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Registration for the Fall 2019 semester begins June 25.  Watch your email for more details.

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Methods for Inclusive Play-Based Programs for Preschool Children

Course Code: ECED 2320
Faculty: Child, Family & Community Studies
Credits: 3.0
Semester: Flexible delivery ranging over 1 to 15 weeks
Learning Format: Lecture, Lab
Typically Offered: Fall
course overview

This course examines basic principles and techniques for implementing developmentally appropriate, play based curriculum. Students will examine their personal philosophy of education as a foundation for their curriculum planning.

Course Content

The following global ideas guide the design and delivery of the course:

  1. Application of principles of collaboration, environment as a third teacher, image of the child, role of the teacher, emergent curriculum, observation, documentation and planning
  2. Role of the teacher in supporting diversity, positive guidance strategies, inclusion and co-constructor of knowledge
  3. Use of observation and documentation to inform planning
  4. Use of an educational provocation to stimulate and challenge thought

Methods of Instruction

  • Lecture
  • Discussions
  • Observations of children
  • Modification of play based learning environments

Means of Assessment

This course will conform to Douglas College policy regarding the number and weighting of evaluations.  This is a Mastery/Non-mastery course.

  1. Reflections on practice
  2. Written responses to readings
  3. Examinations and Reports
  4. Collaborative Planning
  5. Participation and Attendance

Learning Outcomes

Upon successful completion of this course, the student will be able to:

  1. Build on and consolidate previous knowledge from ECED 1220 (i.e., collaboration, environment as a third teacher, image of the child, role of the teacher, emergent play, observation and planning through documentation)
  2. Provide opportunities for students to program for diversity and practice positive guidance strategies for inclusion of all children
  3. Expand on the role of the teacher as co-constructor of knowledge
  4. Develop an understanding of negotiated curriculum including the role of provocation
  5. Continue to develop the skill of observation and planning through documentation
  6. Deepen the disposition to be reflective practitioners and continue to develop an ECE philosophy

course prerequisites

ECED 1220

curriculum 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 schedule and availability
course transferability

Below shows how this course and its credits transfer within the BC transfer system. 

A course is considered university-transferable (UT) if it transfers to at least one of the five research universities in British Columbia: University of British Columbia; University of British Columbia-Okanagan; Simon Fraser University; University of Victoria; and the University of Northern British Columbia.

For more information on transfer visit the BC Transfer Guide and BCCAT websites.


If your course prerequisites indicate that you need an assessment, please see our Assessment page for more information.