EDEC 322
Early Development and Learning: Preschool Age (Three to five years)
1. Catalog Entry
EDEC 322
Early Development and Learning: Preschool Age (Three to five years)
Credit hours (4) Three hours lecture, one hour laboratory
Prerequisites: 2.5 GPA, EDEC 321, HUMD 300 or PSYC 317 or PSYC 230, or permission
of instructor.
Corequisite: EDSP 436
Designed to provide knowledge of the dynamic interrelated physical, social, emotional,
and cognitive development of children three to five years of age. Theories of development
and methods of child study within cultural and family contexts will be addressed.
Learning patterns will be identified as will appropriate strategies and practices
to enhance and support learning and development. Students will go to preschool settings
regularly to observe and interact with preschoolers.
2. Detailed Description of Content of Course
1) Curriculum, instruction, and assessment for preschool education
a. Principles of learning
b. Methods of communication with and among children
c. Research based curriculum selection
d. Tailored teaching methods to promote children’s learning and preparation for later learning
e. Technology and online learning
f. Valid and reliable classroom-based assessments
g. Formative and summative assessments to meet the needs of diverse learners
h. Analysis of assessment data to inform ongoing planning and instruction and to improve student performance
i. Assessments for student achievement goal setting
j. Ethical issues in assessment
2) Developmentally appropriate programs
a. Definitions
b. Principles and trends
c. Historical, philosophical, and sociological foundations of DAP
d. Administrative issues such as federal laws, state regulations, and Virginia’s Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers
3) Development during the preschool age (3 to 5)
a. Physical growth and development
b. Perception, cognition, and language
c. Social learning and personality development
d. Creativity, play, and imagination
e. Emotional development
4) Diverse learners
a. Cultural sensitivity
b. Inclusion of children with disabilities
c. Gifted children
d. English language learner
5) Developmental domains and curricula connections
a. Aesthetic
i. music
ii. art
iii.drama
b. Affective
i. self-concept development
ii. interpersonal relationships
iii.social studies
iv. self control
c. Cognitive
i. science
ii. math
iii.social studies
d. Language Arts
i. emergent literacy
ii. dialects
iii.limited and non-English speaking children
e. Physical development
i. gross motor
ii. fine motor
iii.health
iv. safety
v. nutrition
f. Symbolic play
i. language
ii. concrete and abstract thinking
iii.problem-solving
iv. conflict resolution
g. Construction
i. spatial relationships
ii. symmetry
iii.ordering
iv. sequence and patterning
6) Curriculum development and implementation
a. Thematic planning
i. integration/webbing
ii. emergent curriculum
iii.project approach
b. Online teaching
i. principles of online learning
ii. online instructional strategies
iii. application of skills to deliver online instruction
7) Preschool children’s learning
a. Learning activities
i. language and emergent literacy
ii. basic math concepts
iii. social studies
iv. science, technology, engineering, art, math (STEAM) education
v. visual performing arts
vi. prosocial behavior
c. Transitions
d. Self-help Skills:
i. toileting
ii. eating
iii. sleeping
iv. dressing and undressing
e. Classroom and behavior management
i. research-based classroom and behavior management techniques
ii. classroom community building
iii. positive behavior supports and individual interventions
iv. culturally responsive behavior management
v. redirection of behavior based on each child’s social development and self-regulation
vi. create safe orderly classroom environment based on children’s developmental status
f. Organizing space, materials, and time
i. learning centers in the classroom
ii. indoor and outdoor environments
g. Transitioning to public school
8)Regulations and policies
a. Federal laws
b. State regulations
c. Virginia’s Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers
d. Guidelines of Virginia Department of Education and Virginia Department of Social Services
3. Detailed Description of Conduct of Course
Instructional strategies may include, but are not limited to lecture, video/films, guest speakers, curriculum projects, field trips, demonstration, role-playing, on-site observations and supervised field experiences.
4. Goals and Objectives of the Course
Goals, objectives, and assignments address the Virginia Department of Education regulations
for preparing educators, the Interstate New Teacher Assessment and Support Consortium
(INTASC), and National Association for the Education of Young Children (NAEYC) standards.
Students successfully completing this course will:
1. Demonstrate knowledge of characteristics and developmental needs of preschool age children including the ability to recognize indicators of atypical development, in the domains of language, social, emotional, cognitive, physical and gross and fine motor development.
2. Demonstrate understanding of multiple interacting influences on child development, interconnectedness of developmental domains, the side range of ages at which developmental skills are manifested, and the individual differences in behavioral styles.
3. Demonstrate knowledge of child development within the context of family, culture, and society.
4. Demonstrate understanding of effective support for each child’s age and stage of development.
5. Demonstrate understanding of preschool age children’s wide range of individual differences in abilities and approaches to learning.
6. Demonstrate knowledge of cultural background and experience of each child.
7. Demonstrate understanding of the principles of online learning and online instructional strategies and the application of skills to deliver online instruction.
8. Demonstrate instructional practices that are sensitive to culturally and linguistically diverse learners.
9. Demonstrate understanding of the role of families in child development and in relation to teaching educational skills.
10. Demonstrate understanding of the informal and play-mediated settings for promoting preschool age children’s development.
11. Plan and implement educational activities reflecting Virginia’s Foundation Blocks for Early Learning: Comprehensive Standards for Four-Year-Olds.
5. Assessment Measures
Assessment measures may include, but are not limited to:
1) Written tests
2) Individual and group projects including development of unit and lesson plans
3) Class participation in discussion and small group activities
4) Class presentations
5) Student observations and field notes
6) Completion of field hours
7) Creation of online teaching modules
6. Other Course Information
This course will have a regular field experience equivalent to one (1) field hour per week.
This course is offered concurrently with EDSP 436: Teaching Infants, Toddlers, and Preschoolers with Disabilities.
Review and Approval
October 2007 Revised by Barbara Boyd and Boyoung Park
April 23, 2014