This course explores current and emerging trends and issues in early childhood education and how practitioners can and do, respond to and influence change within the community. Students will have an opportunity to explore, at an advanced level, issues of diversity, collaboration, idealism, ethics and advocacy in the expression of their personal model of professional practice.
The following global ideas guide the design and delivery of this course:
- Recognition and appreciation of diversity is fundamental for the development of a strong community. All individuals are respected and viewed equitably, the community is strengthened by the gifts, talents and abilities of all citizens.
- Cooperation and collaboration provide a firm fountation for personal and social change.
- People who nurture commitment and connectedness in their personal lives, in their workspace, and in the community maintain their enthusiasm, creativity and energy.
- Belief in personal power and understanding is the basis of change.
- Practitioners who actively keep abreast of, reflect on, and apply trends in early childhood education and who can articulate and apply a personalized model of professional practice are able to sustain and renew themselves in their work.
- Practitioners can positively affect the early childhood field through understanding of systems theory and power distribution in organizations and communities.
- Professional practice requires critical thinking and the application of ethical principles in making decisions and taking action.
- A practitioner must recognize how to effectively use and refer others to a myriad of informal and formal community resources.
- Human services are a secondary medium for helping people. The primary medium of support in our community is social networks. Understanding the limitations of professional intervention improves professional accountability.
Methods of Instruction
Means of Assessment
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.
- Apply critical thinking skills and ethical decision-making approaches to personal professional experiences.
- Investigate through personal contact with different individuals, groups or organizations, perspectives on social justice or related professional issues.
- Students will be able to identify and analyze current trends and issues impacting early childhood education.
- Students will describe the issues and tensions regarding early learning and care of young children.
- Examine issues relevant to the refugee community that impact early learning opportunities for young children.
- Develop a respect for, an understanding of, and a connection to the refugee community.
- Students will be able to design and implement culturally sensitive programming that promotes knowledge of, and respect for, various refugee populations and culture.
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.