CDEC 1356
Emergent Literacy for Early Childhood

Western Texas College

  1. Basic Course Information
    1. Course Description: An exploration of principles, methods, and materials for teaching language and literacy through a play-based integrated curriculum to children from birth through age eight.
    2. Required Prerequisite: None
  2. Student Learning Outcomes
    1. Define literacy and emergent literacy
    2. Analyze theories of language development
    3. Describe the teacher’s role in promoting emergent literacy
    4. Create literacy environments and experiences for children
  3. Testing Requirements
    1. The midterm and final exam must be proctored by an approved testing organization. (ask your instructor for more details)
    2. Students will be allowed to use their book and notes for the midterm exam
    3. Students will NOT be allowed to use their book and notes for the final exam
  4. Major Course Requirements
    1. Assignments        60%
    2. Midterm               20%
    3. Final                    20%
  5. Information on Books
    1. Required Book: Early Childhood Experiences in Language Arts, 10th Edition Cengage Learning
  6. Other Policies, Procedures and important dates. Please refer to the WTC Catalog for the following:
    1. Campus Calendar
    2. Final Exam Schedule
    3. How to drop a class
    4. Withdrawal Information
    5. Student Conduct/Academic Integrity
    6. Class Attendance
    7. Student with disabilities
  7. Course Content
Chapter 1

Beginnings of Communication

Genetic Inheritance and Emerging Behaviors
Influences on Development
Theories of Language Emergence
Infants’ Brain Growth

Chapter 2

The Tasks of the Toddler

Attachment and Development of Language
Egocentric Speech to Inner Speech
Toddler Language
Beginning Literacy

Chapter 3

Preschool Years

Children’s Thinking
Advice for Families
Advice for Early Childhood Educators
Conventions of Conversation

Chapter 4

Growth Systems Affecting Early Language Ability

Physical Growth
Cognitive Development
Social and Emotional Growth

Chapter 5

Understanding Differences

Child-Focused and Child Sensitive Approaches
Dialect-Speaking Families
Second-Language Learners
Cultural Differences

Chapter 6

Achieving Language and Literacy Goals through Program Planning

Visual Literacy
Literacy Goals
Language Use in all Curriculum Areas
Commitment to Goals and Objectives

Chapter 7

Promoting Language and Literacy

Teaching Strategies and Behaviors
The Teacher as a Model
The Teacher as a Provider
Scaffolding
The Teacher as a Balancer

Chapter 8

Developing Listening Skills

Types of Learning
Types of Listening
Teacher Skills
Auditory Perception
Phonological Awareness

Chapter 9

Children and Books

History of Children’s Literature
Reading Books to Young Children
Culturally Conscious and Diverse Books
Child- and Teacher-Authored Books

Chapter 10

Storytelling

Storytelling and Literacy
Telling Stories without Books
Storytelling Goals
Types of Stories

Chapter 11

Poetry

Learning Opportunities
Poetry and Early Reading Ability
Poetry Elements
Techer Techniques

Chapter 12

Flannel (Felt) Boards and Activity Sets

Flannel Board Construction
Flannel Board Activity Set
Presentation

Chapter 13

Realizing Speaking Goals

Program Goals
Daily Conversation
The Authentic Teacher
Awareness of intelligent Behavior
Dramatic Play

 

 

Last Modified: August 15, 2017