Methods for Inclusive Play-Based Programs for Infants and Toddlers
The following global ideas guide the design and delivery of this course:
- Quality practice in infant and toddler group care grows out of an understanding of current research and accepted theories of child development.
- Each infant or toddler in care deserves individualized care and learning opportunities. This can only happen through on-going observation and documentation of each child’s development.
- To build reciprocal relationships with parents, caregivers must respect the interests and needs of the family.
- Quality infant/toddler care requires mature, loving and reflective practitioners. The younger and more vulnerable the child, the more time, attention and love the caregiver must provide.
- A major priority for infant and toddler care programs is the inclusion of all children.
- In quality programs, children learn through routines and play.
- Caregivers orchestrate play in aesthetic, warm and responsive environments.
- Quality practices in the care of infants and toddlers focuses on the promotion of healthy development of the whole child.
- Practice in simulated environment
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.
Upon successful completion of this course, the student will be able to:
- Introduce the concept of infant and toddler care & education.
- Learn national and international perspectives of the rights of infants and toddlers.
- Understand the principles and issues involved in creating relationship-based environments.
- Develop the concept of caregiving as curriculum and explore how it can be applied in planning, policies, and routines in group child care settings.
- Understand the value of free play and exploration for infants and toddlers, the roles of caregivers, and the environmental factors that influence play.
- Understand and apply current licensing standards when caring for infants and toddlers in group settings.
- Develop an understanding of health, safety and nutrition principles and practices required to meet the individual needs of children.
- Design safe, yet challenging enough learning experiences that foster development in each child.
- Understand the value of observing infants and toddlers in relation to developmental screening as well as ongoing assessment.
- Develop observational skills and become aware of the young child’s pre-verbal observational behavioural communication in order to effectively meet his or her needs.
- Develop the concept of a family centred approach in infant/toddler programs.
- Understand complex parental emotions when utilizing child care services and the needs of supporting the entire family.
- Understand the importance of the gradual entry process and the initial meeting with families.
- Develop the necessary skills for working effectively with families of young children.
- Understand the importance of on-going communication when working with young children, families and co-workers.
- Understand the differences in curricula between infant/toddler and 3-5 programs.
- Develop a skill set when conducting activities and circle time for infants and toddlers.
- Understand the benefits of using sign language.
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 2421|
|Athabasca University (AU)||AU HSRV 2XX (3)|
|Simon Fraser University (SFU)||No credit|
|University of the Fraser Valley (UFV)||UFV ECE 1XX (3)|
|University of Victoria (UVIC)||No credit|
|Vancouver Island University (VIU)||VIU ECEC 2nd (3)|
Registration with permission by department only.