ECEC 203 - Current Perspectives on Practice

Students will examine current Early Learning Frameworks and the implications for educators engaging in reflective processes that question accepted truths about teaching and learning.

 

Credits:  3

 

Hours: 45 (Lecture Hours: 45)

 

Total Weeks:  15

 

Prerequisites:
None

 

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:
Common discourses of childhood: the limits, complexities, and opportunities for other ‘truths’.
- Politics of practice
- Everyday discourses and beyond
- Lenses that shape practice and expectations
- Knowledge and ethics
Learning Frameworks as spaces for critical engagement
- Frameworks: Do they challenge practice or reconfirm prejudices?
- Canadian and International Learning Frameworks
- Tensions in reflective practice
- Impact of historical, social, and political contexts upon practice
Curriculum as it relates to the Images of Children, Families, and Educators
- Power relations and their impact.
- Learning Communities
- Theories of children’s participation in curriculum making
- Beginnings rather than endings
- Methods to cultivate children’s intentions
- Interpret children's explorations
- Curriculum as a provocation to explore difficult questions
- Pedagogy of social justice and application to practice
- Questions not answers

 

 

Learning Outcomes:
Upon successful completion of this course, students will be able to demonstrate their knowledge, skills, abilities, and attitudes regarding the significance of Discourses, Early Learning Frameworks, and Critical Reflection as a way of building and shaping early learning opportunities

Knowledge:
- Define reflective practice
- Recognize the effects of historical, social, and political contexts on practice
- Illustrate the importance of respect for differences in making meaning and in learning
- Describe how beliefs and values are shaped by personal and cultural life experiences.
- Outline how Early Learning Frameworks can challenge practice or reconfirm prejudices
- Demonstrate an understanding of the philosophical and pedagogical aspects of documentation (observation, recording, individual interpretation, collective interpretation)
- Identify how knowledge is related to ethics
- Review the components of curriculum
- Discuss characteristics of learning communities
- Explain power relations and how they impact educator, child, and family roles

Attitudes:
- The student will approach the course with a willingness to challenge existing assumptions of educator roles and learner process.

Skills:
- Critique reflective practice
- Generate interpretations of theoretical readings
- Analyze the effects of historical, social, and political contexts on examples of practice
- Identify a variety of possible images of the child, family, and educator, and how these images shape practice and curriculum approaches
- Assess, individually and collectively, current practice
- Reconstruct interpretations of children's meaning making and educators' roles
- Compare and contrast curriculum choices
- Examine beliefs and identify the lenses that shape practice and expectations
- Link documentation with the areas of early learning described in the Frameworks
- Evaluate the effectiveness of the examples of Learning Communities

Technologies:

- Basic computer skills, d2l use, regular access to computer and internet. 

 

Grading System:  Letters

 

Passing Grade:  C (60%)

 

Percentage of Individual Work: 100

 

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
Function No. 2:
- Plan and implement developmentally appropriate programs that meet the observed needs of children
   2-a-2; 2 a-3; 2-a-4; 2-a-7; 2-a-10; 2-b-4; 2-c-1; 2-c-2; 2-c-3; 2-c-4; 2-c-6; 2-c-7; 2-e-1; 2-e-2; 2-e-3; 2-e-4; 2-e-5
Function No. 4:
- Support families
   4-a-1; 4-a-3; 4-a-7; 4-a-9l; 4-c-4
Function No. 5:
- Share information appropriately, cooperate and coordinate efforts with other community services
   5-a-4
Function No. 6:
- Develop yourself and contribute to the development of others to meet current and future needs
   6-a-1; 6-a-3; 6-b; 6-b-1; 6-c-2

 

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