The following global ideas guide the design and delivery of this course:
- Children approach curriculum from a holistic perspective, which includes opportunities and experiences that promote physical, emotional, social, intellectual and language development.
- Children learn from interactions, materials and activities, which are concrete, authentic and relevant to their experiences.
- Play is the medium through which learning activities are presented to children, because play promotes other self-initiated and self-directed learning and provides opportunities for growth and learning across developmental levels, interests and abilities.
- To meet the needs of all children in the group, learning abilities are adapted from a wide range of developmental levels, interests and abilities.
- To gain understanding about developmentally appropriate practice and to plan and implement curriculum, the early childhood educator learns best by:
- acting on the materials to explore their relevance and potentiality
- trying his/her ideas with children
- observing and documenting children’s behaviours as they explore materials and activities
- collaborating in the planning, implementing and assessing of learning experiences with children, colleagues and parents.
- Studio Experiences
This course will conform to Douglas College policy regarding the number and weighting of evaluations.
- Student Projects
Upon successful completion of this course, the student will be able to:
- Take an integrated, emergent approach to the design and implementation of developmentally appropriate curriculum for young children.
- Develop curriculum based on careful observation of the children’s interests, abilities and back grounds.
- Promote curriculum experiences and projects that are co-constructed with children.
- Use developmentally appropriate materials and supplies that are natural, authentic and open-ended in curriculum projects and activities.
- Implement curriculum that promotes sensory exploration and concept development appropriate to the age of the child.
- In planning curriculum, use knowledge of child growth and development in a holistic way.
- Develop curriculum that is play-based and includes all children.
- Utilize documentation of children’s experiences and learning to communicate with other children, parents, teachers and the community.
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|
|Kwantlen Polytechnic University (KPU)||No credit||2004/09/01 to -|
|Northern Lights College (NLC)||NLC ECEC 200 (3)||2015/01/01 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 British Columbia - Okanagan (UBCO)||No credit||1995/01/01 to -|
|University of the Fraser Valley (UFV)||UFV ECE 1XX (3)||2011/01/01 to -|
|University of Victoria (UVIC)||No credit||2004/09/01 to -|