Early Childhood Courses (PreK-2)

During this course, early childhood center directors learn about best literacy practices for early childhood readers and writers as they support teachers with practical and enduring frameworks and strategies (The Five Early Reading Writing Talking Processes and The Four Lenses of Learning.) Directors are also introduced to coaching strategies that provide them with ongoing instructional problem solving approaches. This course integrates instructional leadership strategies that provide common language and directors gain a deep understanding of developmentally appropriate practice based on engaged and reflective teaching and learning. Participants are asked to bring a children’s book used in their center to each class to create/adapt a demonstration lesson for one of their own classrooms.

Directors try out their favorite strategies in their centers between classes so that they can reflect on the impact of this type of practical implementation in their classrooms. Directors are also introduced to professional readings that are discussed in class. They write up their try-outs in the form of ongoing reflective journals and a final project (an action plan) to share with educators at their centers. Coursework includes on the job learning competencies focused on the implementation of active learning for young children. The PLN frameworks, The Five Early Reading, Writing and Talking Processes and The Four Lenses of Learning, are integrated into these learning experiences.  Participants also gather evidence-based artifacts of student learning that are generated from lesson try-outs based on course content. Online Schoology class sessions are part of the required coursework in addition to face-to-face sessions.

Learning, wondering, observing and modeling develop within the first five years of life. In this course, early childhood educators learn strategies that create positive, engaging experiences in early math and science. Activities are steeped in rich literature. Early childhood interactive and practical reading and writing approaches pertaining to math and science are naturally embedded during the course presentations. Participants experience continuous opportunities to try out what they are learning. Participants are asked to bring a classroom book to each session. Assignments include ongoing journals, readings, practical lessons and a final project.

This course includes on the job learning competencies focused on the implementation of active learning for young children. The PLN frameworks, The Five Early Reading, Writing and Talking Processes and The Four Lenses of Learning, are integrated into these learning experiences.  Participants also gather evidence-based artifacts of student learning that are generated from lesson try-outs based on course content. Online Schoology class sessions are part of the required coursework in addition to face-to-face sessions.

This course provides an opportunity for early childhood educators to take an in-depth look at a professional text that focuses on best practices in early childhood reading, writing and literacy across the curriculum. Schools/early childhood centers may choose from a variety of texts tailored to their needs. Throughout this course, participants gain an understanding of developmentally appropriate and research-based best practices using children’s literature with a focus on engaged and reflective teaching and learning. In addition to an in-depth exploration connected to the content of a selected text, participants learn a variety of ways to approach book talks that encourage rich, meaningful discussions with young children. Participants are asked to bring a classroom book to each session. Assignments include ongoing journals, readings, practical lessons and a final project.

Coursework includes on the job learning competencies focused on the implementation of active learning for young children. The PLN frameworks, The Five Early Reading, Writing and Talking Processes and The Four Lenses of Learning, are integrated into these learning experiences.  Participants also gather evidence-based artifacts of student learning that are generated from lesson try-outs based on course content. Online Schoology class sessions are part of the required coursework in addition to face-to-face sessions.

Early childhood educators explore how to establish an engaging, literature-based early childhood reading and writing classroom using mentor texts. Guided by the PLN frameworks, participants explore the impact of providing good literature in the classroom as a springboard for the development of early reading and writing skills. Discussions and demonstrations focus on the study of author’s craft, book art, writing styles, learning centers and the importance of providing self-selection in the classroom.

Practical suggestions for using independent and group activities with literature and creative oral and written composing are emphasized. Participants are asked to bring a classroom book to teach session. Assignments include ongoing journals, readings, practical lessons and a final project. Participants also gather evidence-based artifacts of student learning that are generated from lesson try-outs based on course content. Online Schoology class sessions are part of the required coursework in addition to face-to-face sessions.

Using the PLN frameworks, participants learn about brain biology and the positive effect that engaged cross-curricular literacy learning has on young learners. Through collaborative learning experiences and comprehensive discussions focused on reflective and engaged teaching and learning, participants gain an understanding of developmentally appropriate best practices informed by brain biology. Participants are asked to bring a classroom book to each session. Assignments include ongoing journals, readings, practical lessons and a final project. This course is also available online.

Coursework includes on the job learning competencies focused on the implementation of active learning for young children. The PLN frameworks, The Five Early Reading, Writing and Talking Processes and The Four Lenses of Learning, are integrated into these learning experiences.  Participants also gather evidence-based artifacts of student learning that are generated from lesson try-outs based on course content. Online Schoology class sessions are part of the required coursework in addition to face-to-face sessions.

Utilizing PLN’s Four Lenses of Learning, participants develop an understanding of the importance of the social and emotional development and school readiness needs of young children birth through age 5. Participants gain an understanding of how to weave The Four Lenses of Learning into the early childhood classroom with a strong focus on the social lens of learning. They also gain strategies to build intentional relationships to build upon young children’s prior experiences to ensure optimal learning for all children including those who learn differently and children who have experienced trauma. Assignments include ongoing journals, readings and a final project. Participants need to purchase the course text “Me You, Us: Social Emotional Learning in Preschool” by Dr. Ann S. Epstein. 

Coursework includes on the job learning competencies focused on the implementation of active learning for young children. The PLN frameworks, The Five Early Reading, Writing and Talking Processes and The Four Lenses of Learning, are integrated into these learning experiences.  Participants also gather evidence-based artifacts of student learning that are generated from lesson try-outs based on course content. Online Schoology class sessions are part of the required coursework in addition to face-to-face sessions.

Early childhood educators learn how to address the language, literacy, and learning needs of young dual language learners using evidence-based, active, hands-on experiences. Practical activities are informed by research second-language acquisition and bi-literacy development and they blend with discussions of current evidence-based, best early literacy approaches based on state and local standards. Teachers explore engaging and age appropriate early reading, writing and talking strategies and work to establish literate classroom environments that are accessible to all students. This course is designed to foster collaboration between mainstream teachers and ESL teachers while strengthening collegial support and problem solving.

Course texts: Participants must purchase the course text “No Limits to Literacy” by Theresa A. Roberts. Which focuses on early childhood English Learners. Though noted as Preschool, the text is appropriate for PreK-2.) PLN provides “The Plainer Truths of Teaching, Learning and Literacy” by Morton Botel and Lara Paparo as a mentor text.

Coursework includes on the job learning competencies focused on the implementation of active learning for young children. The PLN frameworks, The Five Early Reading, Writing and Talking Processes and The Four Lenses of Learning, are integrated into these learning experiences.  Participants also gather evidence-based artifacts of student learning that are generated from lesson try-outs based on course content. Online Schoology class sessions are part of the required coursework in addition to face-to-face sessions.

Participants gain information on the most recent mandated inclusion policy as well as expert guidance to develop a system for special education in their early childhood centers. Course outcomes include: developing and tracking procedures that support their inclusion policy, communicating with families regarding inclusion and the intake process, identifying resources that support program policies, understanding special education law (IDEA), identifying categories covered by special education law, coordinating and receiving therapist services, understanding the legal documents involved in special education (IEP and IFSP’s) with a focus on professionalism and accountability to stakeholders.

At the end of this course, participants develop their program’s inclusion policy, an early intervention process chart, forms and checklists to support the center’s plan and compile resources and a mini-directory for their entire special education process. Participants need to purchase the following books before class #1:“Managing Challenging Children” by Gerard Gordon, RIC Publications, www.ricgroup.com.au or you can find it on Amazon and “Don’t Get so Upset: A Guide for Caregivers” by Tamar Jacobson, PhD, Redleaf Press or you can find it on Amazon.

Coursework includes on the job learning competencies focused on the implementation of active learning for young children. The PLN frameworks, The Five Early Reading, Writing and Talking Processes and The Four Lenses of Learning, are integrated into these learning experiences.  Participants also gather evidence-based artifacts of student learning that are generated from lesson try-outs based on course content. Online Schoology class sessions are part of the required coursework in addition to face-to-face sessions.

This course provides an introduction to the field of special education and the legal mandates guiding inclusive classroom practices. Participants are introduced to characteristics of children with specific disabilities or atypical development and to the specialized instruction and services designed to meet individualized student needs. The purpose of this course is to understand the special learner, to provide practical and engaging classroom strategies and to understand students who struggle. Participants explore the evidence-based framework from the special education field and from PLN’s frameworks, The Five Early Reading Writing Talking Processes and The

Four Lenses of Learning. Participants need to purchase the following book before class #1. “Don’t Get so Upset: A Guide for Caregivers” by Tamar Jacobson, PhD, Redleaf Press or you can find it on Amazon.

Coursework includes on the job learning competencies focused on the implementation of active learning for young children. The PLN frameworks, The Five Early Reading, Writing and Talking Processes and The Four Lenses of Learning, are integrated into these learning experiences.  Participants also gather evidence-based artifacts of student learning that are generated from lesson try-outs based on course content. Online Schoology class sessions are part of the required coursework in addition to face-to-face sessions.

How do we ensure that all students are on a successful path to literacy? What do students need at different stages of development to become skilled readers? Science has informed what we know about how students learn to read and write. This course is designed to explore the research that reading experts, including cognitive scientists, have conducted on literacy development, and to draw on this knowledge to consider strategies to support learners in the development of literacy skills.

Practical classroom-based activities informed by research on decoding, vocabulary and the impact of oral language development on reading comprehension focuses on developmentally appropriate practice. Participants collaborate to create classroom tools to bridge research and practice as they explore ways to blend reading and writing instruction with phonological awareness.

Course texts: Research articles to be provided and “The Plainer Truths of Teaching, Learning and Literacy” by Morton Botel and Lara Paparo.

This course provides an opportunity for early childhood educators to take an in-depth look at professional texts that focus on best practices in Reading, Writing, and Talking Processes Across the Curriculum. During this course, participants explore Project-Based Learning (PBL) for young children, inviting a culture of inquiry and creativity in the classroom where student voice, choice, and creative thinking are integral parts of the learning process. In addition to an in-depth exploration of the course texts, educators learn a variety of ways to approach and encourage rich, meaningful discussions surrounding PBL best practices against the backdrop of the PLN Frameworks: The Four Lenses of Learning and The Five Early Reading, Writing, and Talking Across the Curriculum Processes.

Participants engage in collaborative learning opportunities, where ideas inspire productive problem solving, deep understanding, and best outcomes for young children. Use of formative assessment, purposeful and consistent collegial feedback, and the implementation of the PBL process occur throughout this course. The PLN core texts of study selected for this course are (1) Hacking Project Based Learning by Ross Cooper and Erin Murphy and (2) The Plainer Truths of Teaching, Learning and Literacy by Dr. Morton Botel and Lara Paparo. The Plainer Truths is provided by PLN and participants purchase Hacking Project Based Learning. During each class meeting, participants share how their reading of The Plainer Truths and Hacking Project Based Learning (as well as course presentations and discussions) can be applied and adapted to their early childhood classrooms. Based on the Penn Literacy Network frameworks of The Five Early Reading, Writing, and Talking (RWT) Processes and The Four Lenses of Learning, participants explore ways to construct learning experiences that help their young students grow to be co-constructive, resilient problem solvers.

This course supports coaches in their implementation of the five key evidenced-based coaching practices: collaborative planning, observation, action/practice, reflection, and feedback. It incorporates practical, research-based literacy and childcare strategies aligned with the core competency goals for early childhood. In each session participants experience concepts and strategies in hands-on demonstrations and are encouraged to adapt them with early childhood educators. The PLN Frameworks—The Four Lenses of Learning and The Five Reading Writing Talking Processes—provide the theoretical foundation and structure for this course.

PLN’s three CDA courses build on the experiential knowledge of the early childhood practitioner (candidate). The courses connect child development theory and practice, health, safety, nutrition, and family community relations and the significant responsibilities of the candidates regarding ethical practice with children, families, and the community.

The CDA six competency goals and thirteen functional areas are integrated into course content and discussions. Required textbooks: “CDA Competency Standards Book- Preschool/Infant-Toddler” and “All About Childcare and Education: A Comprehensive Resource for Childcare Professionals” (2nd edition). Online Schoology class sessions are part of the required coursework in addition to face-to-face sessions.

Prerequisite: High School Diploma, or GED

PLN’s family literacy and math programs help parents create literacy-rich home environments that support young children as they listen, talk and learn to read. Parents learn how to coach other parents as well. Parents learn to use books, teaching guides and learning activities to engage their children and provide opportunities for them to have conversations about stories they read as a paradigm for learning together.