Global Ideas that Guide the Design and Delivery of the Course
- There are observable behaviours and predicable patterns typical of early school development.
- 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.
- School aged behaviour is often socially mediated.
- 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.
- Individual programming for children requiring extra support is philosophically based on the principle that learning often leads development.
- 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.
- 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.
- The child is best understood in the context of his or her family and the unique culture present within each family.
- A classroom culture will also develop which gives children particular messages (either implicit or explicit) about acceptance and diversity.
- Child development theory must be examined critically within the context of the research methods used to derive the information.
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.
- Identify the observable behaviours that are typically found in children aged birth to age twelve.
- 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.
- Understand how individual differences, including special needs, relate to the development of the school aged child.
- Explore differences in learning styles and how those styles relate to classroom practice.
- Examine inclusive practice in programs for children aged birth to three and five to twelve.
- Examine the reciprocal relationship between the child’s growth and development and the family and culture in which he or she is reared.
- Discuss issues of gender, multicultural and anti bias curriculum in relation to programs for children aged birth to age twelve.
- Emphasize the connection between research, theory, and practice and the role of observation.
- Critically analyze relevant child development theory.
- Explore language and literacy development in school aged 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|
|There are no applicable transfer credits for this course.|