Introduction to Professional Practice - Teaching and Learning
The following global ideas guide the design and delivery of this course:
- Early Childhood Education and Child and Youth Care Counsellor are professions which focus on direct work with children, youth and families in a broad range of settings.
Study and observation of skilled practitioners provide insight into roles, responsibilities and contexts of practice.
- The purpose of observation is to be more effective in responding to others.
Observation is dynamic and continuous, formal and informal. Observation skills include observing, recording, interpreting and reporting.
Effective observers have clear focus, purpose and intention. They conduct themselves in a legal, ethical and respectful manner. The manner in which observations are recorded, reported and used, influences interpretation of the material collected. Choice of language needs careful consideration, as it influences perceptions and interpretations
Observation of and reflection on the self-in-action are integral to on-going practitioner development. Accurate observation requires awareness of personal values and filters, preconceptions and biases. The observer's presence and behaviour affects the situation being observed.
Competent practitioners consider different hypotheses when interpreting their observations. Their conclusions are tentative, open to reflection, review and revision.
Context and events are linked, thus contextual factors need consideration when observing, recording and interpreting.
Positive change in the lives of children and youth happens with support, encouragement, planning, discussion, action and evaluation.
- Field visits
This course will conform to Douglas College policy regarding the number and weighting of evaluations. Typical means of evaluation would include a combination of:
- Collaborative learning projects and presentations
- Research essays and reports
- Field research
Upon successful completion of this course, the student will be able to:
- Describe the profession of early childhood education and child and youth care, with specific reference to the broad range of settings in which early childhood educators and child and youth care workers work
- Observe and report on the role of the early childhood educator and child and youth care worker in specific child and youth care settings
- Describe human interactions verbally, separating observations from inferences
- Describe human interactions in writing using the skills of observation, recording, interpreting and reporting
- Write an individualized plan for an individual in an early childhood or child and youth care setting
- Discuss the legal and ethical issues in observing and reporting on the lives of others
- Discuss the role of the early childhood educator and child and youth care worker in writing records on the lives of others
- Demonstrate awareness of personal values and filters, preconceptions and biases
- Link context and events when observing, recording and interpreting
- Apply selected models of change in early childhood and child and youth care situations.
Enrollment in a CYCC or ECED Program or permission of Coordinator
Courses listed here must be completed either prior to or simultaneously with this course:
- No corequisite courses
Course Guidelines for previous years are viewable by selecting the version desired. If you took this course and do not see a listing for the starting semester / year of the course, consider the previous version as the applicable version.
These are for current course guidelines only. For a full list of archived courses please see https://www.bctransferguide.ca
|Institution||Transfer Details for CFCS 1160|
|Langara College (LANG)||LANG GNST 1XXX (3)|
|Simon Fraser University (SFU)||No credit|
|Trinity Western University (TWU)||No credit|
|University of British Columbia - Vancouver (UBCV)||No credit|
|University of the Fraser Valley (UFV)||UFV GE 1XX (3)|
|University of Victoria (UVIC)||No credit|
|Vancouver Island University (VIU)||VIU CYC 1st (3)|