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Methods for Inclusive Play-Based Programs for Infants and Toddlers

Course Code: ECED 2421
Faculty: Child, Family & Community Studies
Credits: 3.0
Semester: Flexible delivery ranging over 2 to 15 weeks
Learning Format: Lecture, Tutorial
Typically Offered: Summer
course overview

Students will consolidate their learning by applying theory to practice by observing, recording and documenting the care and learning of infants and toddlers in family and care environments. To implement theses skills, students will learn the principles of developing aesthetic and appropriate environments for young children.

Course Content

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

  • There are observable behaviours typical of infant and toddler development.  Observers take an integrated approach to the development of the whole child.
  • Observation and documentation are the primary means of relating developmental theory to the individual child.
  • Observation and documentation of the individual child are considered within the context of family, environment and culture.
  • The child, situation and reason for the observation and documentation determine the choice of observation method.
  • Observing, recording and documenting the behaviour of young children requires objectivity, discretion and practice.

Methods of Instruction

  • Lecture
  • Presentations
  • Practice in simulated environment
  • Observations
  • Narrations

Means of Assessment

This course will conform to Douglas College policy regarding the number and weighting of evaluations.

Typical Means of assessment may include some or all of the following:

  • Written papers
  • Narrative journals
  • Documentation
  • Presentations

This is a letter graded course

Learning Outcomes

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

  1. Describe methods of observing, documenting and planning care and curriculum experiences for infants and toddlers.
  2. Be able to select appropriate observation methods
  3. Recognize the components of observation skills
  4. Consider the impact of the environment on the young child
  5. Connect the observation to planning an emergent curriculum
  6. Use documentation as a means of scaffolding the current interests of the child into new learning experiences
  7. Use documentation as a means to communicate with the children, other staff, families and the community
  8. Demonstrate respect for young children and curiosity about their experience of childhood
    • Describe details of children’s sensory explorations
    • Document children’s use of the senses to explore and understand their world
  9. Describe the connection between being aware of each child and the co-construction of quality learning experiences
    • Develop curriculum based on observation of children’s interests and connection with their world
    • Develop the ability to use the principles and practices of emergent curriculum
  10. Describe the image of each child as competent and inquisitive about their world
    • Demonstrate the ability to see the young child from multiple perspectives
    • Describe the unique aspects of each child as a unique individual
  11. Describe the connection between observing a child, theories of child development and individualized emergent curriculum
    • Describe the connection between the child’s interests and their development
    • Describe the connection between the child’s interest and emergent curriculum
  12. Demonstrate the principles of infant and toddler care and learning
    • Discuss current theories of holistic infant and toddler development
    • Demonstrate the ability to utilize care giving routines to foster development
    • Describe attachment theory and strategies used by caregivers to ease transitions from home to centre
  13. Describe the importance of aesthetic age-appropriate learning environments
    • Design and discuss an aesthetic learning environment appropriate to infants and toddlers
    • Describe the role of play as a learning medium for infants and toddlers

course prerequisites

ECED 2420

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.

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