B.C.'s Energy College

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ECEC 200 - Curriculum II

This course builds on the basic skills and competencies acquired in Curriculum I. Students will deepen their awareness and ability to create meaningful learning episodes for young children. They will gain the knowledge and skills to create multi-dimensional learning environments that are flexible, co-created, reciprocal, and culturally and contextually relevant to the specific early childhood programs in which they are a student or employee.


Credits:  3


Hours: 45 (Lecture Hours: 3)


Total Weeks:  15


ECED 110 Practicum 2

ECEC 100 Curriculum 1


Non-Course Prerequisites:
Criminal Records Check





Course Content:
- Nourishing Classroom Culture
- The learning Process
- Assessments
- Adapting Frameworks
- Nourishing Classroom Culture
- Relationships
- Predictability/consistency
- Routines
- Aesthetics
- Globalization and diversity

- Holistic framework
- Invitations to play
- Learning to learn
- Coaching
- Respectful practices
- Engagement
- Documentation
- Enabling
- Responsive
- Receptivity
- Extending
- Representation
- Children as assessors
- Documentation
- Authentic
- Transparency
- Challenges
- Adaptations
- Invent
- Risk taking
- Support
- Learning through conflict


Learning Outcomes:
Upon completion of this course students will be able to:
- Apply principles and begin to implement strategies to create nourishing classrooms
- Create invitations to play
- Plan play taking into consideration the impact of environmental aesthetics
- Coach children's play experiences
- Develop responsive planning techniques
- Extend learning episodes that are co-created between children and adults
- Document and interpret learning episodes in visual and written media
- Encourage children to use a variety of media to enhance their own learning and development
- Apply principles and begin to implement strategies to create nourishing classrooms
- Create learning episodes that are informed by knowledge of community, cultural and global aspects
- Apply flexibility to planning
- Implement routines that are child-owned
- Create authentic assessments that are transparent and influenced by children's perspective
- Implement planning strategies within programs resistant to this educational discourse
- Use personal reflection and assessment as an on-going means of professional development

- Develop strategies to assist with creating a professional support group


Grading System:  Letters


Passing Grade:  C (60%)


Percentage of Individual Work:  90


Percentage of Group Work:  10


Additional Course Comments:
To complete assignments, students must have access to a licensed program for young children (volunteer sites, practicum centres, or work sites). 

Ministry of Children and Family Development ECE Registry Occupational  Competencies
- Current theoretical approaches to child growth and development from a cross-cultural perspective;
- Child growth and development as part of on-going life span development;
- Growth and development in key developmental domains including social/emotional, physical, cognitive, language and cultural  development;
- Holistic and interdependent nature of growth and development;
- Stages and milestones in the developmental process;
- Individual variations in the developmental process;
- Personal perspective on child growth and development to guide practice.
- Children’s right to the provision of high-quality inclusive services that honour diversity
- Clarify own biases
- Implement anti-bias strategies
- Promote inclusion
- Observe in unbiased and non-judgmental ways;
- Document observations in clear language and through other accessible methods;
- Plan appropriate programs, responses and interventions;
- Organize and facilitate the implementation of the plan;
- Evaluate the effectiveness and/or outcomes and make necessary adaptations
- Show appreciation for, and enjoyment of, others
- Be patient and flexible.
- Current licensing and/or registration regulations;
- Current Child, Family and Community Services Act including the duty to report neglect or abuse and reporting protocols;
1-a-1(a);1-a-2;1-a-3;1-a-4; 1-b-5;1-b-9; 1-c-1;1-c-2;1-c-3;1-c-4;1-c-5;1-c-6;1-c-7; 1-d-3(b)1-d-5;1-d-6
2-a-1; 2-a-2; 2-a-3; 2-a-4; 2-a-5;2-a-6; 2-a-7; 2-a-8; 2-a-9; 2-a-10; 2-b-1; 2-b-2; 2-b-3;2-b-4;2-b-5; 2-c-1; 2-c-2; 2-c-3; 2-c-4; 2-c-5;2-c-6; 2-c-7; 2-d-1; 2-d-2; 2-d-3; 2-d-4; 2-d-5; 2-d-6; 2-d-7; 2-e-5
3-a-1; 3-a-2; 3-a-3; 3-b-13-b-2;3-b-3; 3-b-5; 3-b-6; 3-c-1; 3-c-2; 3-c-3;3-c-4;3-c-5; 3-c-6
6-a-1; 6-c-2
7-a-1; 7-b-2; 7-b-3; 7-b-5; 7-b-6; 7-b-7; 7-b-8; 7-d-1;7-d-3
Full-time students only co-requisites
- ECEC 201 Building Professional Family Partnerships
- ECEC 202 Administration and Leadership in Early Childhood Education
- ECED 150 The Early Childhood Education Professional
- ECED 111 Practicum 3
- Students must have regular internet accessible computer access to engage in weekly, on-line course discussions. Assignment due dates will be posted on the course discussion board. It is the student's responsibility to contact the instructor immediately if experiencing D2L access difficulties that hinder course/assignment completion.
- Late assignments will be deducted 10%. Failure to contact the instructor about the progress of a late assignment within a week of the assignment due date will result in a zero for that assignment.
- All assignments must be submitted to received a course mark.


Text Books:
Textbooks are subject to change.  Please contact the bookstore at your local campus for current book lists.
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