Active Outline

General Information

Course ID (CB01A and CB01B)
C D D055.
Course Title (CB02)
Literacy Development and Activities for the Young Child
Course Credit Status
Credit - Degree Applicable
Effective Term
Fall 2023
Course Description
Theories of language acquisition and the process of language development in young children. Introduction to methods and materials that enhance emerging language and literacy for infants through school-age children in a culturally diverse society. (This course meets NAEYC Standards: 1a,1b,1c; 3a, 3b, 3c; 4b, 4c, 4d; NBPTS Standards 1-10 for ECE-Middle Years; DEC/CEC standards 1-8; and CA ECE Standards 1, 2, 5 and 8.)
Faculty Requirements
Course Family
Not Applicable

Course Justification

This is a CSU transferable course and belongs on the Child Development AA degree. It provides students the opportunity to develop knowledge regarding methods and materials that enhance emerging language and literacy for infants through school-age children in a culturally diverse society.

Foothill Equivalency

Does the course have a Foothill equivalent?
No
Foothill Course ID

Course Philosophy

Formerly Statement

Course Development Options

Basic Skill Status (CB08)
Course is not a basic skills course.
Grade Options
  • Letter Grade
  • Pass/No Pass
Repeat Limit
0

Transferability & Gen. Ed. Options

Transferability
Transferable to CSU only

Units and Hours

Summary

Minimum Credit Units
3.0
Maximum Credit Units
3.0

Weekly Student Hours

TypeIn ClassOut of Class
Lecture Hours3.06.0
Laboratory Hours0.00.0

Course Student Hours

Course Duration (Weeks)
12.0
Hours per unit divisor
36.0
Course In-Class (Contact) Hours
Lecture
36.0
Laboratory
0.0
Total
36.0
Course Out-of-Class Hours
Lecture
72.0
Laboratory
0.0
NA
0.0
Total
72.0

Prerequisite(s)

Corequisite(s)

Advisory(ies)

ESL D272. and ESL D273., or ESL D472. and ESL D473., or eligibility for EWRT D001A or EWRT D01AH or ESL D005.

Limitation(s) on Enrollment

Entrance Skill(s)

General Course Statement(s)

Methods of Instruction

Lecture and visual aids

Discussion of assigned reading

Discussion and problem solving performed in class

Quiz and examination review performed in class

Homework and extended projects

Collaborative learning and small group exercises

Collaborative projects

Individual projects, peer presentations

Assignments

  1. Complete language observation and analysis
    1. Naturalistic observation of infant through five-year old
    2. Analysis of child's language development
  2. Develop a felt board activity
    1. Design and create felt pieces based on an age-appropriate picture book for young children
    2. Present felt board stories
  3. Assigned readings from required texts and references
  4. Develop a language game and present in class

Methods of Evaluation

  1. Students will be evaluated with a rubric on their ability to write a naturalistic observation focusing on child language.
  2. Students will take both midterm and final exams to demonstrate their understanding of the class materials including the lectures and assigned readings.
  3. Students will be evaluated with a rubric on their ability to make a felt board for retelling stories and demonstrate the stories well in class.
  4. Students will be evaluated with a rubric on their ability to develop a DAP language game and demonstrate the game well in class.

Essential Student Materials/Essential College Facilities

Essential Student Materials: 
  • None.
Essential College Facilities:
  • None.

Examples of Primary Texts and References

AuthorTitlePublisherDate/EditionISBN
Morrow, Lesley Literacy Development in the Early Years: Helping Children Read and Write (8th Ed) Pearson Higher Education Publishing, 2015

Examples of Supporting Texts and References

AuthorTitlePublisher
Beaty, Janice, Janice Pratt. "Early Literacy in Preschool and Kindergarten: A Multicultural Perspective." Prentice Hall 2006
Cox, Carol. "Engaging English Learners. Exploring Literature, Developing Literacy and Differentiating Instruction." Pearson, 2008.
Cummins, Jim. "Language, Power and Pedagogy: Bilingual Children in the Crossfire." Multilingual Matters LTD: Buffalo. 2001
Herr, Judy, Yvonne Libby Larson. "Creative Resources for the Early Childhood Classroom." Thompson/Delmar. 2003.
Hillman, J. "Discovering Children's Literature". 3rd Edition. Merrill/Prentice Hall, 2003.
Kuklin, Susan. "Families." Hyperion. 2006.
Machado, Jeanne M. "Early Childhood Experiences in Language Arts", 8th edition, New York: Delmar Publishers, 2006.
Otto, Beverly W. "Language Development in Early Childhood. 2nd. Ed. Prentice Hall. 2006.
Peterson and Fenton. "Story Programs: A Source Book of Materials. Roman and Littlefield Pub. Inc. 2000
Ross, Ramon. "Storyteller". 3rd Ed. Charles Merrill Publishing Co., 1996.
Toro, Juan, Judy Herr. "Recursos Creativos Para el Salon de Education Temprana." 3rd Ed. Thompson/Delmar. 2000.
Vukelch, Carol, James F. Christie, Billie F. Enz. "Helping Young Children Learn Language and Literacy." 2nd Ed. Addison Westley. 2007.
Whitehead, Marian R. "Developing Language and Literacy with Young Children." 3rd. Ed. Sage Pub. 2007.

Learning Outcomes and Objectives

Course Objectives

  • Examine foundations of early literacy development including learning theories, research, philosophy and past practices that have shaped present practice
  • Examine language development theories of how children acquire language and reading skills, and relate to stages of language development
  • Analyze young children's language samples using the 5 components of language
  • Examine materials and skills necessary for supporting children's early literacy development
  • Explain the development of early literacy in young children
  • Explain principles used in working with young English Language Learners including promoting English Language Learner literacy
  • Develop early literacy activity that demonstrates an understanding of developmentally appropriate experiences

CSLOs

  • Critique language enhancement materials appropriate for infants to school-aged children.

Outline

  1. Examine foundations of early literacy development including learning theories, research, philosophy and past practices that have shaped present practice
    1. Review theory and philosophy from the 1700's and 1800's (Rousseau, Pestalozzi, Froebel) that have influenced current practice
    2. Describe Theory, Research and Philosophy from the 1900's (Dewey, Behaviorism, Skinner, Montessori, Piaget, Vygotsky)
    3. Analyze past practice that has shaped current practice: Reading readiness and maturation; emergent literacy; Whole language approach; Explicit instruction and Constructivist approaches: pnonics and Whole language
  2. Examine language development theories of how children acquire language and reading skills, and relate to stages of language development
    1. Describe theories of language development (Behaviorist theory, Nativist theory,Piagetian and Vygotskian theories, Constructivist theory, Halliday's theory of the functions of language)
    2. Define brain development and language and literacy development
      1. Describe stages in language development (form bith to 8 years old)
      2. Review bilingualism/English Language Learners development
      3. Examine cultural influence and support
      4. Identify strategies that support brain development and influence language and literacy development
    3. Describe literacy and diversity and teaching children with special concerns
      1. Examine theory and research about literacy and diversity: addressing individual needs of children
      2. Identify appropriate strategies to help support English Language Learners
      3. Analyze strategies to support and help children with diverse needs such as children who are gifted, have learning disabilities, ADHD, at risk, physical impairments
    4. define the role of the teacher in fostering language and literacy development
      1. analyze teaching methods and strategies to figure out words: phonemic awareness and phonics
      2. Describe classroom design and setting up learning centers to support language and literacy development; using environmental print; word walls
      3. Examine classroom routines and using strategies to support literacy(suc as posting the daily schedule/routine with words and picture cues
      4. Define developmentally appropriate instruction
    5. Develop comprehension of text and concepts about books
      1. analyze concepts about books and activities that develop concepts about books
      2. Identify specific materials appropriate for children
        1. describe individual activities
        2. Describe group activities
    6. Understand and identify stereotyping in literacy materials such as racial, ethnic, gender, age stereotypes
  3. Analyze young children's language samples using the 5 components of language
    1. Understand phonology: Smallest unit of sound
      1. Distinguish types of listening
        1. Discriminate listening
        2. Identify critical listening
      2. Examine children's picture books
        1. Distinguish developmentally appropriate books
        2. Identify reading techniques and strategies
    2. Describe Morphology: Smallest unit of meaning.
    3. Understand Syntax: word order, rules, grammar
    4. Understand Semantics: meaning of words
    5. Understand Pragmatics: social situation;appropriate language
  4. Examine materials and skills necessary for supporting children's early literacy development
    1. Research storytelling including the use of felt board activities for storytelling
    2. Understand drama in the classroom
    3. Examine puppetry
  5. Explain the development of early literacy in young children
    1. The development of reading and writing
    2. Comparison of whole language, phonics and specific skill learning
  6. Explain principles used in working with young English Language Learners including

    promoting English Language Learner literacy
    1. Describe the characteristics of language learners
    2. Analyze quality of instruction
  7. Develop early literacy activity that demonstrates an understanding of developmentally appropriate experiences
    1. Identify developmentally appropriate literacy experiences
    2. Distinguish appropriate activities
    3. Research on promoting English Language Learner literacy
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