Primary Navigation
  • About
  • Academics
  • Continuing Education
  • Admission
  • Student Life
  • Student Services
  • Library
  • News and Events
  • Giving
Language Arts and Social Studies for the Young Child

I.     Course Prefix/Number: ECE 226

       Course Name: Language Arts and Social Studies for the Young Child

       Credits: 3 (3 lecture; 0 lab)

II.    Prerequisite

ECE 102, ECE 104 and ECE 125, all with minimum grades of C, or consent of instructor.

III.   Course (Catalog) Description

Course examines language development theory and appropriate language arts and social studies activities for young children.  Topics emphasize design and evaluation of developmentally appropriate, anti-bias activities and instructional materials.

IV.   Learning Objectives

By the end of this course, students who satisfactorily complete all work will be able to:

A.    Demonstrate an understanding of the cognitive and language development of young children as well as the unique needs of second-language children.

B.    Identify appropriate language arts and social studies learning objectives for Early Childhood programs.

C.    Develop appropriate learning opportunities for young children in language arts and social studies (structured, individual, small and large groups.)

D.    Select, utilize and evaluate literature appropriate for preschool children.

E.    Plan for and recognize learning opportunities in both language arts and social studies experiences during “free choice” activity time in a preschool.

F.    Identify appropriate software and discuss the use and misuse of computers in preschool classes.

G.    Select and evaluate commercially made materials.

In addition to the objectives listed above, this course also meets the following Illinois Professional Teaching Standards and the Early Childhood Content Standards as put forth by the Illinois State Board of Education.

 
IPTS
STANDARD 1 – Content Knowledge
The competent teacher understands the central concepts, methods of inquiry, and structures of the disciplines and creates learning experiences that make the content meaningful to all students

Knowledge indicators – The competent teacher:
1A.  understands major concepts, assumptions, debates, principles, and theories that are central to the discipline(s) in which certification is sought.
1B.  understands the processes of inquiry central to the discipline.

STANDARD 2 – Human Development and Learning
The competent teacher understands how individuals grow, develop and learn and provides learning opportunities that support the intellectual, social, and personal development of all students.

Knowledge indicators – The competent teacher
2A.  understands how students construct knowledge, acquire skills, and develop habits of mind.
2B.  understands that students’ physical, social, emotional, ethical, and cognitive development influences learning.
2C.  understands human development learning theory, neural science, and the range of individual variation within each domain.
2D.  understands that differences in approaches to learning and performance interact with development.
2E.  understands how to include students development factors when making instructional decisions.
2F.  knows the impact of cognitive, emotional, physical, and sensory disabilities on learning and communication processes.

STANDARD 4 – Planning for instruction
The competent teacher understands instructional planning and designs instruction based upon knowledge of the discipline, students, the community, and curriculum goals.

Knowledge indicators – The competent teacher
4A.  understands the Illinois Learning Standards, curriculum development, content, learning theory, and student development and knows how to incorporate this knowledge in planning instruction.
4B.  understands how to develop short-and long-range plans consistent with curriculum goals, learner diversity, and learning theory.
4C.  understands how to take the contextual considerations of instructional materials, individual student interests, and career needs into account in planning instruction that creates an effective  bridge between students’ experiences and career and educational goals.
4D.  understands when and how to adjust plans based on students’ responses and other contingencies.

STANDARD 7 – Communication
The competent teacher uses knowledge of effective written, verbal, non-verbal, and visual communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

Knowledge indicator:  The competent teacher:
7A.  understands communication theory, language development, and the role of language in teaching.
7B.  understands how cultural and gender differences can affect communication in the classroom.
7C.  understands the social, intellectual, and political implications of language use and how they influence meaning.
7D.  understands the importance of audience and purpose when selecting ways to communicate ideas.

STANDARD 8 – Assessment
The competent teacher understands various formal and informal assessment strategies and uses them to support the continuous development of all students.

Knowledge indicators – The competent teacher:
8A.  understands assessment as a means of evaluating how students learn, what they know and are able to do in meeting t he Illinois Learning Standards, and what kinds of experiences will support their further growth and development.
8B.  understands the purposes, characteristics, and limitations of different kinds of assessment.

ECCS

STANDARD 1 – Curriculum
The competent early childhood teacher understands and demonstrates the central concepts, tools of inquiry, and structures of the content areas and creates and integrates meaningful learning experiences that develop children’s competence across all developmental areas and content areas.

Knowledge indicators:  The competent early childhood teacher
1A.  demonstrates current knowledge of integrated learning experiences for children from birth through grade three and understands the central concepts and tools of inquiry in each of the following content areas:  Language and Literacy (English Language Arts); Mathematics; Science; Health, Safety, Nutrition, and Movement (Physical Development and Health); Art, Music, Drama (Fine Arts); and Social Science.
1B.  understands conceptually sound and meaningful curriculum for children from birth through grade three.
1C.  demonstrates an understanding of current research, best practice and professional standards.

 
STANDARD 2 – Curriculum:  English Language Arts
The competent early childhood teacher demonstrates proficiency in the use of oral and written English; understands and communicates ideas, information, and perspective in reading, writing, speaking, and listening; and promotes the abilities of children from birth through grade three as they apply language and thinking skills to many different genres, concepts, and situations

Knowledge indicators:  The competent early childhood teacher
2A.  understands vocabulary and word analysis skills, which promote comprehension of meaning in a variety of contexts.
2B.  understands various language components in literacy development, which include the phonemic (sounds of the language), morphemic (words and meaningful parts of words), semantic (meaning), syntactic (sentence structure, parts of speech), and pragmatic (how language works in social context) components of language.
2C.  demonstrates knowledge of a variety of materials for promoting literacy, which include various genres and authors of children’s literature, trade books (fiction and nonfiction), books designed for beginning readers, big books, anthologies, newspapers, and magazines.
2D.  understands a variety of age appropriate strategies that promote reading and listening comprehension and foster development within and among the four language arts (listening, speaking, reading, and writing), including shared, guided, and interactive reading and writing.
2E.  understands the relationships among oral language, written language, and the basic concepts of print.

STANDARD 5 – Curriculum:  Social Science
The competent early childhood teacher understands the interrelationships among the social sciences; uses historical, geographical, economic, and political concepts and modes of inquiry; and promotes the abilities of children from birth through grade three as they begin to experience, think about, and make informed decisions as members  of a culturally diverse, democratic society and interdependent world.

Knowledge indicators:  The competent early childhood teacher
5A.  understands the basic concepts of and interrelationships among the social sciences and the ways in which geography, history, civics, and economics relate to everyday situations and experiences.

Performance indicators:  The competent early childhood teacher
5I.  creates opportunities for children to develop beginning historical concepts involving people, cultures, families, folklore, and related events.
5J.  provides opportunities  for children to explore the interrelationship among people and the roles of individuals and groups in the world in which we live.
5L.  creates opportunities for children to understand the relationship of self to others and to social, economic, cultural, and political activities and institutions.

 
STANDARD 8 – Human Development and Learning
The competent early childhood teacher understands how individuals grow, develop, and learn and provides learning opportunities that support the intellectual, social, emotional, and physical development of all children from birth through grade three.

Knowledge indicators:  The competent early childhood teacher
8A.  understands how children from birth through grade three develop physically, socially, emotionally, cognitively, linguistically, and aesthetically.
8B.  understands how to provide learning opportunities, which support and enhance each area of development-physical, social, emotional, cognitive, linguistic, and aesthetic.

STANDARD 9 – Diversity
The competent early childhood teacher understands how children and families differ in their perspectives and approaches to learning and creates opportunities for growth and learning that are developmentally and culturally appropriate and are adapted for children from birth through grade three.

Knowledge indicators:  The competent early childhood teacher
9B.  understands cultural and linguistic diversity and the significance of familial, sociocultural, and political contexts for development and learning.
9C.  recognizes that children are best understood within the context of family, culture, and society.
9D.  understands the function of the home language in the development of young children and the interrelationships among culture, language, and thought.

STANDARD 10 – Planning for Instruction
The competent early childhood teacher understands instructional planning and designs learning opportunities based on knowledge of the children, their families, and their communities, and of content areas and curriculum goals.

Knowledge indicators:  The competent early childhood teacher
10A.  understands how to plan developmentally and culturally appropriate curriculum.
10B.  understands the rationale for developmentally and culturally appropriate practice.
10C.  understands how to develop short and long-range instructional plans, which are based on play, open-ended inquiry, and long-term investigation.

STANDARD 11 – Learning Environment
The competent early childhood teacher uses an understanding of individual and group motivation and behavior as well as of children’s developmental levels and needs to create a learning environment  that encourages positive social interaction, active engagement in learning, intrinsic motivation, and self-esteem.

Knowledge indicators:  The competent early childhood teacher
11A.  understands how to create, select, and evaluate developmentally appropriate materials, equipment and technology for inclusion in the learning environment.
11B.  understands how to adapt strategies to meet the specific needs of all children from birth to grade three, including those with disabilities, developmental delays, or special abilities.
11C.  understands how to design learning environments that support the educational needs and interests of all children from birth through grade three.
 
STANDARD 12 – Instructional Delivery
The competent early childhood teacher uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills

Knowledge indicators:  The competent early childhood teacher
12A.  understands the rationale for a variety of instructional strategies, including play, small group projects, open-ended questioning, group discussion, problem solving, cooperative learning and inquiry experiences for children from birth through grade three.
12B.  understands how to enhance the intellectual curiosity, problem solving, and decision making children from birth through grade three.

STANDARD 13 – Communication
The competent early childhood teacher uses knowledge of effective, written, verbal, nonverbal, and visual communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

Knowledge indicators:  The competent early childhood teacher
13A.  understands communication theory, language development and the role of language in learning.
13B.  understands how cultural, gender, and socioeconomic differences can affect communication in the classroom.
13C.  understands the interrelationships among language and thought and the function of the home language in the development of young children.
13D.understands the interrelationships among culture, language and thought and the function of t he home language in the development of young children.

STANDARD 15 – Collaborative Relationships
The competent early childhood teacher understands the role of the community in education and develops and maintains collaborative relationships with colleagues, parents/guardians, and community service agencies, to support children’s learning and well-being. 

Knowledge indicators:  The competent early childhood teacher
15A.  understands schools as organizations within the larger community context.
15B.  understands the benefits, barriers and techniques involved in parent/family relationships.
15C.  understands the collaborative process and skills, which are necessary to carry out the process.

V.    Academic Integrity

Students and employees at Oakton Community College are required to demonstrate academic integrity and follow Oakton's Code of Academic Conduct. This code prohibits:

• cheating,
• plagiarism (turning in work not written by you, or lacking proper citation),
• falsification and fabrication (lying or distorting the truth),
• helping others to cheat,
• unauthorized changes on official documents,
• pretending to be someone else or having someone else pretend to be you,
• making or accepting bribes, special favors, or threats, and
• any other behavior that violates academic integrity.

There are serious consequences to violations of the academic integrity policy. Oakton's policies and procedures provide students a fair hearing if a complaint is made against you. If you are found to have violated the policy, the minimum penalty is failure on the assignment and, a disciplinary record will be established and kept on file in the office of the Vice President for Student Affairs for a period of 3 years.
Details of the Code of Academic Conduct can be found in the Student Handbook.

VI.   Sequence of Topics

A.    Overview of curriculum models; planning an integrated curriculum for Early Childhood Centers

B.    Language Arts in the Pre-School
1.    Development of Speech and Language
2.    Development of Listening Skills
3.    Development of Writing Skills
4.    Development of Reading Readiness
5.    Children’s Literature
6.    Storytelling
7.    Poetry
8.    Lesson Plans and Activities in Language Arts

C.    Social studies
1.    Self Awareness and Identity
2.    Interdependence of Family, School and Community
3.    Jobs and Products
4.    Community Customs, History, Differences Among People
5.    Geography
6.    Field Trips
7.    Lesson Plans and Activities
8.    Theoretical Perspectives
9.    Anti-Bias Curriculum

VII.  Methods of Instruction

Introduction to the criteria for evaluating instructional materials.

This course will be taught on three levels:
1.    Theoretical
2.    Curricular
3.    Practical

Lectures, workshops, student activities/demonstrations, reports, films and guest speakers will be included.

Course may be taught as face-to-face, media-based, hybrid or online course.

VIII. Course Practices Required

Students are required to attend class, actively participate in discussion, presentations and activities, complete assigned work.

IX.   Instructional Materials

Note: Current textbook information for each course and section is available on Oakton's Schedule of Classes.

Varies by instructor.

X.    Methods of Evaluating Student Progress

Attendance, participation, written and oral assignments, class presentations and examinations.

XI.   Other Course Information

The instructor will provide each class with further information as to attendance, policies, and support systems.

Plagiarism/Cheating policies are covered under the Academic Dishonesty Section of the current catalog.

If you have a documented learning, psychological, or physical disability you may be entitled to reasonable academic accommodations or services. To request accommodations or services, contact the Access and Disability Resource Center at the Des Plaines or Skokie campus. All students are expected to fulfill essential course requirements. The College will not waive any essential skill or requirement of a course or degree program.