Indigenous World View and Early Childhood Education
Overview
The following global ideas guide the design and delivery of this course:
- There is a diverse Indigenous population in British Columbia reflecting various cultural beliefs and values. Students will take an integrated approach to familiarizing themselves with various Indigenous cultures.
- Understanding of cultural differences among Indigenous children is necessary for program planning.
- Individual differences and special conditions and needs will affect the child’s development and impact upon the circumstances of the family.
- The unique characteristics of family and culture in which the child is raised will affect the course of the child’s development.
- Early childhood educators work with parents to develop and maintain a positive transition from home to centre.
- Caring routines require sensitivity to the health, safety and nutritional practices and requires both sensitivity and respect from the adult.
- Culturally sensitive learning environments provide young children with the optimal conditions for learning and exploration.
Lecture
Class Discussion
Audio-visual Aids
In-class Exercises
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.
Typical means of evaluation may include a combination of:
- Test(s)
- Project(s)
- Research Paper/Presentation
Examine issues relevant to the Indigenous community that impact early learning opportunities for young children, including:
- History of Indigenous people of British Columbia
- Historical implications
- Health implications
- Cultural implications
Develop a respect for, an understanding of, and a connection to the Indigenous community.
Early childhood educators will be able to enhance their teaching of culturally relative information for young Indigenous children by:
- Guiding each child in a respectful manner
- Using cultural respectful practices for preventative and/or problem-solving measures wherever possible
- Increasing opportunities for Indigenous children to practice their cultural beliefs and their ancestral language
Students will be able to design and implement culturally sensitive programming that promotes knowledge of and a respect for Indigenous culture.
Consult the Douglas College Bookstore for the latest required texts or materials. A list of required materials is provided in the instructor’s course outline, which is available to students at the beginning of each semester.
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 2361 |
|---|---|
| Athabasca University (AU) | AU INST 3XX (3) |
| Coast Mountain College (CMTN) | No credit |
| College of New Caledonia (CNC) | No credit |
| College of the Rockies (COTR) | No credit |
| Emily Carr University of Art & Design (EC) | No credit |
| Kwantlen Polytechnic University (KPU) | No credit |
| Northern Lights College (NLC) | No credit |
| Okanagan College (OC) | No credit |
| Simon Fraser University (SFU) | No credit |
| Thompson Rivers University (TRU) | TRU SSEL 2XXX (3) |
| Trinity Western University (TWU) | No credit |
| University of the Fraser Valley (UFV) | UFV CYC 202 (3) |
| Vancouver Island University (VIU) | VIU ECEC 2nd (3) |
| Yorkville University (YVU) | YVU GES 2XXX (3) |