This course investigates the construction of competent images of the child and the educator in learning contexts in which reflection, exploration, discovery, co-construction of knowledge and relationships are considered essential elements. We will also review and discuss issues that arise such as diversity, children’s learning groups, and gender and power issues in learning environments. We will seek in-depth learning experiences in which children and educators co-construct knowledge together as a community of learners. As part of this course, the students deconstruct their pedagogical practices by revisiting and reflecting critically on the documentation of projects that have been undertaken in other contexts, specifically child care environments that reflect a variety of multiple pedagogical approaches that are currently implemented across British Columbia.
The following global ideas guide the design and delivery of the course:
- Direct experiences in various child care environments that implement a variety of pedagogical approaches.
- Application of principles of collaboration, environment as a third teacher, image of the child, role of the teacher, emergent curriculum, observation, documentation and planning,
- Role of the teacher in supporting diversity, positive guidance strategies, inclusion and co-constructor of knowledge
- Use of observation and documentation to inform planning.
- Use of an educational provocation to stimulate and challenge thought.
Methods of Instruction
- 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.
- Reflections on practice
- Written responses to readings
- Examinations and Reports
- Collaborative Planning
- Participation and Attendance
Upon successful completion of this course, the student will be able to:
- Students will continue to build on and consolidate previous knowledge from ECED 1220 (i.e. collaboration, the environment as a third teacher, image of the child, role of the teacher, emergent play, observing and planning through documentation).
- Students will explore and experience a variety of pedagogical approaches as they work directly with young children in their child care environments.
- Students will be able to program for diversity.
- Students will be able to practice positive guidance strategies for inclusion of all children.
- Students will be able to expand on the role of the teacher as a co-constructor of knowledge.
- Students will be able to develop an understanding of negotiated/responsive curriculum, including the role of provocation.
- Students will be able to continue to develop the skill of observation and planning through pedagogical narration.
- Students will be able to deepen the disposition to be reflective practitioners.
- Students will be able to continue to develop a personal ECE philosophy.
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.
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.