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ECED 101 - Principles and Practices I

This course introduces the student to the skills and knowledge necessary to plan an early childhood educational program that will meet the needs of the whole child within the context of a group setting. The student will examine the values of quality program components and program evaluation. This includes the study of history, philosophy, and current educational trends in Early Childhood Education.


Credits:  3


Hours: 45 (Lecture Hours: 3)


Total Weeks:  15



Acceptance into the Early Childhood Education and Care Diploma program
HDEC 100 Essential Skills for Human Service Workers
OR permission of instructor


Non-Course Prerequisites: 






Course Content:
- Overview of the field:
- Developmentally appropriate programs
- Issues
- Overview of the field:
   Early Influences on ECE
   History of ECE in Canada
   Program models
   Goals, objectives and evaluation of Early Childhood Education and Care
- Developmentally appropriate programs:
   The physical environment
   Creative development through the curriculum
   Physical development through the curriculum
   Cognitive development through the curriculum
   Language development through the curriculum
   Social development through the curriculum
   Guiding routines and group activities
   Children and their families
   Programming for the whole child.
   Guiding routines and group activities
   Guiding behaviour/stress indicators and coping strategies
   Teacher's role
- Exploring diversity in Early Childhood Education and Care
- Training
- Wages
- Professionalism

- Burnout


Learning Outcomes:
To provide a basic introduction and overview to the field of Early Childhood Education (ECE).
Upon successful completion of this course the student will be able to:

- Comprehend the historical perspective, role, purpose and growth of Early Childhood Education and Care
- Discuss and compare the similarities and differences between influential people, influential theorists, influential events and program models in ECE
- Define quality in Early Childhood Education and Care programs
- Compare Early Childhood Education provincially in terms of: licensing, staff qualifications, group size ratios, centre size and  programming
- Specify currently licensing practices of ECE in B.C.
- Identify the components of distinct Early Childhood Education and Care services
- Discern the roles of the governing bodies
- Describe the needs and interrelationship between and diversities of children, families, society and educator/caregivers
- Explore the role of the professional Early Childhood Educator and Caregiver
- Plan for developmentally appropriate programming and play opportunities for the whole child

- Basic computer skills

- Ability to work online in Desire2Learn (learning aids provided)


Grading System:  Letters


Passing Grade:  C (60%)


Percentage of Individual Work:  100


Additional Course Comments:
Ministry of Children and Family Development ECE Registry Occupational
Competencies Ministry of Children and Family Development ECE Registry Occupational Competencies
A. Understanding:
- A-1
   Range of historic and current theoretical approaches to child growth and development from a cross-cultural perspective
   Personal perspective on child growth and development to guide practice.
- A-2 Children’s right

    Children’s right to the provision of high-quality inclusive services that honour diversity
- A-3
   Early Childhood Educators of BC (ECEBC) Code of Ethics and ethical decision-making and judgement;
   Relevant legal and/or contractual obligations that guide practice;
   Appropriate professional boundaries
   Impact of personal values and philosophy on practice.
B. Ability:
- B-2
   Promote inclusion
- B-3
   Observe in unbiased and non-judgmental ways;
   Document observations in clear language and through other accessible methods;
C. Knowledge
- C-2
   Governmental mandates and jurisdictions;
   Current licensing and/or registration regulations;
   Organizational structure, authority and procedures for provincial and local Community Care Facilities licensing;
   Current Child, Family and Community Services Act including the duty to report neglect or abuse and reporting protocols
   Freedom of Information and Privacy Regulations
6-b-1; 6-b-2
6-c-1; 6-c-2
7-b-1; 7-b-3; 7-b-7
On-line students must engage in weekly, on-line course discussions.  Teleconference students must attend the teleconferenced classes.  Assignment due dates will be posted on the course discussion board. It is the student's responsibility to contact the instructor immediately if experiencing access difficulties that hinder course/assignment completion D2L (on-line students) or Global access (teleconferenced students).  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 books lists.

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