Methods for Inclusive Play-Based Programmes for Young Children ll
The following global ideas guide the design and delivery of the course:
- Direct experiences in various child care environments that implement a variety of pedagogical approaches.
- Application of principles of collaboration, environment as a third teacher, image of the child, role of the teacher, emergent curriculum, observation, documentation and planning,
- Role of the teacher in supporting diversity, positive guidance strategies, inclusion and co-constructor of knowledge
- Use of observation and documentation to inform planning.
- Use of an educational provocation to stimulate and challenge thought.
- Observations of children
- Modification of play based learning environments
This course will conform to Douglas College policy regarding the number and weighting of evaluations. This is a Mastery/Non-mastery course.
- Reflections on practice
- Written responses to readings
- Examinations and Reports
- Collaborative Planning
- Participation and Attendance
Upon successful completion of this course, the student will be able to:
- Students will continue to build on and consolidate previous knowledge from ECED 1220 (i.e. collaboration, the environment as a third teacher, image of the child, role of the teacher, emergent play, observing and planning through documentation).
- Students will explore and experience a variety of pedagogical approaches as they work directly with young children in their child care environments.
- Students will be able to program for diversity.
- Students will be able to practice positive guidance strategies for inclusion of all children.
- Students will be able to expand on the role of the teacher as a co-constructor of knowledge.
- Students will be able to develop an understanding of negotiated/responsive curriculum, including the role of provocation.
- Students will be able to continue to develop the skill of observation and planning through pedagogical narration.
- Students will be able to deepen the disposition to be reflective practitioners.
- Students will be able to continue to develop a personal ECE philosophy.
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 2320|
|Alexander College (ALEX)||No credit|
|Capilano University (CAPU)||DOUG ECED 1211 (3) & DOUG ECED 2320 (3) = CAPU EDUC 178 (3)|
|College of the Rockies (COTR)||No credit|
|Columbia College (COLU)||No credit|
|Coquitlam College (COQU)||No credit|
|Kwantlen Polytechnic University (KPU)||No credit|
|Northern Lights College (NLC)||NLC ECEC 203 (3)|
|Simon Fraser University (SFU)||No credit|
|Thompson Rivers University (TRU)||TRU ECED 2350 (3)|
|University Canada West (UCW)||No credit|
|University of British Columbia - Okanagan (UBCO)||No credit|
|University of British Columbia - Vancouver (UBCV)||No credit|
|University of Victoria (UVIC)||No credit|