BC's Indigenous Public Post-Secondary Institute

AECE-220 - Programming for Infants and Toddlers - 3.00 Credits

AECE-220 - Programming for Infants and Toddlers - 3.00 Credits

Course Details
Students will explore programming, curriculum and environment development as they relate to infant to three years of age in an early childhood daycare setting. Aboriginal approaches to Early Childhood daycare programming and curriculum will be investigated. Topics specific to this course will include theories of development and use of these theories to plan developmentally appropriate curriculum and environment.
Part of the:
  • CAREER TRAINING (EDUCATION) Department
  • Prerequisites : AECE certificate or equivalent.
    Course Outline
    Instructors Qualifications: Relevant Masters Degree.
    Office Hours: 1.5 hours per week.
    Contact Hours: 45
    Student Evaluation
    Procedure:
    Assignments 50%, Mid Term Exam 20%, Final Exam 30% Grading procedures follow NVIT policy.
    Learning Outcomes: Upon successful completion of this course students will be able to:

    1. describe theory and practice of curriculum relating to physical, social/emotional, cognitive, language and cultural/spiritual development of infants and toddlers;
    2. develop curriculum based on the dynamics of play;
    3. analyze of curriculum quality;
    4. construct infant/toddler curriculum in context of family, community, society and culture;
    5. develop a cultural relationship – based curriculum by:
  • assessing families needs;
  • analyzing culture;
  • comparing planning strategies;
  • developing responsive opportunities;

  • 6. develop an effective and developmentally appropriate learning environment by:
  • planning indoor and outdoor space;

  • evaluating space potential;

  • describing learning space that promotes infant/toddler development;

  • 7. demonstrate knowledge of early language development using, circle time and activities;
    8. develop an environmental checklist to ensure safety, accessibility and families being welcomed into the setting;
    9. develop professional philosophies, policies and procedures that are inclusive to the infant/toddler setting;
    10. construct and maintain an inclusive individual plan for each child by:
  • collaborating with parents and other relevant service providers;

  • identifying strategies for informing families;

  • facilitating networking opportunities and maintaining communication with those networking organizations; and

  • identifying specialized equipment, adaptations, and materials for families and service providers.

  • Text and Materials:
  • Wittmer, D. and Peterson S. (current edition). Infant toddler development and responsive program planning: A relationship-based approach. Upper Saddle River, NJ: Pearson/Merrill/Prentice Hall.

  • Bergen, D., Torelli, L., Reid R. (current edition). Educating and caring for very young children: The infant/toddler curriculum. New York, NY: Teachers College Press.

  • Raines, S., Currey-Rood, L., Miller K. (current edition). Story s-t-r-e-t-c-h-e-r-s for infants, toddlers and two’s: Experiences, activities, and games for popular children’s books. Beltsville, MD: Gryphon House.

  • Isbell, R., Isbell, C. (current edition). The complete learning spaces book for infants and toddlers: 54 integrated areas with play experiences. Beltsville, MD: Gryphon House.
  • Other Resources:
    Transfer Credits:
    Other Information: Education Council approved Jan 2008.