CHLD 72: LANGUAGE, LITERACY & THE DEVELOPING CHILD
Foothill College Course Outline of Record
Heading | Value |
---|---|
Units: | 3 |
Hours: | 3 lecture per week (36 total per quarter) |
Degree & Credit Status: | Degree-Applicable Credit Course |
Foothill GE: | Non-GE |
Transferable: | CSU |
Grade Type: | Letter Grade Only |
Repeatability: | Not Repeatable |
Student Learning Outcomes
- Identify the stages of language acquisition and development.
- Demonstrate knowledge of how language can be integrated throughout the program.
- Recognize and understand the importance of studying language development within a social context.
Description
Course Objectives
The student will be able to:
A. Identify theories of language development and stages of language acquisition and development.
B. Demonstrate knowledge of how language can be integrated throughout the early care and education program.
C. Define criteria for evaluating children's literature.
D. Explain developmentally appropriate principles and practices used in working with different cultures and individual abilities.
E. Understand the importance and value of supporting literacy development in young children.
F. Identify principles of literacy development.
Course Content
A. Identify theories of language development and stages of language acquisition and development.
1. Behaviorist, maturational, predetermined cognitive and constructivist
2. Infants/pre-verbal communication, toddlers, preschoolers, school-age children
3. Adult's role in fostering language and literacy development
B. Demonstrate knowledge of how language can be integrated throughout the early care and education program.
1. Role of the teacher and developmentally appropriate practices in fostering language and literacy development
2. Learning experiences which foster language and literacy development
a. Storytelling, poetry, puppetry, felt board activities and dramatic play
b. Reading aloud, visual aids, children as storytellers
3. Learning environments which foster language and literacy development
a. Teaching methods
b. Classroom design
c. Classroom routines
d. Developmentally appropriate instruction
C. Define criteria for evaluating children's literature.
1. Content
a. Emotional needs of children
b. Appropriate characterization
c. Quantity of text
d. Suitable concept
e. Age appropriate
2. Anti-bias factors
a. Gender issues
b. Cultural diversity
c. Stereotypes
3. Illustrations
a. Child-oriented perspective
b. Meaning of text conveyed
c. Interpretation elicited
d. Art style appropriate for text
e. Aesthetic quality
D. Explain developmentally appropriate principles and practices used in working with different cultures and individual abilities.
1. Promoting English language learner literacy/bilingualism
2. Characteristics of language learners
3. Speech and language disorders
4. Language delay
5. Environmental and cultural differences
6. Partnering with parents
7. Developmentally appropriate literacy experiences
E. Understand the importance and value of supporting literacy development in young children.
1. Current research and practical application
2. Support for children's growth in all domains of development
3. Providing a language-rich environment
F. Identify principles of literacy development.
1. Emerging literacy
2. Interaction with books
3. Stages of writing-from pictures to words
4. Developing phonemic awareness in children
Lab Content
Not applicable.
Special Facilities and/or Equipment
Method(s) of Evaluation
Evaluation methods may include but are not limited to:
A. Child observation related to language development of an infant, toddler, preschooler or school-aged child
B. Essay and objective exams
C. Cooperative group learning assignments/project
D. Research paper
E. Class participation-small/large group discussions and projects
F. Oral presentation demonstrating an activity or reading a book to an audience
G. Written work, such as reflections or reactions to observations, articles or video
Method(s) of Instruction
A. Lecture presentations and classroom discussion
B. Group presentations of major projects followed by in-class discussion and evaluation
C. Demonstration
D. Field trips
E. Oral presentations
Representative Text(s) and Other Materials
Machado, Jeanne M. Early Childhood Experiences in Language Arts. 11th ed. Belmont, CA: Wadsworth Cengage Learning, 2015.
Schickedanz, Judith A. So Much More Than the ABCs. Washington, DC: National Association for the Education of Young Children, 2013. (Text remains relevant to course content and is user-friendly)
Types and/or Examples of Required Reading, Writing, and Outside of Class Assignments
A. Assigned readings in text or articles provided by the instructor
B. Written interpretation of child observations. Example: a written reflection, reaction or interpretation of a child observation conducted outside of class related to language development of an infant, toddler, preschooler or school-aged child
C. Reaction writing assignments to guest speakers, video viewings, and experiences, such as research projects and field trips
D. Children's book evaluation project including written paper
E. Community library storytelling program written observation and reflection