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Course Planning by Program


Essential Objectives

Course Syllabus

Revision Date: 16-Jan-23

Spring 2023 | EDU-2045-VO04S - Curriculum Development for Early Childhood Education

Synchronous Class

Synchronous courses are delivered through a combination of online and regularly-scheduled Zoom sessions. In synchronous classes, students must attend Zoom sessions and actively engage with each other and faculty in course activities and discussions.

Location: Online
Credits: 3 (45 hours)
Synchronous Section: This course has schedule meeting dates and times online via Zoom. See below or consult Self Service - Search for Courses and Sections for specific dates and times.
In-Person Meeting Day/Times via Zoom: Tuesday, 06:00P - 08:00P
Semester Dates: 01-24-2023 to 05-02-2023
Last day to drop without a grade: 02-12-2023 - Refund Policy
Last day to withdraw (W grade): 03-26-2023 - Refund Policy
This course has started, please contact the offering academic center about registration


Maureen Young
View Faculty Credentials
View Faculty Statement
Hiring Coordinator for this course: Philip Crossman

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.

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 is a low cost ($50 or less) textbook or resource class ***

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

Spring 2023 textbook details will be available on 2022-11-14. 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-2045-VO04S 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.


Large and small group discussions (Zoom)

Online discussions related to weekly topics

Assigned reading

A variety of assigned learning tasks including visiting webpages, videos, webinars, and classroom/child observations

Evaluation Criteria

Completes all reading assignments

Actively participates in weekly Zoom meetings

Participates in class discussions and scenario-based experiences

Completes all written assignments by the posted due date

Participates in weekly learning tasks

Successfully completes mid-term assignment

Successfully completes final project

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


Introduction, Syllabus Review

Emergent Curriculum


Introduction to VELS


Read Chapter 1: Emergent Curriculum and Your Teaching Journey


Observation #1

Written Reflection



Types of Observations

Using Observations to Plan

VELS Purpose and Organization


Read Chapter 2: Observing to Capture Children’s Ideas, Thinking and Questions


Observation #2

Written Reflection



Observing for Children’s Perspectives

Schedules, Routines and Transitions

VELS Domains, Elements and Indicators


Read Chapter 3:The Role of Time


Observation #3

Written Reflection



Reflecting with Colleagues

Learning Styles and Multiple Intelligences


Read Chapter 4: Reflective Practice


Mid-Term Curriculum Analysis - Proposal Due

Observation #4

Written Reflection



Curriculum Planning with the VELS: Approaches to Learning

  • Play and Exploration

  • Initiative

  • Problem Solving

Introduction to VELS Family Resources


Read Chapter 5: From Reflection to Curriculum


Observation #5

Preliminary Planning

School to Home Activity



Curriculum Planning with the VELS: Social and Emotional Learning and Development

  • Emotions and Self-Regulation

  • Self-Awareness

  • Relationships with Adults and Peers




Mid-Term Curriculum Analysis Paper Due

Observation #6

Preliminary Planning



Curriculum Models

Methods of Documentation


Read Chapter 6: Documentation - Making Thinking Visible


Observation #7

Curriculum Models Review and Feedback

Written Reflection



Curriculum Planning with the VELS: Language Development

  • Receptive Language (Listening)

  • Expressive Language (Speaking)

  • Social Rules of Language

  • Dual Language Learners


Read Chapter 7: Reggio Emilia and Emergent Curriculum


Observation # 8

Preliminary Planning

School to Home Activity



Curriculum Planning with the VELS: Literacy Development


Read Chapter 8: The Teacher as Researcher


Observation # 9

Preliminary Planning

School to Home Activity



Curriculum Planning with the VELS: Creative Arts and Expression

  • Visual Arts

  • Music

  • Theatre (Dramatic Play)

  • Dance


Read Chapter 9: Putting it all Together


Observation # 10

Preliminary Planning

School to Home Activity



Curriculum Planning with the VELS: Mathematics


Read Chapter 10: Emergent Curriculum as a Creative Act


Observation # 11

Preliminary Planning

School to Home Activity



Curriculum Planning with the VELS: Science




Observation # 12

Preliminary Planning

School to Home Activity



Curriculum Planning with the VELS: Social Studies




Observation # 13

Preliminary Planning

School to Home Activity



Curriculum Planning with the VELS:

  • Putting it all Together




Final Project Due - Full Curriculum Plan



Final Reflections




Curriculum Plan Sharing and Feedback


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.

Missing & Late Work Policy

This class runs from Tuesday-Monday.

All weekly assignments are due by Monday at 11:59 pm.

Plan on submitting work on time. Missing assignments will receive a 0%.

If you recognize that a due date might be a problem for you, advocate for your success by following these steps:

  1. Identify the problem.
  2. You may request an extension for an assignment, but you must submit your request at least 24 hours before the assignment is due. Extension requests on or after the due date will not be considered.
  3. When you request an extension, write Request for an Extension in the subject line of your email and explain to me your plan for completing your work, including how much time you think you'll need. There is no need to detail the reason for your request.
  4. I will respond and together we will negotiate a reasonable extension deadline.
  5. Assignments submitted after the extension deadline will not be accepted.

Zoom meetings will occur on Tuesday evenings from 6-8PM. Active participation includes sharing observations, responding to questions, asking related questions, relating course content to your practice, and ongoing reflection.

If you are not part of our weekly Zoom meetings, you will be considered absent.

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.