TRINITY UNIVERSITY OF ASIA

College of Arts,
Sciences and Education
文理教育學院

School Year 2023-2024

COURSE SYLLABUS
ECE 110 – LITERACY DEVELOPMENT
VISION values in all
its academic
programs,
“A premier Christian co-
University in Asia curricular
and the Pacific and extra-
transforming a curricular
community of activities;
learners as leaders
• Providing
towards a human
society” excellent
services for
a quality
learning
MISSION
environmen
t;
• Extending
To promote the
formation of our ideals of
integrally service
developed,
competent, learning for
productive and our partners
socially responsible by
citizens by:
• Instilling empowering
Christian communitie

1 | Course Syllabus on ECE 110 – LITERACY DEVELOPMENT-First Semester SY2023-24

 TRINITY UNIVERSITY OF ASIA
College of Arts,
Sciences and Education
文理教育學院
s to be self-
reliant and TUA CORE VALUES

by • INTEGRITY
collaboratin - We uphold
g with other honesty,
accountabili
institutions; ty, and
• Encouraging fairness in
self- the
improveme performanc
nt among e of our
employees tasks.
to gain • EXCELLENC
higher E - We are
competence guided by
and better the highest
skills standard in
towards performanc
service e of our
excellence; duties in
and •
Exercising • instruction,
sound
research,
managemen
t of our and the
resources.
community
service.
• INNOVATIO
N - We

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 TRINITY UNIVERSITY OF ASIA
College of Arts,
Sciences and Education
文理教育學院
courageousl LITY - We
commit to
y explore
deliver
avenues to services
through an
develop new
integrated
programs and
community
developmen
processes to t program.
assure the
faithful
achievemen
t of our
institutional
goals and
objectives.
College of Arts,
• TEAMWORK
- We move
Sciences and
as one in the Education
spirit of
mutual VISION
trust, loyalty
and
solidarity to The College of
achieve our Arts, Sciences
common
and Education
goals.
of Trinity
• SOCIAL
RESPONSIBI University of

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 TRINITY UNIVERSITY OF ASIA
College of Arts,
Sciences and Education
文理教育學院
Asia is deeply foresees
dedicated to students who
the formation will aspire for
and academic
transformation excellence and
of personalities attain
on the humanistic
foundation of values to
Christian ideals enable them to
and principles, cope up in a
that will constantly
prepare them changing
to become world.
responsible,
caring,
constructive,
and critically Specifically, the
analytic College aims to
persons of the develop their
local potential as a
community and humane person
the global and
village. responsible
member of the
world
MISSION community.

The College of • To
Arts, Sciences promote
and Education liberal

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 TRINITY UNIVERSITY OF ASIA
College of Arts,
Sciences and Education
文理教育學院
arts te in the
educatio innovati
n that on and
will enhance
empowe ment of
r the human
students life
to cope • To
with the develop
demand experien
s of tial
culture learning
change by
and engagin
paradig g
m shift students
• To into the
provide creative
scientifi partners
c and hip
technolo between
gical the
knowled college
ge that and the
will commun
enable ity
the • To
students inculcat
to e
contribu Christia

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 TRINITY UNIVERSITY OF ASIA
College of Arts,
Sciences and Education
文理教育學院
n values • To
that will harness
guide genuine
them in concern
the for
formatio Filipino
n of hood
moral, amidst
ethical global
and competi
professi tiveness
onal
leadersh
ip

• FIVE (5) MARKS OF MISSION

1 To proclaim the Good News of the Kingdom.

2 To teach, baptize and nurture new believers.

3 To respond to human need by loving service.

4 To transform unjust structures of society, to challenge

violence of every kind and pursue peace and
reconciliation.
5 To strive to safeguard the integrity of creation, and
sustain and renew the life of the earth.

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 TRINITY UNIVERSITY OF ASIA
College of Arts,
Sciences and Education
文理教育學院

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 TRINITY UNIVERSITY OF ASIA
College of Arts,
Sciences and Education
文理教育學院

PROGRAM LEARNING OUTCOMES (PLO)

based on CMO No.76, s. of 2017
1. Demonstrate high level of content and pedagogical knowledge.

2. Demonstrate appreciation for diversity.

3. Manifest collaborative skills

4. Demonstrate innovative thinking.

5. Apply critical and problem solving skills.

6. Advocate for children’s rights, equity, community, nationalism, and democratic ideas.

7. Pursue lifelong learning.

C
O
U
R
S
E

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 TRINITY UNIVERSITY OF ASIA
College of Arts,
Sciences and Education
文理教育學院
O
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O
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I
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L
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 TRINITY UNIVERSITY OF ASIA
College of Arts,
Sciences and Education
文理教育學院
T

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:

10 | Course Syllabus on ECE 110 – LITERACY DEVELOPMENT-First Semester SY2023-24

 TRINITY UNIVERSITY OF ASIA
College of Arts,
Sciences and Education
文理教育學院

PRE-REQUISITES : None

PROFESSOR : Carolyn
Victoria Uy Ronquillo, Ph.D.
Email Address :
CVURONQUILLO@tua.edu.ph

COURSE DESCRIPTION:
The course focuses on the
technological, pedagogical and content
knowledge and skills in literacy
development to address the needs of
beginning readers as well as the
approaches and strategies for
developing a multilingual and
multiliterate learner. It provides
opportunities to observe appropriate
use of lessons and instructional
materials in early childhood settings. It
uses microteaching activities to try out
developmentally appropriate activities
and materials in the three ECE Levels.

LEVEL OUTCOMES:

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 TRINITY UNIVERSITY OF ASIA
College of Arts,
Sciences and Education
文理教育學院
At the end of the 1st year, given
simulated conditions/situations,
the student will advocate
Trinisyano service in the
communities, engage in service-
learning
opportunities and appreciate lifelong
learning with passion to serve
communities.

COURSE LEARNING OUTCOMES (CLO)

At the end of the course and given

simulated conditions/situations, the
student should be able to:
1. Apply high level of content
and pedagogical knowledge
in the early childhood
learning environment.
2. Utilize pedagogical
approaches that are learner –
centered, innovative, inclusive
and developmentally
appropriate for young
learners.
3. Design, implement and
evaluate a developmentally

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 TRINITY UNIVERSITY OF ASIA
College of Arts,
Sciences and Education
文理教育學院
appropriate early childhood
curriculum in different
contexts.
4. Apply child development
concepts and principles to
appropriately respond to the
needs of diverse learners.
5. Develop instructional
materials that are culturally
relevant and developmentally
appropriate for young
learners
6. Adopt or modify existing
strategies that address the
unique needs of young
learners
7. Design learning opportunities
that promote innovative
thinking
8. Create and use instructional
materials that encourage
innovative thinking
9. Integrate appropriate
technology in designing
curriculum and learning
environment that manifest
innovative thinking

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 TRINITY UNIVERSITY OF ASIA
College of Arts,
Sciences and Education
文理教育學院
10. Practice lifelong learning
skills

COURSE LEARNING OUTCOMES AND

PROGRAM LEARNING OUTCOMES
MAPPING TABLE

COURSE LEARNING OUTCOME (CLO) PROGRAM LEA

PLO1 PLO2 PLO3

Apply high level of content and pedagogical knowledge in the early childhood I I I
1
learning environment.
Utilize pedagogical approaches that are learner – centered, innovative, inclusive I IP IP
2
and developmentally appropriate for young learners.
Design, implement and evaluate a developmentally appropriate early childhood I I I
3
curriculum in different contexts.
Apply child development concepts and principles to appropriately respond to the I IP IP
4
needs of diverse learners.
Develop instructional materials that are culturally relevant and developmentally I IP I
5
appropriate for young learners
Adopt or modify existing strategies that address the unique needs of young I I I
6
learners
7 Design learning opportunities that promote innovative thinking I IP IP
8 Create and use instructional materials that encourage innovative thinking I I IP

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 TRINITY UNIVERSITY OF ASIA
College of Arts,
Sciences and Education
文理教育學院
9 Integrate appropriate technology in designing curriculum and learning I I IP
environment that manifest innovative thinking

10 Practice lifelong learning skills I I IP

LEGEND: ✔ - if demonstrated and applied

TOPIC LEARNING OUTCOMES AND

SCHEDULE OF ACTIVITIES

LEARNING ST

WEEK TOPIC LEARNING OUTCOMES (TLO)

TOPICS FLO Le

1 • To understand the significance of the I. Orientation Inte

subject to the profession. • Course requirements Pres: E2,E3 disc
Aug 10 • Orient the students with guidelines and • Topics to be discussed (TLC)
requirements for the success in the • Perception of the course Shar
course poin
• Importance of the course in
• Interpret the concept of “Trinisyano”. relation to their field of Alt: E4, M1
specialization
• Lec/ Lab requirements
• Grading System
• Selection of Leaders Trinisyano

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 TRINITY UNIVERSITY OF ASIA
College of Arts,
Sciences and Education
文理教育學院
2–3 • Differentiate literacy, language, and Module 1 – 2 Pres: E2,E3 Chil
communication development. • Nature of Literacy, Language, and (TLC) Deve
August • Discuss the Language. Literacy, and Communication. tal
17 & 24 Communication Domain of a growing • Early Childhood children Language Mile
Domain/ Skills Alt: E4, M1 Chec
child.
• Kindergarten Curriculum
• List down some tasks that can be
Framework (focusing on Language.
expected from children as they Literacy, and Communication
develop? Domain)
• Differentiate the different Theory of
Language Acquisition.
• Formulate the principles of language
development based on the student’s
point of view.

4-5 • Explain how the theories of language Module 3 – 4 Pres: E2,E3 • I

development affect the literacy • Principles & Theories of language (TLC) v
August development of a child? development/ Language Acquisition d
31 & • Parts of the brain responsible for o
• Expound the role of the brain in
Sept 7 literacy, language, and Alt: E4, M1 • S
literacy development.
communication.
• Discuss the stages of language
• Stages of language development
development
• Developing a Love for Reading
Summarize the relevance of the two
•
(2) stories on language development.
Discuss how children develop a love
•
for reading.
Identify activities for pre – during –
• and after reading

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 TRINITY UNIVERSITY OF ASIA
College of Arts,
Sciences and Education
文理教育學院
6 PRELIM EXAMINATION
Sept 14

7–8 • Critique the stages of language Module 5 – 6 Pres: E2,E3 • d

acquisition. • Teachers’ Role in Promoting Oral (TLC) o
Sept 21 • Correlate own experiences with Language and Vocabulary
& 28 young children’s way of acquiring Development
language. Alt: E4, M1
• Language Skills (LSRW)
• Write their own stages of language • Essential Components of Reading
acquisition based on the interview • Awareness: Integration of Literature
with their parents. and Skills
demonstrate strategies for • Pre -, During, and Post Reading
•
increasing vocabulary. develop Activities
a love for reading.
Enumerate the importance of
• acquiring different language skills in
the early years among young
children.

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 TRINITY UNIVERSITY OF ASIA
College of Arts, Sciences and Education
文理教育學院

• Differentiate each essential

component of reading.
• Identify activities for pre – during –
and after reading
9 MIDTERM EXAMINATION 3 hours
Oct 5
10 – 11 • Enumerate the importance of Module 7 – 8 Pres: E2,E3 Individual 6 hours narrative or concept
Instilling Reading Comprehension in • Instilling Reading Comprehension in (TLC) work paper about their
Oct 12 & early years. language and
early years
19 Writing of communication
• Assess the presented interview in • Bilingualism/Multilingualism position development
terms of the importance of having Alt: E4, M1
paper
Bilingualism/Multilingualism. • Curriculum Planning for Language quiz
• Say some basic greetings in Korean, Development
Turkish, and Mandarin language. List
down techniques on how to enhance
•
language development in a preschool
classroom.
Make a collage of a print-rich –
• environment of a preschool
classroom.

| Course Syllabus on ECE 110 – LITERACY DEVELOPMENT-First Semester SY2023-24

 TRINITY UNIVERSITY OF ASIA
College of Arts, Sciences and Education
文理教育學院

12 – 13 • List down some pros and cons of Module 9 – 10 Pres: E2,E3 Individual 6 hours narrative or concept
introducing early reading skills to • Stages of Literacy development/ reading (TLC) work paper about their
Oct 26 & early years. development socio–emotional
Nov 2 • Discuss elaborately the different stages Writing development
of literacy development. • Selecting and Reading Children’s Alt: E4, M1 of
• Write a sample of four-pronged Books position quiz
approach lesson plan ✓ How to Introduce Toddlers and paper
Babies to Books.
• The Language Experience Approach
(Beginnings & Beyond p446)
• 8+ Ways to Support Literacy Skills
Development

14 3 hours
Nov 9 SEMI – FINAL EXAMINATION

15 – 16 • List down some pros and cons of literary Module 11 – 12 Pres: E2,E3 Individual 6 hours narrative or concept
experiences in teaching young children. • Extending Literary Experiences (TLC) work paper about their
Summarize the importance or advantages socio-emotional
Nov 16
of the different literary experiences.. development
& 23 Writing
Discuss the different languages from • Language and Speech Disorders (under
speech disorders. the umbrella of Alt: E4, M1 of
Enumerate some strategies for early Communication Disorders) position quiz
• assessment and intervention for them. paper
Discuss the different language • Four – Pronged approach discussion
• disorders/impairments .

17 FINAL EXAMINATION 3 hours

Dec 7

18 STUDENT CONSULTATION 3 hours

| Course Syllabus on ECE 110 – LITERACY DEVELOPMENT-First Semester SY2023-24

 TRINITY UNIVERSITY OF ASIA
College of Arts, Sciences and Education
文理教育學院

LEARNING ENVIRONMENT:

Classroom: Child and Adolescent Learners and Learning Principles

Consultation Room/ Library: For Independent Study

COURSE REQUIREMENTS:
o Journal/ Reflection Paper/ concept paper
Personal Photo collage of students development
Course portfolio o Individual/ Group outputs

COURSE POLICIES:
o Students must be inside the classroom at exactly 1:30pm. If you are late, approach the Professor within class time.
o Success of students in this class are dependent on their active participation and engagement in class discussions throughout the
semester.
o Students are required to complete all assignments by the due date.
o If there are any questions, you may send an email to the Professor to discuss your concern.
o Respect everyone. Listen when the Professor/classmates are speaking.

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 TRINITY UNIVERSITY OF ASIA
College of Arts, Sciences and Education
文理教育學院

GRADING SYSTEM:

A. ECE_110 GRADING MATRIX Percentage Decimal Verbal Interpretation

98 100 1.00 Excellent
Midterm Grade / Final Grade 95 97 1.25 Superior
92 94 1.50 Very Good
Competency Rating Percentage
89 91 1.75 Above Average
Midterm Exam / Final Exam 40% 85 88 2.00 Good
Quizzes 40% 82 84 2.25 Average
Student Centered Activities 10% 79 81 2.50 Fair
Attitude and Behavior 10% 77 78 2.75 Passing
Total 100% 75 76 3.00 Barely Passing
*74 and below 5.00 Failure/ Dropped Unofficially
Final ECE _110 Grade 6.00 Dropped Officially
8.00 Exempted
Competency Rating Percentage 9.00 In Progress
Midterm Grade 40%
Final Grade 50%
Attendance 10%
Total 100%

| Course Syllabus on ECE 110 – LITERACY DEVELOPMENT-First Semester SY2023-24

 TRINITY UNIVERSITY OF ASIA
College of Arts, Sciences and Education
文理教育學院

LEARNING RESOURCES:
1. eTextbook
2. eBooks
o Menyuk, P. & Brisk, M.E. Language Development and Education Children with Varying Language Experiences. Retrieved from DOI
https://doi.org/10.1057/9780230504325. Or https://link.springer.com/book/10.1057/9780230504325
o Matson, J. L. Handbook of Treatment Approaches in Childhood Psychopathology. Pp. 79 – 117. USA: Springer, Boston, MA. Retrieved from
https://doi.org/10.1007/978-1-4613-0983-3 or https://link.springer.com/chapter/10.1007/978-1-4613-0983-3_5
o Lally, M. & Valentine-French, S. (2019). LIFESPAN DEVELOPMENT A Psychological Perspective (2 nd ed.) Retrieved from
http://dept.clcillinois.edu/psy/LifespanDevelopment.pdf o The Principles of Developmental Psychology. Retrieved from
shttps://www.sagepub.com/sites/default/files/upm-binaries/9397_008824ch1.pdf
3. Other Online Resources:
o 12 Principles of Child Development and Learning that Inform Practice. Retrieved from https://www.naeyc.org/resources/topics/12-principles-
ofchild-development
o Child and Adolescent Module. Retrieved from https://www.unhcr.org/3bb81bad4.pdf
o Developmental Milestones. Retrieved from https://www.rsd.k12.pa.us/Downloads/Development_Chart_for_Booklet.pdf
o ECCD Filipino Developmental Checklist. Retrieved from file:///C:/Users/USER/Downloads/How%20to%20Use%20the%20ECCD%20Checklist.pdf o
Factors Affecting Prenatal Development: An Analysis from the Sunnah and Contemporary Psychology (pdf) . Retrieved from
https://www.academia.edu/31890998/Factors_Affecting_Prenatal_Development_An_Analysis_from_the_Sunnah_and_Contemporary_Psychology
o Ojose, Bobby. (2008). Applying Piaget’s Theory of Cognitive Development to Mathematics Instruction. Vol. 18, No. 1, 26–30. Retrieved from
https://files.eric.ed.gov/fulltext/EJ841568.pdf
o Principles of Growth and Development. Retrieved from https://www.psychologydiscussion.net/educational-psychology/principles-of-human-
growthand-development/1813

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 TRINITY UNIVERSITY OF ASIA
College of Arts, Sciences and Education
文理教育學院

o Rvachew, S. (2018). Language development and literacy. Retrieved from http://www.child-encyclopedia.com/sites/default/files/dossierscomplets/

en/language-development-and-literacy.pdf
o Shabani, K., Khatib, M. & Ebadi, S. (2010). Retrieved from Vygotsky's Zone of Proximal Development: Instructional Implications and Teachers'
Professional
Development. Vol. 3, No. 4. Retrieved from https://files.eric.ed.gov/fulltext/EJ1081990.pdf o Situation Analysis of
Children in the Philippines. Retrieved from https://www.unicef.org/philippines/media/556/file
o Standards and Competencies for Five-Year-Old Filipino Children. Retrieved from https://www.deped.gov.ph/wp-content/uploads/2019/01/Kinder-
CG_0.pdf o The Principles of Developmental Psychology. Retrieved from
https://www.sagepub.com/sites/default/files/upm-binaries/9397_008824ch1.pdf o Theories of Human Development. Retrieved from

https://www.sagepub.com/sites/default/files/upm-binaries/66092_Wong_Chapter_2.pdf o What is Child Development? Brentwood Open Learning

College. Retrieved from https://www.youtube.com/watch?v=vWsBMyfyeFY

4. Mobile Apps and PC Software

Prepared by: Reviewed by: Approved by:

CAROLYN VICTORIA U. RONQUILLO, Ph.D. MARIA THERESA D. CARDANO, Ed.D. TERESITA K. CAPACETE, Ed.D. Dean
Faculty, Education Department Head, Education Department College of Arts, Sciences and Education

23 | Course Syllabus on ECE 110 – LITERACY DEVELOPMENT-First Semester SY2023-24