Course Syllabus

Fall 2025 | EDU-1030-VO06 - Introduction to Early Childhood Education

Online Class

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

Faculty

Aricha Drury
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. This course introduces concepts that are aligned with the National Association for the Education of Young Children (NAEYC) Professional Standards for Early Childhood Educators: Standards 1, 2, 4, 5, & 6.

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. [NAEYC Standard 1b, 1c, 2a, 2b, 2c, 4a, 4c] 
3. Understand the theories of child development and how they relate to the implementation of Developmentally Appropriate Practices (DAP). [NAEYC Standard 1a, 1b, 4a, 4b, 4c] 
4. Discuss national and state standards for the provision of education to young children and how early childhood education programs meet these standards. [NAEYC Standard 6b] 
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.  [NAEYC Standard 1d, 4b, 4c, 5b] 
6. Analyze evidence-based research on effective models of early education. [NAEYC Standard 1d, 4b, 5c, 6a]
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. [NAEYC Standard 1a, 2c] 
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. [NAEYC Standard 6b] 
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. [NAEYC Standard 6a, 6b] 

Required Technology

More information on general computer and internet recommendations is available on the CCV computer recommendations Support page.

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 is a no cost textbook or resource class. ***

This course only uses free Open Educational Resources (OER) and/or library materials. For details, see the Canvas Site for this class.

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.

Methods

This course provides an overview of the "big ideas" in early childhood education. The intent is to provide a foundation upon which to build your skills and knowledge as an early childhood professional, or to simply provide a deep understanding of the field of early childhood education in Vermont.

Each week you will spend time exploring the assigned readings and online resources, completing activities, participating in discussions, and reflecting on how the information impacts your own work and understanding. Resources might include textbook chapters, websites, videos, documents, podcasts, journal articles, presentation slides, and even memes or cartoons. You might be called upon to synthesize information, articulate practical applications, explain or describe an idea to others, compare and contrast information, or provide critical analysis. These activities are designed to help you make sense of the information presented, understand how it is useful, and begin to develop a sense of your place in the field of early childhood care and education.

Evaluation Criteria

WEEKLY DISCUSSION (30% of total grade)
The discussion forum takes the place of the conversations we would have if we were meeting in person. It provides an opportunity to share your thinking on the week’s topic, learn from others, and deepen your understanding of the work through these conversations with others. I will expect to see:

• substantive posts with fully-formed ideas
• connections to the assigned readings
• reflections on your own perspective and experiences
• engagement with your classmates on the assigned topic

Additional details are found within the Course Expectations in the first Canvas Module as well as with each individual discussion prompt. Please feel free to ask for more direction if the expectations for these requirements are unclear.

REFLECTIVE JOURNALS (20% of total grade)
In addition to weekly discussions, you will be doing a weekly reflective journal assignment. These journals will be focused on developing your own understanding of how the ideas and information apply to you and your own work. This reflective journal provides an opportunity to think more deeply about the topics and begin to develop your personal philosophies and practices as a professional. In your journals I will expect to see:

• Depth of reflection, articulating your learning and its application
• Connection to course resources as a foundation for your reflections
• Clarity of writing and articulation of your thoughts

WEEKLY ASSIGNMENTS (10% of total grade)
Additional activities will be posted to support your understanding of the material. These weekly assignments take the place of in-class activities we would do if we were meeting in person and might include off-line activities, short open-book quizzes, small-group discussions, or collaborative documents. They are graded based on completion and they contribute to your participation grade.

PROJECTS (30% of total grade)
Two projects will be assigned during the course, one serving as a mid-term exam and the other as a final exam. The mid-term project is a synthesis of the information we have covered in the first half of class. The final project will compile and organize materials developed throughout the entire course.

PARTICIPATION (10% of total grade)
A participation grade will be assigned 3 times throughout the course. This grade will be based on your preparation, presence, and contributions.

Grading Criteria

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

	High	Low
A+	100	98
A	Less than 98	93
A-	Less than 93	90
B+	Less than 90	88
B	Less than 88	83
B-	Less than 83	80
C+	Less than 80	78
C	Less than 78	73
C-	Less than 73	70
D+	Less than 70	68
D	Less than 68	63
D-	Less than 63	60
F	Less than 60
P	100	60
NP	Less than 60	0

Weekly Schedule

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

Each week, students will be expected to:

• Read the assigned material and demonstrate an understanding of those resources in weekly assignments, reflective journals, and discussion posts.
• Post an original response to the weekly prompt(s) before Friday at midnightand a minimum of two responses to peers before Monday at midnight. Students are encouraged to post early and more often than the minimum. The purpose of the discussion forum is to have conversations with your classmates, which won't happen if everyone is posting only the minimum amount and all at the deadline.

Missing & Late Work Policy

• Late weekly assignments and reflective journals can be submitted up to one week past the deadline. You will lose 10% each day that an assignment is late. After a week, it will no longer be accepted for credit.
• Late work is not accepted in the discussion forum. Interacting with classmates is an essential part of online discussions and cannot be made up after the fact.
• Extensions will be granted for projects only in extenuating circumstances, such as a lengthy medical problem or other significant, emergent personal issues. Please contact me as soon as possible should you be impacted by a significant issue that will prevent timely submission.
• Students who know that they will not have course access for any given week should make arrangements prior to the absence in order to discuss options for completing assignments ahead of time.

Accessibility Services for Students with Disabilities:

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

Apply Now for this semester.