The following global ideas guide the design and delivery of this course:
- Early childhood educators work cooperatively with children and family members as listener, communicator, supporter, facilitator, guide and problem solver. The development of effective skills for relating interpersonally is essential to being a reflective practitioner.
- Early childhood educators recognize key elements about the nature of families: families are diverse in patterns and structure; families have strengths; families are a unique system within the context of other systems; and families are constantly changing.
- In the role of early childhood educator one facilitates collaboration with families at all levels of service provision.
- Understanding and valuing diversity means that all children and families are encouraged to develop their full potential and are appreciated for their individual gifts and abilities, culture, race, gender, ethnicity, age, and social class.
- Early childhood education has a long, rich tradition of parent involvement. The early childhood educator is knowledgeable about the history and philosophy of working in partnership with families.
- Class discussion
This course will conform to Douglas College policy regarding the number and weighting of evaluations.
- Test or Reports of the Readings.
- Interview Report
- Resources Research Report
Upon successful completion of this course, the student will be able to:
- Know Perspectives of Families
- Family Systems - understands and recognizes key elements about the nature of families: families are diverse in patterns and structure; families have strengths; families are a unique system within the context of other systems; and families are constantly changing.
- Family-Centred Care - demonstrates an understanding that families are involved as initiators, primary decision makers, and information providers in a family-centred approach.
- History and Philosophy - understand the assumptions, practices and skills embedded in the history and philosophy of working in partnership with families.
- Practice Skills in Perspectives of Families
- Professional Skills - works cooperatively with children and family members as listener, communicator, supporter, facilitator, guide and problem solver. Develops effective interpersonal skills.
- Family Centred Care - applies the principles of the family-centred approach.
- Inclusion - promotes opportunities for children and families of different abilities, ethnicity, gender, culture, age, and temperament to grow together in an environment of mutual respect.
- Demonstrate Attitudes in Perspectives of Families
- Family Centred Care - acknowledges that families are of central importance in the child’s life, and works toward building a close relationship between home and the early childhood setting.
- Inclusion - believes in the equality of all people regardless of ability, ethnicity, sex, culture or temperament.
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|
|Athabasca University (AU)||No credit||2019/09/01 to -|
|Kwantlen Polytechnic University (KPU)||No credit||2004/09/01 to -|
|Okanagan College (OC)||DOUG ECED 2312 (1.5) & DOUG ECED 2330 (1.5) = OC ECDE 213 (1)||2018/09/01 to -|
|Simon Fraser University (SFU)||No credit||2004/09/01 to -|
|Thompson Rivers University (TRU)||No credit||2004/09/01 to 2010/12/31|
|Trinity Western University (TWU)||No credit||2004/09/01 to -|
|University of the Fraser Valley (UFV)||UFV ECE 2XX (2)||2020/01/01 to -|
|University of Victoria (UVIC)||No credit||2004/09/01 to -|