Curriculum Guideline

Early Childhood Education Practicum 1

Effective Date:
Course
Discontinued
No
Course Code
ECED 1285
Descriptive
Early Childhood Education Practicum 1
Department
Early Childhood Education
Faculty
Applied Community Studies
Credits
3.00
Start Date
End Term
Not Specified
PLAR
Yes
Semester Length
15 weeks
Max Class Size
30 ratio 1/15 online or ratio 1/10 on campus
Contact Hours

Lecture/Seminar: 3 hours/week (in person and/or online)

Practicum: 40 hours/week

 

Method Of Instruction
Seminar
Practicum
Online
Methods Of Instruction

The methods of instruction for this course include lectures, seminars and practicum activities.

Course Description
This ECE practicum course provides opportunities for the development and application of course theory and methodology through observation and practice in preschool and childcare settings.
Course Content

 The following global ideas guide the design and delivery of this course:

  1. The early childhood educator works cooperatively with others (both children and adults) as listener, communicator, supporter, facilitator, guide and problem solver. The development of effective skills for relating interpersonally is essential to becoming a reflective practitioner.
  2. By observing and assessing children on a regular basis, the early childhood educator is able to plan a program that is age-appropriate, culturally sensitive, and able to meet the individual needs and interests of each child in inclusive early childhood programs. Regular observation and documentation also provide information about each child’s development - information which is shared with the family.
  3. The early childhood educator designs and implements developmentally appropriate programs for young children and evaluates them.
  4. The early childhood educator guides children’s learning throughout the day using methods which are intended to promote a strong sense of self-esteem within each child and ultimately lead to autonomy for each child.
  5. The early childhood educator is a member of a professional education team. This involves on-going communication, sharing responsibilities, keeping to established timelines, supporting colleagues, and meeting regularly to discuss issues and to plan curricula.
  6. The early childhood educator takes every opportunity (both formally and informally) to communicate with parents to establish and maintain an equal partnership between family and program staff.
  7. Early childhood educators engage in regular evaluations (including self-assessment) to gain insight into their progress, skills and abilities as professionals. They set goals, identify and participate in relevant professional development activities.
Learning Outcomes

At the conclusion of this course, the successful student will be able to do the following:

Act and continue to develop professionally under the guidance and supervision of an Early Childhood Educator.

Demonstrate personal accountability, including:

  • punctuality and regular attendance in the practicum/worksite setting
  • appropriate grooming and dress
  • sound judgement
  • a sense of humour
  • enthusiasm
  • consistent effort throughout the day or shift
  • ability to seek and accept feedback

Demonstrate professional competence, including:

  • initiative
  • ability to deal with time and stress-related pressures
  • ability to adhere to ethics and confidentiality policies
  • knowledge of the limits and expectations of the practicum student’s role
  • ability to display tact
  • patience and flexibility in interactions with others
  • effective listening
  • clear communication
  • appropriate language
  • the ability to communicate across cultures

Communicate and collaborate with children, families, community and colleagues.

Demonstrate interpersonal effectiveness, including:

  • ability to display tact
  • patience and flexibility in interactions with others
  • effective listening
  • clear communication
  • appropriate language
  • the ability to communicate across cultures

Demonstrate effective collaboration and communication in the workplace, including:

  • the ability to establish positive and respectful relationships with children, families and colleagues
  • the ability to contribute to a climate of open communication and cooperation and the ability to communicate in writing
  • physical
  • emotional
  • social
  • intellectual
  • language
  • literature
  • creative art
  • music and movement

Observe, assess, plan for and monitor individual and group development of children in the context of developmentally appropriate practice.

Demonstrate the ability to foster children’s healthy development in the following areas:

  • physical
  • emotional
  • social
  • intellectual
  • language

In collaboration with colleagues, demonstrate the ability to plan, initiate and document a preschool curriculum which responds to the children’s interests and ideas. The curriculum will include a variety of learning experiences in the following areas:

  • literature
  • creative art
  • music and movement

Demonstrate the ability to successfully guide children’s learning and behaviour, using a range of positive and respectful child and group guidance techniques.

Ensure safety and monitor and promote health and nutrition. Under the guidance and supervision; of an Early Childhood Educator the student will:

  • demonstrate the ability to take responsibility for children’s safety by anticipating possible problem situations
  • describe the centre’s health and safety policies and emergency procedures.
  • demonstrate the ability to model and promote good health and hygiene practices.
  • demonstrate the ability to meet the nutritional needs of children, while taking into consideration allergies and the child’s and family’s food preferences.
Means of Assessment

The course evaluation is consistent with the Douglas College Evaluation Policy. An evaluation schedule is presented at the beginning of the course.

This is a Mastery/Non-Mastery Course. 

Typical means of evaluation may include a combination of:

  • Practicum Journal
  • Curriculum Plans
  • Pedagogical Narration
  • Evaluation Booklet
Textbook Materials

Consult the Douglas College Bookstore for the latest required texts or materials. A list of required materials is provided in the instructor’s course outline, which is available to students at the beginning of each semester.

Prerequisites