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.
Date First Offered:
- Total Hours: 45
Lecture Hours: 45
This course is offered online:
- Acceptance into the Early Childhood Education and Care Diploma program
- HDEC 100 Essential Skills for Human Service Workers
- or permission of instructor
- Overview of the field:
Developmentally appropriate programs
Overview of the field:
Developmentally appropriate programs:
- Early Influences on ECE
History of ECE in Canada
Goals, objectives and evaluation of Early Childhood Education and Care
- 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
Exploring diversity in Early Childhood Education and Care
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)
Number of Assignments:
Assignments: 85 %
Participation: 15 %
Nature of Participation:
- The participation mark will be instructor marked and will be assessed on students' participation on the discussion board (on-line students) or throughout the weekly teleconferences (tele-conference students).
- Students in teleconferenced sections will participate in weekly teleconferenced classes with classmates and the instructor. They will engage in both large group and small group discussion of course material.
- Students in the on-line offering will be expected to utilize the on-line discussion board to engage in weekly discussion and share resource ideas with the instructor and classmates.
Percentage of Individual Work:
- One essay of an influential theorist (750-1000 words) 20%
- One interview with an ECE professional and historical report of one centre 20%
- One program environmental assessment supported with video clips or photos 25%
- Project plan to extend a child's topic of interest 20%.
Other Pertinent Information:
Ministry of Children and Family Development ECE Registry Occupational
Competencies Ministry of Children and Family Development ECE Registry Occupational Competencies
A-2 Children’s right
- 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.
Children’s right to the provision of high-quality inclusive services that honour diversity
- 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.
Observe in unbiased and non-judgmental ways;
Document observations in clear language and through other accessible methods;
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
Course Offered in Other Programs:
7-b-1; 7-b-3; 7-b-7
Keys to Success:
On-line students must engage in weekly, on-line course discussions.
- Teleconferenced students must attend the tele-conferenced 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 (tele-conferenced 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.
- On-line: Students must have regular access to a computer and the Internet; basic computer skills are needed in order to complete this course.
- Effective learning strategies: setting aside a weekly time commitment to complete the course work and regular contact with classmates and the instructor through the course discussion board and/or e-mail.
Tele-conferenced students: Students must have regular access to a computer and the Internet; basic computer skills are needed in order to complete this course. Attend the weekly teleconferences and be prepared for the lesson discussion by reading over the week's lesson work.
- Required - Ward, C., 1996, Adult Intervention: Appropriate Strategies for Enriching the Quality of Children's Play Vol. 51 No. 3 (NAEYC). Chapters Covered: pp. 20-25
Required - Early Learning Advisory Group, 2008, BC Early Learning Framework (http://www.bced.gov.bc.ca/early_learning/pdfs/). Chapters Covered: All
Required - Ministry of Health, BC, 2004, Community Care and Assisted Living Act (http://www.qp.gov.bc.ca/ statreg/stat/C/02075_01.htm BC Min)
Required - British Columbia Ministry of Health, 1997, Furnishings & Equipment Guidelines for Licensed Child Care Facilities ( http://www.healthplanning.gov.). Chapters Covered: All
Required - Young, E. E. , 1998, Introduction to Early Childhood Education (Nelson). Chapters Covered: All
Required - Upper Valley Fraser Health Unit, n/a, Parent's Guide to Selecting Child Care-Video (Fraser Health Unit)
Required - British Columbia Ministry of Health, 2003, Parent's Guide to Selecting Child Care: Selecting and Monitoring of Licensed Child Care (http://www.health.gov.bc.ca/library/). Chapters Covered: All
Required - Doxey, I. M., 1990, The Canadian Child (Nelson). Chapters Covered: pp. 3-12
Required - Doxey, I. M. & Chant, D. , 1990, The Child in the Family (Nelson). Chapters Covered: pp. 43-52
Required - Elkind, D., 1987, The Child, Yesterday, Today and Tomorrow Vol. 42, No. 4 (NAEYC). Chapters Covered: pp.6-11