement effective comprehension instruction across various genres. (1a, 1b, 1c, 1d, 4b, 4c, 5a, 5b) 16.1 Examine factors (background knowledge, vocabulary, language structures, verbal reasoning, and literacy knowledge) that contribute to deep listening and reading comprehension across genres. (KPS 4F.1, 4F.2) 16.2 Analyze the role of sentence comprehension in listening and reading comprehension. (KPS 4F.3) 16.3 Practice with peers the use of explicit comprehension strategy instruction, as supported by research. (KPS 4F.4) 16.4 Practice with peers the teacher’s role as an active mediator of text-comprehension processes. (KPS 4F.5) 16.5 Examine and model the use of appropriate texts for large/small group read- alouds and learning centers to develop content knowledge, vocabulary, syntax and listening comprehension. 16.6 Explore effective teaching strategies for the use of children’s literature in the classroom and how these strategies may differ from birth to grade 3 including dialogic reading through the use of decodable texts.(KPS 4C.8, 4F.2)
17. 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)
17.1 Complete pre-application tasks in Tevera for field placement. 17.2 Select an appropriate field placement site and seek approval. 17.3 Complete all site required paperwork, ensuring professionalism in communication
17.4 Begin field hours and complete weekly hours logs in Tevera
17.5 Engage in professional communication at the site
17.6 Engage in observation, documentation, and activity preparation
17.7 Engage with children to offer cognitive based experiences
17.8 Reflect on one’s own teaching practices and experiences at the site
COURSE CONTENT: Topical areas of study include - Topical areas of study include - Promoting young children’s concept development through problem solving Developmentally appropriate assessment processes Assess development of selected age group of children Use of appropriate assessment tools Fundamental concepts in inquiry, math, science and social studies Plan, implement, and evaluate activities/lessons in math, science and social studies Plan integrated lessons for math,science, and social studies for vocabulary development and listening and reading comprehension Environmental materials and teacher resources for math, science and social studies Indiana Early Childhood Standards and/or Indiana Academic Standards Appropriate use of open ended questions as a means of guiding children’s problem solving skills Documentation of children’s work Self reflection |
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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2.a-b; 5.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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2.a; 3.a-b; 5.b
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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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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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4.a-b; 8.a-d
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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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5.a-b
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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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5.a-b; 7.b
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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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2.a-b; 3.a-b; 5.a-b; 8.c-d
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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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3b: Know a wide range of types of assessments, their purposes, and their associated methods and tools.
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6.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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3.b; 6.a-b; 7.a-b
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3d: Build assessment partnerships with families and professional colleagues.
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x
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3.b; 5.a-b; 7.b
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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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5.a; 7.b
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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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2.a-b; 4.a-b; 8.a-b
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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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2.a-b; 3.a-b; 6.a-b; 8.a
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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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7.a-b; 3.a-b
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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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3.a; 5.a; 7.a-b
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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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7.a-b; 3.b; 8.b
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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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9.a, b, c, d
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6b: Know about and uphold ethical and other early childhood professional guidelines.
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9.f, j, 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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x
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9.c, d, f
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6d: Engage in continuous, collaborative learning to inform practice.
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9.a, b, c, d,
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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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9.f, o
2.a-b; 3.a-b; 4.a-b; 5.a-b; 6.a-b; 8.a-d
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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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1.a, b, c; 3.b, c, d
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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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1.a, b, c; 3.b, c, d
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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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