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Web Schedule Fall 2018

Revision Date: 18-Jul-18

Curriculum Development for Early Childhood Education

Semester Dates: Last day to drop without a grade: 09-24-2018 - Refund Policy
Last day to withdraw (W grade): 11-05-2018 - Refund Policy
Faculty: Not Yet Assigned | View Faculty Credentials
This course has started, please contact the offering academic center about registration

Browse the Moodle Site for this class.

Course Description:

This course explores philosophical principles and practical demands of building curricula for early childhood education. Based on integrated state and national standards, emphasis is on developing a child-centered and developmentally appropriate curricula for the early years from infancy to age eight. Recommended Prior Learning: a course in child development.

Essential Objectives:

1. Discuss the historical influences and evolution of early childhood education as it connects to curriculum development, theories, and practices.
2. Design curricula based on theories and research in child development that consider universal design, learning style modalities, language and literacy, mathematical thinking, nature and sciences, social studies and creative expression for early education.
3. Discuss the roles of environment (indoors and outdoors), schedule, and routine in curriculum development and implementation.
4. Assess an early education curriculum for its effective use of state and national standards (VELS and NAEYC Developmentally Appropriate Practices).
5. Practice creating meaningful content and learning experiences for children using an ongoing cycle of observation, reflection, documentation, and response.
6. Compare and contrast models of curricula, including open-ended, played-based, and more structured academic approaches.
7. Describe a variety of media and instructional technologies that may be used to enhance learning environments and curricula.
8. Explore collaborative strategies for engaging and communicating with families about curriculum planning and implementation.
9. Reflect on one’s professional role as teacher and use self-assessment techniques to enhance curricula for the children and families served in one’s practice.

Additional Instructor Pre-Assignments/Notes/Comments:

Pre-course assignments:

  • Order and receive textbook before first week of course: Meaningful Curriculum for Young Children, Moravcik & Nolte, ISBN # 978-0134444260
  • Review Course Documents located in Moodle first section; study Evaluation Criteria
  • Set aside required study time of 12-15 hours per week for accelerated course
 Questions, concerns, clarifications? email:
Course Resources: 
  • Vermont Northern Lights Career Development Center:
  • Vermont Bright Futures Child Care System:
  • Early Childhood Core Competencies:                                                                                       
  • Vermont School Wellness Policy Guidelines - Vermont Department of ...





This course will be taught with a combination of:

  • weekly discussion forums  ~  
  • small group forums ~  
  • critical, creative and reflective assignments 
  • final project: curriculum design


Evaluation Criteria:

Course grading is based on total of 100 points

discussion forums:    7 @ 6 points = 42

        written assignments:   5 @ 8 points = 40

        final project:                 1@ points =    18                  



Grading Criteria:

A+ through A-: For any work to receive an "A," it must clearly be exceptional or outstanding work. It must demonstrate keen insight and original thinking. It must not only demonstrate full understanding of the topic or issues addressed, but it must also provide a critical analysis of these. In addition, an "A" grade reflects a student's ability to clearly and thoughtfully articulate his or her learning.

B+ through B-: For any work to receive a "B," it must be good to excellent work. It must demonstrate strong originality, comprehension, critical thinking, and attention to detail. In addition, a "B" grade reflects a student's ability to clearly articulate his or her learning.

C+ through C-: For any work to receive a "C," it must meet the expectations of the assignment. It must demonstrate solid comprehension, critical thinking, and attention to detail. In addition, a "C" grade reflects a student's ability to adequately articulate his or her learning.

D+ through D-: For any work to receive a "D," it must marginally meet the expectations of the assignment. It demonstrates minimal comprehension, critical thinking, and attention to detail. In addition, a "D" grade may reflect a student's difficulty in articulating his or her learning.

F: Work that receives an "F" grade does not meet the expectations or objectives of the assignment. It demonstrates consistent problems with comprehension, organization, critical thinking, and supporting details. In addition, an "F" grade reflects a student's inability to articulate his or her learning. Students are strongly urged to discuss this grade with their instructor and advisor.

P: Equivalent to D (+/-) or better and therefore course will not count as credit for specific program requirements or competence area requirements.

NP: indicates failure to meet course objectives and/or failure to meet grading criteria for successful completion as described in the instructor's course description.

A+ = 100 points 
A = 93 to 99 points 
A- = 91 to 92 points 
B+ = 89 to 90 points 
B = 83 to 88 points 
B- = 81 to 82 points 
C+ = 79 to 80 points 
C = 73 to 78 points 
C- = 70 to 72 points 
D = 60 to 69 points 
F = 0 to 59 points


Fall 2018 textbook data will be available on June 4. On that date a link will be available below that will take you to eCampus, CCV's bookstore. The information provided there will be for this course only. Please see this page for more information regarding the purchase of textbooks.

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

Attendance Policy:

Regular attendance and participation in classes are essential components of a student's success in college and are completion requirements for courses at CCV. Curriculum Development for Early Childhood Education is an intense professional study that requires regular attendance. More than ONE absence may lead to a failing grade. If the quality of participation is infrequent or incomplete on any given week, the instructor reserves the right to mark as an absence. 




 Check back often ~ syllabus may change to meet needs of learning community


Textbook reading: Part One, Understanding Curriculum, pages 1-82


Textbook reading: Part Two, Physical Development Curriculum, page 85-186


Textbook reading: Part Three, Communication Curriculum, page 187-304


Textbook reading: Part Four, Arts Curriculum, page 305-415


Textbook reading: Part Five, Inquiry Curriculum, page 417-526

Final Curriculum Project Due

Please note: In order to receive accommodations for disabilities in this course, students must make an appointment to see the Americans with Disabilities Coordinator in their site and bring documentation with them.

Academic Honesty: 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.

Course description details subject to change. Please refer to this document frequently.

To check on space availability, choose Search for Classes.

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