BC's Indigenous Public Post-Secondary Institute

AECE-124 - Programming for Early Years I - 3.00 Credits

AECE-124 - Programming for Early Years I - 3.00 Credits

Course Details
The overall goal of AECE 124 is that the students are introduced to the learning environment as related to programming in a mainstream and Aboriginal context. The students will be introduced to the legal, fiscal, and social realities of running an early childhood center as well as learn how to incorporate play, inquiry, and exploration into the program that enhances development in the social, cognitive, physical, emotional, language, and spiritual domains.
Part of the:
  • CAREER TRAINING (EDUCATION) Department
  • Available/Required in the following Programs:
  • Aboriginal Early Childhood Education Certificate - Year 1 Spring
  • Course offered:
  • Spring 2018 (January - April)
  • Spring 2019 (January - April)
  • Course Outline
    Instructors Qualifications: Relevant Masters Degree.
    Office Hours: 1.5
    Contact Hours: 45
    Student Evaluation
    Procedure:
    Activity Plan # 1, 5%. Activity Plan # 2, 5%. Program Planning Manual 30%. Learning Centre Presentations 20%. Mini-Theme Presentations 20%. Picture Files 10%. Final Exam 10%. Detailed descriptions of each assignment will be provided, including guidelines and expectations outlined. It is important to follow these expectations carefully and clarify with the instructor should the need arise. Tests can be written at only one opportunity, which is at the beginning of each class where one is scheduled. Guiding principles throughout the program are determined by the group and NVIT policy. Consciousness raising, reciprocal learning and co-operation within and Aboriginal context are emphasized within the NVIT AECE certificate program. Grading procedures follow NVIT policy.
    Learning Outcomes: Upon successful completion of this course the student will be able to:
  • define programming and curriculum;

  • describe culturally appropriate curriculum and programming;

  • articulate how and why play is considered child-centred learning;

  • demonstrate how to create supportive learning environments and learning centers from an Aboriginal viewpoint;

  • plan a developmentally and culturally appropriate program;

  • identify pedagogical narration, inquiry-based learning, and play as parts of the learning environment and relate these concepts to Aboriginal values and practices;

  • explain the role of the environment, as the third teacher in regards to programming and curriculum;

  • describe and connect the concepts of outdoor classroom, Reggio inspired settings, and STEM learning in Aboriginal and non-Aboriginal childcare;


  • explain the role of the educator in the process of program implementation in an Aboriginal context; and,


  • explain linkages in pre-programmed and spontaneous program experiences with practicum and other early childhood education courses.
  • Text and Materials:
  • Shipley, D. (1998). EMPOWERING CHILDREN: Play-Based Curriculum for Lifelong Learning. Second edition. ITP Nelson Canada. Toronto, Ontario, Canada.

  • American Psychological Association. (2001). PUBLICATION MANUAL: of the American Psychological Association. Fifth edition. American Psychological Association. Washington, DC.
  • Bredekamp, S. (Ed.). (1987). Developmentally Appropriate Practices in Early Childhood Programs Serving Children from Birth Through Age 8. Washington, D.C. NAEYC.


  • -Text # 2 are also used for all other AECE courses
    Other Resources: Instructors Handouts:

  • Daily Reaction Sheet (to be photocopied and handed out on a daily basis if feedback is required)

  • Course feedback form

  • NVIT Vision and Mission Statement

  • NVIT Plagiarism Policy

  • ECE – BC Code of Ethics


  • Note: Students are expected to acquire all of the above texts and readings before the course begins. They should begin to familiarize themselves with the introductory chapters and general content of the texts. Students will be required to do some preliminary readings before the first class. The student may need to keep the texts as resources for other AECE courses.
    Transfer Credits: For more information visit: www.bctransferguide.ca
    Other Information: PROFESSIONAL COMPETENCIES:
    The basic knowledge of Competencies in Early Childhood Education as outlined by the B.C. Ministry of Education and Community Social Service Employers Association serve as the basis for student performance, evaluation, and practice. The competencies refer to expected levels of student performance that demonstrate the ability to meet the needs and promote the growth and development of children, and to effectively organize, evaluate, make decisions utilizing theory within the discipline of Early Childhood Development.
    Competency Cluster A – Developing and Stating Program Goals, A1 & A2.
    Competency Cluster B – Planning Programs & Arranging Environments, B1 – B11.
    Competency Cluster C – Curriculum Presentation C1 – C9
    Competency Cluster D – Routines and Schedules D1 & D 2
    Competency Cluster E – Evaluating Processes E1

    Student Responsibilities:
    All NVIT policies are applicable including; attendance, plagiarism, student conduct and grading apply to AECE 120. All assignments must relate to the PROFESSIONAL COMPETENCIES as noted within the course guide in order to obtain credit. The student is required to demonstrate proficiency in all of the competency areas. Reading the text and articles prior to class will assist in the familiarity of the topic and questions may be formed prior to class for clarification. Please see instructor to assist in learning/teaching techniques that may prove beneficial.

    Education Council approved October 2012.
    Current Course Offerings:
     
    AECE-124-01
    DaysTimeStart DateEnd Date
     
    AECE-124-01
    DaysTimeStart DateEnd Date
    T1:30PM - 4:40PM02 Jan 201916 Apr 2019