Environments and Curriculum in Early Childhood Ed II

Course Number: ECE 123
Transcript Title: Environments and Curriculum II
Created: September 1, 2012
Updated: August 15, 2019
Total Credits: 4
Lecture Hours: 40
Lecture / Lab Hours: 0
Lab Hours: 0
Satisfies Cultural Literacy requirement: No
Satisfies General Education requirement: No
Grading options: A-F (default), P-NP, audit
Repeats available for credit: 0


Course Description

Demonstrates the knowledge of child development and learning, as well as content knowledge, both in terms of academic disciplines and interdisciplinary integration. Explores the use of developmentally and culturally appropriate practices in creating physical and social environments and curriculum for children six weeks to ten years. Employs theories of play and early care and education to plan and implement curriculum and environments for children. Includes students planning, implementation, and evaluation of environments and curriculum for young children. Prerequisite: ECE 122. Audit available.

Intended Outcomes

Upon successful completion of this course, students will be able to:

  1. Select, analyze and plan developmentally appropriate practices (DAP) curriculum content and supporting environments.
  2. Develop and strengthen developmentally appropriate practices (DAP) curriculum and environments through family/community engagement.
  3. Choose strategies, approaches, and tools that promote self-regulation and a sense of inquiry for young children.
  4. Analyze, adapt, and modify environments and curriculum to enable individual children to experience success and a sense of competence.
  5. Plan, implement and evaluate curriculum; and inclusive anti-bias child-centered environments that effectively incorporate all six domains. (Aesthetic, Affective, Cognitive, Language, Physical, and Social)

Outcome Assessment Strategies

Assessments may include: class participation, quizzes, portfolio artifacts, interviews, research paper, written observations, journal reflections, and written assignments.  Final project:  Plan a quality learning environment which meets the individual and unique needs of all children.

Course Activities and Design

The determination of teaching strategies used in the delivery of outcomes is generally left to the discretion of the instructor. Here are some strategies that you might consider when designing your course: lecture, small group/forum discussion, flipped classroom, dyads, oral presentation, role play, simulation scenarios, group projects, service learning projects, hands-on lab, peer review/workshops, cooperative learning (jigsaw, fishbowl), inquiry based instruction, differentiated instruction (learning centers), graphic organizers, etc.

Course Content (Themes, Concepts, Issues and Skills)

  • Developmentally appropriate practices related to curriculum and environment
  • The importance of play
  • Multicultural/Anti-Bias curriculum
  • Themes, units, projects, and webs
  • Positive and reciprocal relationships with families
  • Curriculum content should include the following six domains:
    • Aesthetic Domain:  Appreciation of the arts and enjoyment of sensory experiences
    • Affective Domain:  Trust, autonomy, initiative, industry, self-awareness, self-esteem
    • Cognitive Domain:  Perception, physical knowledge, logical-mathematical knowledge, social-conventional knowledge, scientific understanding, critical thinking skills
    • Language Domain:  Receptive language, listening skills, expressive language, reading and writing
    • Physical Domain:  Fine-gross motor skills, body awareness, physical health
    • Social Domain:  social skills, socialization, social studies (family, diversity, culture etc.) 

Department Notes

NAEYC standards that relate to ECE 120- Standards 4) using developmentally appropriate practices (DAP), 5) using content knowledge to build meaningful curriculum

Core Knowledge categories – Learning Environments & Curriculum (LEC)