Web Schedules

Fall 2024
Spring 2024
Summer 2024

One Credit Courses

Fall 2024
Spring 2024
Summer 2024

No Cost Textbook/Resources Courses

Fall 2024
Spring 2024
Summer 2024

Low Cost Textbook/Resources Courses

Fall 2024
Spring 2024
Summer 2024

Course Planning by Program


Essential Objectives

Course Syllabus

Revision Date: 11-Jul-24

Fall 2024 | EDU-1030-VO01 - Introduction to Early Childhood Education

Online Class

Online courses take place 100% online via Canvas, without required in-person or Zoom meetings.

Location: Online
Credits: 3 (45 hours)
Day/Times: Meets online
Semester Dates: 09-03-2024 to 12-16-2024
Last day to drop without a grade: 09-16-2024 - Refund Policy
Last day to withdraw (W grade): 11-04-2024 - Refund Policy
This section is waitlisted (0). Please contact your nearest center for availability.


Debra Gass
View Faculty Credentials

Hiring Coordinator for this course: Philip Crossman

Course Description

This course is an overview of early childhood education and the ways in which early childhood experiences can enhance the development of the whole child. Students examine the provision of early education and services for children from conception to age eight. Topics include child development, national and state standards, curriculum development, early intervention, regulation, and career exploration.

Essential Objectives

1. Discuss the cultural, historical, and philosophical evolution of early childhood education.
2. Explore early education programs in the context of family and community relationships, including the need for cultural competence when supporting and collaborating with individuals from diverse backgrounds.
3. Understand the theories of child development and how they relate to the implementation of Developmentally Appropriate Practices (DAP).
4. Discuss national and state standards for the provision of education to young children and how early childhood education programs meet these standards (VELS & NAEYC for children and professionals).
5. Review the elements of early childhood education curricula, the theoretical framework for different approaches to what is taught, and the pedagogy of inclusion and universal design.
6. Analyze evidence-based research on effective models of early education.
7. Examine the early intervention system and the provision of services to support the development of children with diverse abilities and/or affected by trauma.
8. Discuss the regulation of programs, staff, and facilities to ensure health and safety, including the role of the state in policy development and regulation enforcement.
9. Explore the scope and diversity of career opportunities in the field of early childhood education, the NAEYC Code of Conduct, and dispositions required for work in the field, through assignments such as informational interviews, job shadows, or other career exploration activities.

Required Technology

More information on general computer and internet recommendations is available on the CCV IT Support page. https://support.ccv.edu/general/computer-recommendations/

Please see CCV's Digital Equity Statement (pg. 45) to learn more about CCV's commitment to supporting all students access the technology they need to successfully finish their courses.

Required Textbooks and Resources

This course uses one or more textbooks/books/simulations.

Fall 2024 textbook details will be available on 2024-05-20. On that date a link will be available below that will take you to eCampus, CCV's bookstore. The information provided there will be specific to this class. Please see this page for more information regarding the purchase of textbooks/books.

EDU-1030-VO01 Link to Textbooks for this course in eCampus.

The last day to use a Financial Aid Advance to purchase textbooks/books is the 3rd Tuesday of the semester. See your financial aid counselor at your academic center if you have any questions.

Artificial Intelligence(AI) Policy Statement

CCV recognizes that artificial intelligence (AI) and generative AI tools are widely available and becoming embedded in many online writing and creative applications.

Prohibited: The use of generative AI is not allowed in this course, with the exception of spellcheck, grammar check and similar tools. This course rests in the value of students engaging in the learning process without relying on AI-generated content. Students will develop critical thinking and problem-solving skills independently, owning their learning journey from start to finish. If you use these tools, your actions would be considered academically dishonest and a violation of CCV's Academic Integrity Policy.


Instructor will present information and guidance to stimulate an online learning classroom in Canvas, created by textbook reading and written assignments, student research, field observations and interviews, responses to journal articles/documentaries/Ted Talks, etc., personal/professional written reflections and final project presentations. Students will build their learning community by engaging in weekly online classroom posts, discussion forums and assignments, r and conducting research and field interviews as active contributors. No quizzes nor tests. All "written" assignments shall be submitted in Canvas in Microsoft Word using APA formatting when required. Hard copy work will not be accepted.

Students must have access to the required textbook for this course: Fundamentals of Early Childhood Education Ninth Edition (Morrison, Woika & Breffni) ISBN9780135240519. Each week students are expected to read chapters of the text in order to be participate fully in the related assignment discussions and posts. The chapter readings can be up to 50 pages.

Class weeks begin on Tuesday and end the following Monday. Each week students are typically expected to post their initial work or reflections of at least 100 words in the Canvas Discussion Assignments by Thursday and respond to at least two fellow classmates' posts with critical feedback, at least 50 words per response, by Sunday evenings no later than 11:00 pm. Substantive responses are expected and defined in the Canvas classroom. Additional Assignments may also be required. Late submissions earn no credit.

Students must have reliable access to a computer, be comfortable with and ready to learn more about computer and technology use and be able to navigate the internet in order to participate in this class. Proficiency in the use of Canvas classroom platform is recommended.

Students will be expected to conduct one field interview with a director of an early childhood program in their community.

Evaluation Criteria

75 points online classroom participation (15 Discussion Post assignments x ): 2.5 per posts and 2.5 per discussion responses. Late posts will earn 0 points. All posts must be substantive to earn full credit.

10 points: Mid-term Research Essay

15 points: Final Project PowerPoint Presentation

Late assignment submissions (up to one week) will automatically drop one letter grade. Anything submitted after one week of the due date will receive a zero score. No points for late Discussion Post submissions.

Grading Criteria

CCV Letter Grades as outlined in the Evaluation System Policy are assigned according to the following chart:

A Less than 9893
A-Less than 9390
B+Less than 9088
B Less than 8883
B-Less than 8380
C+Less than 8078
C Less than 7873
C-Less than 7370
D+Less than 7068
D Less than 6863
D-Less than 6360
FLess than 60 
NPLess than 600

Weekly Schedule

Week/ModuleTopic  Readings  Assignments


You and Early Childhood Education


History of Early Childhood Education


Course text (Fundamentals of Early Childhood Education) Read chapters 1, 3 and Appendix page 462: You and Early Childhood Education; History and Theories; Time Line: The History of Early Childhood Education


1. Post your Introductory Video in this week's Discussion Post #1 by Thursday evening this week. Review and respond to EVERYONE's video no later than Monday evening. Details in Canvas classroom.

2. Submit your response to Discussion Post #2 by Thursday of this week and reply to at least two others' by Monday.

3. Find a teacher who has worked in a licensed childcare center or kindergarten for at least three years to interview, written summary due in Week 3. Set up an interview time, which should take no more than 20 minutes to conduct. Ideally the interview should be conducted within the next two weeks in order to write the related assignment for a Week 3 submission. Interview questions and assignment outline provided in Canvas classroom.

4. Choose a topic from the list posted in our course Announcements to research for the mid-term research paper. Submit your topic choice for approval this week to the instructor @ dgass@ccv.edu. When you have received instructor's approval, work with VSCS Libraries to find your first research article.



Current Issues in the Field of Early Childhood


Course textbook: Read Chapter 3, Understanding and Responding to Current Issues.


1. Post your response to Discussion Post #1 by Thursday and your replies to others' by Monday.

2. Conduct your teacher interview this week, due next week in Assignments and uploaded for Discussion Post #1 by Thursday of next week. Interview questions and essay outline provided in Canvas classroom.

3. Work with VSCS Libraries to find the second article to inform mid-term research essay due Week 6.



Implementing Early Childhood Programs


Course textbook Chapter 4: Implementing Early Childhood Programs


1. Submit your Teacher Interview Summary as Discussion Post #1 submission by Thursday. Read and respond to EVERYONE's submission by Monday.

2. Work on mid-term research essay, due Thursday of Week 6. Find third research article to inform your essay.



Guiding, Teaching and Learning Through Observation and Assessment


Course text, Chapter 5: Observing and Assessing Young Children


1. Discussion Post #1: Respond with your post by Thursday and reply to at least two others' by Monday.

2. Work on mid-term research essay due on Thursday of Week 6.



Technology Use in Early Childhood Education


Course text Read Chapter 6: Technology Today


1. Submit your response in Discussion Post #1 by Thursday. Read and respond to at least two others' by Monday.

2. Write your mid-term research essay, due next week.



Infants and Toddlers


Course text: Read Chapter 7: Infants and Toddlers


1. Finish and submit your mid-term research essay in Assignments link in this week's Canvas module by Thursday.

2. Submit your response to Discussion Post #1 by Thursday, respond to at least two others' by Monday.



Preschool Years


Course text: Read Chapter 8: The Preschool Years


1. Discussion Post #1 response due by Thursday, replies by Monday.

2. View: How to Make an Infographic tutorials in Announcements.

3. Begin to work on final project PowerPoint due Week 15 (outline, grading criteria in Announcements).





Course text Chapter 9: Kindergarten Today


1. Discussion Post #1, post by Thursday, respond to others' by Monday.

2. Become familiar with creating an Infographic by viewing tutorials in Announcements.

3. Work on final project PowerPoint presentation. Outline and grading criteria in Announcements.



The Primary Grades


Course text Read Chapter 10; The Primary Grades.


1. Create and submit Infographic as your Discussion Post #1 submission by Thursday. View and respond to EVERYONE's post by Monday.

2. Continue working on final project PowerPoint presentation.



Children With Diverse Abilities


Course text: Read Chapters 11: Educating Children With Diverse Needs


1. Submit responses to Discussion Post #1 and Discussion Post #2 by Thursday. Responses to others due by Monday.

2. Continue to work on PowerPoint presentations, due Week 15.



Guiding Children's Behaviors


Read Chapter 12: Guiding Children's Behaviors


1. Discussion Post due by Thursday. Replies to others by Monday.

2. Work on final Project PowerPoint due Week 15.



Working With Our Constituents.


Course text: Chapter 12: Parents, Families and Community


Discussion Posts 1 submission by Thursday. Respond to others' by Monday.

Work on final project PowerPoint presentation.



Career Explorations


Discussion Post this week requires research, posted by Thursday. Replies to others' by Monday.



NAEYC Code of Conduct, Regulations and Policy Development


NAEYC Code of Conduct


Discussion Post #1 post by Thursday and respond by Monday.

Finish final PowerPoint Project presentation.



Course Wrap Up Final Project PowerPoint Presentations


Finish and submit final PowerPoint presentations in Discussion post by Thursday. View and respond to everyone's presentation by Monday.


Attendance Policy

Regular attendance and participation in classes are essential for success in and are completion requirements for courses at CCV. A student's failure to meet attendance requirements as specified in course descriptions will normally result in a non-satisfactory grade.

  • In general, missing more than 20% of a course due to absences, lateness or early departures may jeopardize a student's ability to earn a satisfactory final grade.
  • Attending an on-ground or synchronous course means a student appeared in the live classroom for at least a meaningful portion of a given class meeting. Attending an online course means a student posted a discussion forum response, completed a quiz or attempted some other academically required activity. Simply viewing a course item or module does not count as attendance.
  • Meeting the minimum attendance requirement for a course does not mean a student has satisfied the academic requirements for participation, which require students to go above and beyond simply attending a portion of the class. Faculty members will individually determine what constitutes participation in each course they teach and explain in their course descriptions how participation factors into a student's final grade.

Participation Expectations

Class weeks begin on Tuesday and end the following Monday.Each week students are typically expected to post their initial work or reflections of at least 100 words in the Canvas Discussion Posts by Thursday and respond to at least two fellow classmates' posts with critical feedback, at least 50 words per response, by Monday evenings no later than 11:00 pm.Substantive responses are expected and defined in the Canvas classroom. Late Discussion Post submissions earn no credit.

Assignments must be posted by the due date for full credit. Late Assignment submissions are allowed up to one week past the posted due date. Assignments submitted past the due date will automatically drop one letter grade.

Accessibility Services for Students with Disabilities:

CCV strives to mitigate barriers to course access for students with documented disabilities. To request accommodations, please
  1. Provide disability documentation to the Accessibility Coordinator at your academic center. https://ccv.edu/discover-resources/students-with-disabilities/
  2. Request an appointment to meet with accessibility coordinator to discuss your request and create an accommodation plan.
  3. Once created, students will share the accommodation plan with faculty. Please note, faculty cannot make disability accommodations outside of this process.

Academic Integrity

CCV has a commitment to honesty and excellence in academic work and expects the same from all students. Academic dishonesty, or cheating, can occur whenever you present -as your own work- something that you did not do. You can also be guilty of cheating if you help someone else cheat. Being unaware of what constitutes academic dishonesty (such as knowing what plagiarism is) does not absolve a student of the responsibility to be honest in his/her academic work. Academic dishonesty is taken very seriously and may lead to dismissal from the College.