Early Language and Literacy Development

Course Goals:
At the conclusion of this course, students will:
▪ understand the theories, processes, principles, and nature of communication development as well as the developmental progression of phonology, semantics, morphology, syntax, and pragmatics,
▪ recognize children’s individual differences in communication acquisition,
▪ identify typical development of speech, language, and communication and become familiar with disorders, including but not limited to: speech sound disorders and language disorders surrounding the various aspects of language (phonology, morphology, syntax, semantics, and pragmatics), and
▪ understand the connections between oral language and literacy development.

Course Objectives:
Students will:
▪ identify the developmental sequence of emergent communication and literacy development.
▪ utilize strategies for scaffolding conversations with children who are developing language and literacy skills,
▪ develop knowledge of Universal Design for Learning (UDL) as it relates to inclusive communication classroom design, including assistive technologies that may be included in early childhood programming (Augmentative and Alternative Communication, adapted books, and switch access),
▪ appreciate the cultural and linguistic issues of second language acquisition, and
▪ understand and use the Vermont Early Learning Standards: Receptive, Expressive and Social Language and Early Literacy domains.

Required Readings/Resources:

Moats, L. C. (2020). Speech to print: Language essentials for teachers (3rd ed.). Brookes Publishing. Purchase at Brookes Publishing (https://brookespublishing.com/speech-to-print/)

Zucker, T. A., & Cabell, S. Q. (2024). Strive-for-five conversations: A framework that gets kids talking to accelerate their language comprehension and literacy. Brookes Publishing.

Siegel, D. J., & Bryson, T. P. (2011). The whole-brain child: 12 revolutionary strategies to nurture your child’s developing mind. Delacorte Press.

*Although The Whole-Brain Child was originally published in 2011, it remains a valuable resource because its emphasis on responsive caregiver interactions, emotional connection, and developmentally appropriate support continues to align with current evidence-informed practices in language development. The text provides accessible, practical strategies that help caregivers recognize and respond to children’s emotional and communicative needs, creating interactions that foster language learning, self-regulation, and strong relationships. Throughout the course, this foundational text is paired with current peer-reviewed research and contemporary perspectives, enabling students to critically examine the evidence while applying responsive caregiving practices that support children’s language development.

UNICEF. (2019, February 25). Building babies’ brains through play: Mini Parenting Master Class [Video]. YouTube. https://www.youtube.com/watch?v=RRMBHQ-Bmk0

Office of Head Start. (2019). Emergent literacy. U.S. Department of Health and Human Services, Administration for Children and Families. https://headstart.gov/school-readiness/home-visitors-online-handbook/emergent-literacy

*The videos above are selected as effective examples conveying key principles and concepts for this course. While the two highlighted clips are more than a few years old, they continue to be relevant and are accessed in the context of current open source professional resources that provide research based information on early childhood learning topics.