Course

Growth and Development: Birth through Early School Years

Faculty
Applied Community Studies
Department
Early Childhood Education
Course Code
ECED 2305
Credits
3.00
Semester Length
15 weeks
Max Class Size
30
Method(s) Of Instruction
Lecture
Online
Typically Offered
To be determined

Overview

Course Description
This course explores theories related to the development of infants and toddlers (ages birth to three years) and school aged children (ages five to twelve years) in the context of a family centred approach. This approach emphasizes individual and cultural diversity while considering the “whole child” in group settings.
Course Content

Global Ideas that Guide the Design and Delivery of the Course

  1. There are observable behaviours and predicable patterns typical of early school development.
  2. A range of factors contribute to individual differences found in children aged five to twelve including the timing of growth and development, personality and other biological factors, interests, skills, and experiences.
  3. School aged behaviour is often socially mediated.
  4. Socially constructed learning can provide school aged children with valuable opportunities to explore concepts and enter into meaningful dialogue while listening and/or sharing their point of view.
  5. Individual programming for children requiring extra support is philosophically based on the principle that learning often leads development.
  6. Children in the primary grades benefit from play based learning environments which provide the opportunity to develop or modify theories about the world, integrate emerging skills and actively engage with materials and other children.
  7. Through observation, individual learning styles can be identified. This information must be incorporated into program planning to maximize each child’s potential within the learning environment.
  8. The child is best understood in the context of his or her family and the unique culture present within each family.
  9. A classroom culture will also develop which gives children particular messages (either implicit or explicit) about acceptance and diversity.
  10. Child development theory must be examined critically within the context of the research methods used to derive the information.
Learning Activities

Lecture

Class Discussion

Audio-visual Aids

In-class Exercises

Means of Assessment

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.

 

Test(s)

Project(s)

Research Paper/Presentation

Learning Outcomes
  1. Identify the observable behaviours that are typically found in children aged birth to age twelve.
  2. Understand that within typical and observable patterns of behaviour each child is unique in his or her own timing of growth and development, personality, traits, interests, abilities and experiences.
  3. Understand how individual differences, including special needs, relate to the development of the school aged child.
  4. Explore differences in learning styles and how those styles relate to classroom practice.
  5. Examine inclusive practice in programs for children aged birth to three and five to twelve.
  6. Examine the reciprocal relationship between the child’s growth and development and the family and culture in which he or she is reared.
  7. Discuss issues of gender, multicultural and anti bias curriculum in relation to programs for children aged birth to age twelve.
  8. Emphasize the connection between research, theory, and practice and the role of observation.
  9. Critically analyze relevant child development theory.
  10. Explore language and literacy development in school aged children.
Textbook Materials

T.B.A.

Requisites

Prerequisites

No prerequisite courses.

Corequisites

No corequisite courses.

Equivalencies

No equivalent courses.

Course Guidelines

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.

Course Transfers

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 2305
Athabasca University (AU) AU HSRV 2XX (3)
College of New Caledonia (CNC) CNC ECCL 151 (3)
College of the Rockies (COTR) No credit
Emily Carr University of Art & Design (EC) No credit
Okanagan College (OC) DOUG ECED 2300 (3) & DOUG ECED 2305 (3) = OC ECDE 112 (1) & OC ECDE 113 (1)
Simon Fraser University (SFU) No credit
Thompson Rivers University (TRU) TRU SSEL 2XXX (3)
University of the Fraser Valley (UFV) UFV ECE 100 (3)
Vancouver Island University (VIU) VIU ECEC 110 (3)
Yorkville University (YVU) YVU GES 2XXX (3)

Course Offerings

Winter 2023

CRN
Days
Dates
Start Date
End Date
Instructor
Status
CRN
16820
Start Date
-
End Date
Start Date
End Date
Instructor Last Name
Shimamura
Instructor First Name
Hanako
Course Status
Waitlist
Section Notes

All course activities will be asynchronous. Students will not be required to be online at specific scheduled time.

Max
Enrolled
Remaining
Waitlist
Max Seats Count
30
Actual Seats Count
29
1
Actual Wait Count
8
Days
Building
Room
Time
Building
None
Room
None
-
CRN
Days
Dates
Start Date
End Date
Instructor
Status
CRN
17134
Start Date
-
End Date
Start Date
End Date
Instructor Last Name
TBA
Instructor First Name
(Faculty)
Course Status
Open
Section Notes

All course activities will be asynchronous. Students will not be required to be online at specific scheduled time.

Max
Enrolled
Remaining
Waitlist
Max Seats Count
30
Actual Seats Count
17
13
Actual Wait Count
0
Days
Building
Room
Time
Building
None
Room
None
-