The following global ideas guide the design and delivery of the course
- The environments that are created for children will have an impact on their learning and engagement in materials, adults and peers.
- Our view or image of children will shape the methods that we adopt to teach children, guide the focus of their interests and assist them in learning.
- Appropriate planning and provisioning of classroom environments will facilitate authentic child centred experiences.
- The potential and presentation of open-ended, authentic, aesthetic materials will enhance interactions with children, teaching and planning.
- Observation and documentation will assist teachers and parents in gaining insight into young children’s learning and can be used to inform planning.
- Developing healthy relationships with children is the basis for constructing knowledge.
- Observations of children
- Modification of play based learning environments
This course will conform to Douglas College policy regarding the number and weighting of evaluations. This is a Master/Non-mastery course.
- Reflections on practice
- Written responses to readings
- Examinations and Reports
- Collaborative Planning
- Participation and Attendance
Upon successful completion of this course, the student will be able to:
Understanding environment as a basis for learning, and observing children's interactions in that environment as a basis for planning/teaching.
- Understand roles and responsibilities at a logistical level
- Develop an image of the child that emphasizes competence
- Develop an understanding of the principles of room arrangement in terms of zones and centre proximity
- Understand materials: authenticity, affordances, transparency and the role of the teacher in presenting open ended activities and authentic materials
- Understand the process of observation and documentation
- Understand the purpose of documentation (observation) and its link to planning
- Understand the significance of developing relationships in relation to guidance and to planning curriculum (including talking with children).
No prerequisite courses.
No corequisite courses.
No equivalent 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.
|Institution||Transfer Details||Effective Dates|
|Alexander College (ALEX)||No credit||2015/01/01 to -|
|Capilano University (CAPU)||CAPU EDUC 179 (3)||2015/01/01 to -|
|College of New Caledonia (CNC)||CNC ECCL 167 (3)||2015/01/01 to -|
|College of the Rockies (COTR)||No credit||2015/01/01 to -|
|Columbia College (COLU)||No credit||2015/01/01 to -|
|Coquitlam College (COQU)||No credit||2015/01/01 to -|
|Kwantlen Polytechnic University (KPU)||No credit||2015/01/01 to -|
|Northern Lights College (NLC)||NLC ECEC 100 (3)||2015/01/01 to -|
|Simon Fraser University (SFU)||No credit||2015/01/01 to -|
|Thompson Rivers University (TRU)||TRU ECED 1350 (3)||2015/01/01 to -|
|University Canada West (UCW)||No credit||2015/01/01 to -|
|University of British Columbia - Okanagan (UBCO)||No credit||2015/01/01 to -|
|University of British Columbia - Vancouver (UBCV)||No credit||2015/01/01 to -|
|University of the Fraser Valley (UFV)||No credit||2015/01/01 to -|
|University of Victoria (UVIC)||No credit||2004/09/01 to -|