Positive Guidance in Early Childhood Environments
- Students use their understanding of young children’s characteristics and needs, and of multiple interacting influences on children’s development and learning, to create environments that are healthy, respectful, supportive, and challenging for all children.
- Students know about, understand, and value the importance and complex characteristics of children’s families and communities. They use this understanding to create respectful, reciprocal relationships that support and empower families, and to involve all families in their children’s development and learning.
- Students know about and understand the goals, benefits, and uses of assessment. They know about and use systematic observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence children’s development and learning.
- Students integrate their understanding of and relationships with children and families, understanding of developmentally effective approaches to teaching and learning, and their knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning for all children.
- Students identify and conduct themselves as members of the early childhood profession. They know and use ethical guidelines and professional standards related to early childhood practice. They are continuous, collaborative learners who demonstrate knowledgeable, reflective, and critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources. They are informed advocates for sound educational practices and policies.
The course evaluation is consistent with Douglas College evaluation policy. An evaluation schedule is presented at the beginning of the course. This is a graded course.
Students will gain knowledge in the following areas:
- Acquire knowledge on theories of guidance and discipline for young children.
- Use knowledge of typical sequential development of self-regulation to identify individual differences of young children in their development and demonstrate an understanding of the conditions that affect children’s affective development.
- Apply knowledge of cultural and linguistic diversity and the significance of socio-cultural and political contexts for development and learning.
- Observe, record, and assess young children’s development and learning, and engage children in self-assessment for the purpose of planning appropriate programs for individuals.
Students will perform skills in the following areas:
- Demonstrate ways that educators can contribute to the development of self-regulation.
- Develop and implement an integrated curriculum that focuses on children’s guidance and discipline needs and interests.
- Create, evaluate, and select developmentally appropriate materials, equipment, and environments and integrate learning experiences and guidance and discipline.
- Develop positive and supportive relationship with children through individual and group guidance.
- Incorporate knowledge into the design of intervention strategies and integrate goals into daily activities and routines.
- Establish positive, collaborative relationships with families.
Students will demonstrate their values, commitment, and professional ethics that influence behaviours toward children, families, colleagues, and communities and affect learning, motivation, and development as well as the educator’s own professional growth, guided by beliefs and attitudes related to values such as caring, fairness, honesty, responsibility and social justice in the following manners:
- Respect parents’ choices and goals for children and communicate effectively with parents about curriculum and children’s progress.
- Use informal and formal assessment strategies to plan and individualize curriculum and teaching practices.
To be announced.
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.
These are for current course guidelines only. For a full list of archived courses please see https://www.bctransferguide.ca
|Institution||Transfer Details for ECED 1241|
|Athabasca University (AU)||AU HSRV 2XX (3)|
|College of New Caledonia (CNC)||CNC ECCL 156 (3)|
|College of the Rockies (COTR)||COTR ECED 150 (4)|
|Emily Carr University of Art & Design (EC)||No credit|
|Kwantlen Polytechnic University (KPU)||KPU EDUC 1XXX (3)|
|Simon Fraser University (SFU)||No credit|
|Thompson Rivers University (TRU)||TRU SSEL 1XXX (3)|
|Trinity Western University (TWU)||No credit|
|University of the Fraser Valley (UFV)||UFV ECE 102 (3)|
|Vancouver Island University (VIU)||VIU ECEC 120 (3)|
|Yorkville University (YVU)||YVU GES 1XXX (3)|