Early Childhood Care & Ed.
| EDUC 144 | Theoretical Perspectives | |
| 3.00 credits | (4,0,0) hrs | 15 wks |
| This course provides an introduction to the history and philosophy of ECCE. Major contemporary issues are examined. International childcare is discussed. | ||
| EDUC 166 | Child Development I | |
| 2.25 credits | (3,0,0) hrs | 15 wks |
| An introductory study of theories and principles of development focusing on conception through 24 months. | ||
| EDUC 170 | Interpersonal Skills | |
| 1.50 credits | (2,0,0) hrs | 15 wks |
| An introductory course in which students focus on the development of self awareness and increased understanding of others. Students will learn basic communication concepts and practice skills which contribute to effective interpersonal relationships. | ||
| EDUC 171 | Caring and Learning Environments | |
| 1.50 credits | (2,0,0) hrs | 15 wks |
| This course introduces the student to various programs for young children. The role of the Early Childhood Educator, learning environments and the value of play are examined. | ||
| EDUC 172 | Guiding Young Children I | |
| 1.50 credits | (2,0,0) hrs | 15 wks |
| This course develops a theoretical framework of guidance principles and techniques which support children's optimal development. | ||
| EDUC 173 | Curriculum Development I | |
| 3.00 credits | (6,3,0) hrs | 10 wks |
| Based on the philosophy that play provides the foundation for children's growth and development, this experiential workshop course focuses on learning environments, curriculum planning, and teaching strategies. | ||
| EDUC 175 | Observing and Recording | |
| 1.50 credits | (2,0,0) hrs | 15 wks |
| This course develops skill in objectively observing and recording the behaviour of young children. | ||
| EDUC 176 | Applied Theory - Practicum I | |
| 3.00 credits | (4,0,0) hrs | 15 wks |
| Prerequisite: EDUC 166, 173 and 175 are prerequisites or co-requisites | ||
| This course provides students with opportunities to observe young children and, at a beginning level, to plan, implement and evaluate activities under supervision. | ||
| EDUC 220 | Health, Safety and Nutrition | |
| 1.50 credits | (2,0,0) hrs | 15 wks |
| Through the use of lecture, videos and assignments, the student will be able to recognize the common signs and symptoms of childhood illness and plan health care appropriate to a centre setting, recognizing situations requiring emergency care; understand the role of healthy eating as it relates to normal child development within the context of the preschooler's daily life and environment; and follow valid nutrition guidelines for their own optimum health. | ||
| EDUC 254 | Theoretical Perspectives | |
| 3.00 credits | (4,0,0) hrs | 15 wks |
| This course provides an introduction to the history and philosophy of ECCE. Major contemporary issues are examined. International childcare is discussed. | ||
| EDUC 256 | Working with Young Children in Inclusive Group Settings | |
| 1.50 credits | (5,0,0) hrs | 06 wks |
| Prerequisite: EDUC 166 and 267, 276 as pre or co-requisites | ||
| The student will learn to select and to use appropriate assessment materials and intervention strategies for working with children who require extra support. A family-centred approach will be taken. | ||
| EDUC 267 | Child Development II | |
| 2.25 credits | (3,0,0) hrs | 15 wks |
| Theories, principles of development and child study techniques focusing on physical, cognitive, language and social-emotional growth and development from 24 through 60 months. | ||
| EDUC 271 | Introduction to Centre Organization | |
| 1.50 credits | (2,0,0) hrs | 15 wks |
| An introductory look at some of the administrative aspects of operating a centre for young children. This course assumes a knowledge of curriculum and daily program planning, and identifies necessary functions relating indirectly to children; e.g., handling finances, hiring staff, leadership and management, cleaning and maintenance, policies and procedures, etc. Provincial legislation regulating child care is examined. Steps to opening a centre will also be discussed. | ||
| EDUC 272 | Guiding Young Children II | |
| 1.50 credits | (2,0,0) hrs | 15 wks |
| This course will extend the student's repertoire of guidance/teaching techniques. The focus is on responding to the needs of the individual child, on promoting a positive self concept and on fostering pro-social behaviour. | ||
| EDUC 273 | Curriculum Development II | |
| 3.00 credits | (4,0,2) hrs | 15 wks |
| Prerequisite: EDUC 173 | ||
| The student will acquire further knowledge, experience and skill in planning, implementing, and evaluating learning environments for groups of children. | ||
| EDUC 276 | Applied Theory - Practicum II | |
| 4.00 credits | (5.33,0,0) hrs | 15 wks |
| Prerequisite: EDUC 176 | ||
| This is a five-week, full-time practicum. If taken, however, on a part-time basis, the same number of hours are required. Working with a qualified Early Childhood Educator students extend their competencies in program planning and evaluation. Weekly seminar discussions focus on integrating theory and practice. | ||
| EDUC 277 | Applied Theory - Practicum III | |
| 4.00 credits | (5.33,0,0) hrs | 15 wks |
| Prerequisite: EDUC 276 | ||
| This is, generally, a five-week, full-time practicum. If taken, however, on a part-time basis, the same number of hours are required. In this practicum, students integrate and consolidate knowledge and skills gained throughout the program. The student will be involved in all aspects of providing quality care and education for young children. | ||
| EDUC 348 | Program Planning, Physical Care and Safety for Infants and Toddlers | |
| 3.00 credits | (4,0,0) hrs | 15 wks |
| Prerequisite: EDUC 277 is a prerequisite or co-requisite | ||
| The student will develop an awareness of the early childhood educator's role and responsibility in preparing a safe, healthy environment and in planning routine procedures for infants and toddlers. The focus will be on planning schedules, routines, space and program activities for infants and toddlers. Individual and small group activities which promote self esteem, language, social behaviours and self-help skills will be planned. Goal setting and effective guidance will be discussed. | ||
| EDUC 349 | Applied Theory Infant/Toddler Practicum | |
| 6.00 credits | (0,0,25) hrs | 06 wks |
| Prerequisite: EDUC 277 | ||
| This practicum course provides opportunities for planned and spontaneous caregiving that incrementally demonstrates the student's advanced professional practice, knowledge and reflective skills. | ||
| Note: Students must have 500 hours of work experience. | ||
| EDUC 350 | Advanced Child Development | |
| 2.00 credits | (3,0,0) hrs | 15 wks |
| Prerequisite: EDUC 277 is a prerequisite or co-requisite | ||
| This course will focus on the similarities and differences of typical and atypical development of young children. | ||
| EDUC 352 | Centre Operations | |
| 2.00 credits | (3,0,0) hrs | 15 wks |
| Prerequisite: EDUC 277 | ||
| The student will gain knowledge of the broad concepts and principles involved in the effective administration and management of a child care centre and the skill required to fulfill the role of a manager/director/administrator. | ||
| EDUC 354 | Program Planning for Special Needs | |
| 3.00 credits | (4,0,0) hrs | 15 wks |
| Prerequisite: EDUC 277 | ||
| This course will examine strategies for collaborating with parents, adapting programs, implementing individual intervention goals and helping children to communicate with one another. | ||
| EDUC 356 | Applied Theory Infant and Toddler Practicum A | |
| 3.00 credits | (0,0,10.4) hrs | 15 wks |
| Prerequisite: EDUC 277 | ||
| Through work experience in an infant/toddler centre the student learns and practises how to protect, support and enrich the lives of young children. | ||
| Note: Students must have 500 hours of work experience. | ||
| EDUC 357 | Applied Theory Infant and Toddler Practicum B | |
| 3.00 credits | (0,0,10.4) hrs | 15 wks |
| Prerequisite: EDUC 277 | ||
| This practicum focuses on working with parents and the evaluation of a quality program. These broader aspects of group care are central to the provision of quality care for infants and toddlers. | ||
| Note: Students must have 500 hours of work experience. | ||
| EDUC 358 | Applied Theory Special Needs Practicum | |
| 3.00 credits | (0,0,10.4) hrs | 15 wks |
| Prerequisite: EDUC 277 | ||
| Under the guidance of a qualified Special Needs Early Childhood Educator the student practises how to program activities which include children who need extra support. | ||
| Note: Students must have 500 hours of work experience. | ||
| EDUC 359 | Applied Theory Special Needs Practicum | |
| 3.00 credits | (0,0,10.4) hrs | 15 wks |
| Prerequisite: EDUC 277 | ||
| This practicum focuses on working with parents and the evaluation of a quality program. Students refine their skills of inclusive programming for groups of children. | ||
| Note: Students must have 500 hours of work experience. | ||
| EDUC 371 | Family, School and Community | |
| 3.00 credits | (4,0,0) hrs | 15 wks |
| Prerequisite: EDUC 176 is a prerequisite or co-requisite | ||
| The teacher-family partnership will be examined with a focus on families with children birth to five years of age. The student will explore in-depth the skills and program qualities that establish mutually supportive relationships between home and centre. | ||
| EDUC 373 | Inquiry-Based Learning in ECCE | |
| 3.00 credits | (4,0,0) hrs | 15 wks |
| Prerequisite: ENGL 100 and 30 ECCE credits | ||
| This course provides students with the opportunity to examine all aspects of negotiated curriculum. Topics will include the image of the child, the investigative environment, learning materials and the basic principles of documentation. | ||
| EDUC 375 | Early Childhood: Children, Culture and Globalization | |
| 3.00 credits | (4,0,0) hrs | 15 wks |
| Prerequisite: ENGL 100 and 30 ECCE credits | ||
| The course aims to give students the ability to interpret a broad and historical review of the development of the different concepts of globalization. A critical and questioning approach to the influences of global trends on child-rearing processes and development will be encouraged. The course will critically examine the concepts, terms, definitions and debates of globalization as influences for early childhood practitioners. | ||
| EDUC 376 | Global Perspectives on Literature and Literacy | |
| 3.00 credits | (4,0,0) hrs | 15 wks |
| Prerequisite: ENGL 100 and 30 ECCE credits | ||
| This course will give the student an understanding of the concept of early literacy and its significance in early childhood care and education. | ||
| EDUC 379 | Role of the Pedagogista in ECCE | |
| 3.00 credits | (4,0,0) hrs | 15 wks |
| Prerequisite: ENGL 100 and 30 ECCE credits | ||
| This course will give students the development tools and strategies for organizing the work of the pedagogista in ECCE organizations. On completion of the course, student will have the ability to define the role of pedagogista in our communities and be able to critically examine the ethics and politics in ECCE organizations. Students will also learn how to investigate the role of progettazione: concept and practice, and how to build listening and dialogue in communities of learning. | ||
| EDUC 380 | Advanced Studies of the Pedagogista | |
| 3.00 credits | (4,0,0) hrs | 15 wks |
| Prerequisite: EDUC 379 | ||
| This course is the second course in a 2-part sequence. This course continues to examine the philosophy as well as tools and strategies for organizing the work of the pedagogista in early childhood organizations. Key areas of study will include the pedagogy of listening within the context of particular ECCE learning communities; critical examination of the ethics and politics in early childhood organizations and perspectives on developing "projetazzione". | ||
| EDUC 390 | Applied Theory Special Needs Practicum | |
| 6.00 credits | (0,0,25) hrs | 06 wks |
| Prerequisite: EDUC 277 | ||
| This course is a six-week practicum. The practicum placement will be in an inclusive centre for children birth to five years. The intent of this practicum will provide opportunities for planned and spontaneous programming for children who require extra support. An in-depth examination of inclusive practice will be a guiding factor throughout the practicum. These skills will incrementally demonstrate the student's advanced professional, practice, knowledge and reflective skills. | ||
| EDUC 470 | Issues and Perspectives on Young Children, Families & ECCE | |
| 3.00 credits | (4,0,0) hrs | 15 wks |
| Prerequisite: ENGL 100 and 30 ECCE credits | ||
| This course examines the social, political, and economic factors and the relationships between these factors and families in a variety of cultural contexts. A study of socio-cultural theories will build a more complex picture of the relations between individual and cultural processes. Students will be able to formulate a professional response that includes families as active participants in the care and education of their children. | ||
| EDUC 471 | Leadership, Advocacy and Policy in ECCE | |
| 3.00 credits | (4,0,0) hrs | 15 wks |
| Prerequisite: ENGL 100 and 30 ECCE credits | ||
| This course explores leadership, advocacy and policy within the context of current political and philosophical dialogues in ECCE. Key topics will include an examination of relevant legislation, government policies and regulations; roles of advocacy groups; policy development; relationships with governmental and non-governmental organizations and the role that Early Childhood educators play as advocates in a global context. | ||
| EDUC 472 | Contemporary Issues in ECCE | |
| 3.00 credits | (4,0,0) hrs | 15 wks |
| Prerequisite: ENGL 100 and 30 ECCE credits | ||
| This course is designed to examine contemporary issues in early childhood care and education in order to expose students to current developments in the field. International, national and local aspects of early childhood policy, practice, professionalism, curriculum and learning environments will be considered. There will be an in-depth examination of a range of current political, social, professional and community issues relevant to early childhood practices. | ||
| EDUC 473 | Teacher as Researcher | |
| 3.00 credits | (4,0,0) hrs | 15 wks |
| Prerequisite: ENGL 100 and 30 ECCE credits | ||
| This course is an introduction to the tradition of practitioner research in Early Childhood Care and Education. Students will learn the rudiments of critical teacher inquiry and explore research as an ongoing aspect of one's teaching practice. The course focuses on the dispositions, concepts and skills involved in designing and conducting educational research projects. It introduces a range of qualitative research methodologies. Students will begin framing a research question and designing an independent research project. | ||
| EDUC 474 | Social Justice and Ethics in ECCE | |
| 3.00 credits | (4,0,0) hrs | 15 wks |
| Prerequisite: ENGL 100 and 30 ECCE credits | ||
| This course will provide students with an understanding of various social justice frameworks and the complexities of translating them into early childhood care and educational practices. Topics include an examination of social justice issues from an ethical perspective; an assessment of power dynamics and privilege in contemporary and historical societies; and a focus on the relationships between ethics, early childhood care and education and human rights at both theoretical and practical levels. | ||
| EDUC 475 | Graduating Seminar | |
| 6.00 credits | (4,0,8) hrs | 15 wks |
| Prerequisite: EDUC 470, 471 and 473 and Quantitative Elective | ||
| In the Graduating Seminar students will frame a research question and design an independent research project that they will conduct at an appropriate field placement. Students will be assisted in finding appropriate placements that provide work experience to help broaden students' knowledge of, and experience with leadership and management in areas related to early childhood. These may include, for example, provincial and regional offices; professional associations; parent and community organizations or childcare advocacy agencies. | ||