Official Course Description: MCCCD Approval: 06/27/06
EEP250 20066-20082	LEC	3 Credit(s)	3 Period(s)
Early Literacy Development
Overview of emergent literacy, early literacy development, and appropriate early experiences with books, reading, and writing. Emphasis placed on reading and writing readiness, methods to enhance literacy development, and strategies for selecting and using children's books. Prerequisites: Baccalaureate Degree from a regionally accredited institution.

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MCCCD Official Course Competencies:
EEP250   20066-20082	Early Literacy Development

1.	Explain the foundations of early literacy development. (I)
2.	Design developmentally appropriate, culturally sensitive learning environments that promote literacy and language development. (II)
3.	Define how family literacy partnerships between home and early care environments can effectively work together. (III)
4.	Examine early language and literacy development. (IV)
5.	Describe how young children learn to read and write. (V)
6.	Identify how to effectively motivate children's reading and writing efforts. (VI)
7.	Explain how to develop concepts about books and comprehension of texts. (VII)
8.	Identify word-study skills through early phonemic awareness and phonics. (VIII)
9.	Examine early writing and literacy development. (IX)
10.	Review how the organization and management of the early care environment promotes early literacy development. (X)

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MCCCD Official Course Outline:
EEP250   20066-20082	Early Literacy Development

I. Early Literacy Foundations A. Learning Theories That Shape Practices B. Theory and Philosophy from the 1700's and 1800's C. Past Practices: Early 1900's to the 1950's D. Research Phase: 1960's to 1980's E. Recent Research and Practice: 1990's to present F. Approaches 1. Thematic Instruction 2. Explicit Instruction: Phonics and Whole Language 3. Balanced G. Stages of Child Development in Relation to Reading Readiness H. Early Literacy Professional Associations and Related Journals II. Awareness of Developmentally Appropriate and Culturally Sensitive Early Literacy Environments A. Literacy and Diversity: Individual Needs B. Multicultural Concerns: Needs of a Multicultural Society C. Cultural Diversity Issues D. Language Differences E. Early Intervention Issues III. Family Literacy Partnerships: Home and Early Care Environments Working Together A. Family Literacy 1. Definition 2. Importance B. Factors Promoting Literacy Development in the Home C. Home Activities 1. Materials to Read 2. Reading to Children from Birth to Age Eight 3. Materials for Writing D. Encouraging Literacy 1. How Responsive Adults Can Encourage 2. Parental Involvement 3. What Teachers Can Do E. Multicultural Perspectives 1. Parent Involvement 2. Family Literacy IV. Early Literacy and Language Development A. Overview B. How Children Acquire Language C. Theories of Language Development D. Stages in Language Development E. Recognizing Language Differences in Young Children F. Strategies for Language Development G. Formats for Promoting Language in Early Learning Environments H. Assessment of Children's Language Development V. How Young Children Learn to Read and Write A. Developmental Trends in Early Literacy Acquisition B. Reading Readiness C. Emergent Literacy D. Theories of Literacy Development E. Psycholinguistic Cueing Systems and the Acquisition of Language and Literature F. Exposure to Books and the Relationship to Literacy Development G. Multiple Intelligences and Literacy Development H. Phonemic Awareness, Phonics and the Relationship to Literacy Acquisition I. Guided Reading and Writing J. Technology and Play: Resources for Helping Children Learn to Read and Write VI. Motivating Early Reading and Writing with Children's Literature A. Strategies for Motivating Early Reading and Writing B. Standards and Early Reading and Writing C. Preparing a Literacy-Rich Environment D. Features of a Well-Designed Literacy Center E. The Teacher as a Model to Motivate Interest F. Story Reading and Storytelling: Tools for Motivating Interest in Literacy G. Assessing Independent Reading and Writing H. Assessing Children's Attitudes towards Books VII. Developing Concepts about Books and Comprehension of Texts A. Activities That Develop Concepts about Books B. Standards and Comprehension of Texts C. Strategies that Develop Comprehension of Texts D. Comprehension Strategies with Special Needs Children VIII. Word-Study Skills: Early Phonemic Awareness and Phonics A. Word Study: Helping Children Figure out Words B. Skills and Objectives for Word-Study C. Teaching Strategies for Word-Study Skills D. Phonemic Awareness and Phonics E. Strategies for Teaching Phonics F. Oral Reading G. Assessing Knowledge of Word-study Skills IX. Early Writing and Literacy Development A. Relationships between Reading and Writing B. How Early Writing is Acquired C. Theory of Early Writing Development D. Development of Writing Ability E. Objectives for Promoting Writing Development F. Strategies for Writing Development Birth to Four G. Standards for Writing in Kindergarten H. Strategies for Writing Development and Spelling in Early Learning Environments I. Assessment of Children's Writing Development and the Writing Environments X. Organizing and Managing the Early Learning Environment for Literacy Development A. Preparation of the Physical Environment B. Research Concerning Literacy-rich Physical Environments 1. Motivate Reading 2. Motivate Writing C. Organizing Instruction to Meet Individual Needs: Guiding Reading Activities D. Organizing and Managing Literacy in the Daily Schedule E. Emergent and Thematic Issues in Early Literacy Environments

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