ECEC 200 - Curriculum 2

Students will deepen their 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: 45)

 

Total Weeks:  15

 

Prerequisites:
HDEC 100, HDEC 101, HDEC 102, HDEC 103, ECED 101, ECED 109A, ECEC 100 and ECED 110 (ECED 110 may be taken concurrently).

 

 

Non-Course Prerequisites:
Admission into the Early Childhood Education and Care Program, Ministry of Justice Schedule B CRC (works with children)

 

Co-Requisites: 

None

 

Course Content:
THEMES
Nourishing Classroom Culture
The Learning Process
Assessments
Adapting Frameworks
CONCEPTS
Nourishing Classroom Culture
- Relationships
- Predictability/consistency
- Routines
- Aesthetics
- Globalization and diversity
- Holistic framework
The Learning Process
- Invitations to play
- Learning to learn
- Coaching
- Respectful practices
- Engagement
- -Documentation
- Enabling
- Responsive
- Receptivity
- Extending
- Representation
Assessments
- Children as assessors
- Documentation
- Authentic
- Transparency
Adapting Frameworks
- 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
- 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:
This course has been approved by and adheres to the B.C. Child Care Occupational Competencies - Government of B.C.

https://www2.gov.bc.ca/assets/gov/education/early-learning/teach/ece/bc_occupational_competencies

Understanding:
 A1:
- 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.
 A-2:
- Children’s right to the provision of high-quality inclusive services that honour diversity
Ability:
 B-2:
- Clarify own biases
- Implement anti-bias strategies
- Promote inclusion
 B3
- 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
 B4:
- Show appreciation for, and enjoyment of, others
- Be patient and flexible.
Knowledge:
 C-2
- Current licensing and/or registration regulations;
- Current Child, Family and Community Services Act including the duty to report neglect or abuse and reporting protocols;
Functions
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
4-a-6
5-b
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

 

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