The following global ideas guide the design and delivery of this course:
- Understanding of individual differences in maturation and growth among children requiring extra support 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 the family and culture in which the child is raised will affect the course of the child’s development.
- Gender, temperament, and learning styles are biologically and socially mediated and to varying degrees will affect the course of the child’s development.
- Early Childhood Educators must be familiar with a variety of assessment tools that can be critically evaluated and used selectively to provide information for individual planning.
- Individual planning involves the application of several principles and components.
- Early Childhood Educators must be aware of current research, models and sound practice to optimally contribute to effective program planning.
- Early Childhood Educators must view themselves as researchers in the pursuit of information about the children in their care.
- Development in one domain will affect development in other domains.
- Play based learning environments provide children requiring extra support optimal conditions for socially mediated learning and exploration.
- Positive methods of supervision and guidance of children requiring extra support are best understood within the context of child, growth and development theory and an understanding of the unique qualities of individual children
- Observations of children
This course will conform to Douglas College policy regarding the number and weighting of evaluations.
- Individual Planning
- Participation and Attendance
Upon successful completion of this course, the student will be able:
- To understand individual differences in maturation and growth among children requiring extra support.
- To understand how individual differences, including special needs, relate to the development of the child and impact on the family.
- To discuss issues of gender, temperament, learning styles and cultural diversity as they relate to the development of children requiring extra support.
- To utilize and evaluate assessment techniques.
- To understand the principles and components involved in individual planning for children requiring extra support.
- To examine current developmental research relating to special education.
- To familiarize students with theories and models used to explain development.
- To discuss the interrelated aspects of a child’s physical, language, social/emotional and cognitive development.
- To examine children’s development within the context of their family and culture.
- To understand the role of play-based learning environments in the positive development of children requiring extra support.
- To understand positive child centred methods of supervision and guidance.
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 -|
|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 (3)||2020/01/01 to -|
|University of Victoria (UVIC)||No credit||2004/09/01 to -|