BC's Indigenous Public Post-Secondary Institute

AECE-110 - Foundations of ECE - 3.00 Credits

AECE-110 - Foundations of ECE - 3.00 Credits

Course Details
AECE 110 forms an integral and unique part of NVIT's Aboriginal Early Childhood Education by introducing the students to the history, philosophies, program models and quality of Aboriginal Early Childhood Education programs. This course introduces students to parents, children, and Early Childhood Educators and their roles in an early childhood setting as well as the basics of how to run an early childhood center. This is the foundation course that all other courses evolve from.
Part of the:
  • Available/Required in the following Programs:
  • Aboriginal Early Childhood Education Certificate - AECE Year 1 Fall Courses
  • Aboriginal Early Childhood Education Certificate - Year 1 Fall
  • Prerequisites : Program Admission
    Course Outline
    Instructors Qualifications: Relevant Master's Degree
    Office Hours: 1.5
    Contact Hours: 45
    Student Evaluation
    Literature Review 20%. Group Research & Presentation 10%. Professional Portfolio Preparation 15%. ECE Goal Identification 5%. Position Papers: Children’s Rights in the Preschool & Child Care Setting 5%, Ethics in the Preschool or Child Care Setting 5%, The Regulatory Framework for Child Care 5%. Workshop Exam 5%. Tests (2 tests at 10% each) 20%. 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 students should be able to:
  • define the term Early Childhood Education;

  • define and create a working definition of the term Aboriginal Early Childhood Education;

  • demonstrate how history has changed and consider the current changes within an Aboriginal framework;

  • describe the history and legacy of residential schools;

  • discuss the United Nations Declaration on the Rights of Indigenous Peoples;

  • understand the legal, social, and licensing contexts of Early Childhood Education from a mainstream and an Aboriginal viewpoint;

  • understand the history of ECE in regards to development, programs, and important people;

  • understand and describe the relationship of early childhood education to theories of child development, including the holistic Aboriginal philosophical view; and,

  • compare contemporary, international, national and provincial trends that affect early childhood education and development in particular for Aboriginal communities.
  • Text and Materials:
  • Essa, E. & Young, R. or. (1994). Introduction to Early Childhood Education. First edition. Nelson Canada. Scarborough, Ontario, Canada.
  • Government of British Columbia. (1993). Community Care Facility Act: Child Care Regulations. Queens Printer. Victoria, British Columbia, Canada.

  • American Psychological Association. (2001). PUBLICATION MANUAL: of the American Psychological Association. fifth edition. American Psychological Association. Washington, DC.
  • Katz, L. & Ward, E. (1989). Ethical Behavior in Early Childhood Education. Expanded Edition. NAEYC. Washington, D.C., U.S.A.

  • Text # 3 are also used for AECE 101 – Child Development I
    Other Resources:
  • 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
    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.

    Guide children’s learning through play - A1, A2
    Professional growth - A1, A2
    Group membership - D1, D2
    Conflict & Problem Solving - E1
    Professional Code of Ethics - A1
    Communication with Professionals in Related Fields - E1
    Functions related to governing the centre - A1
    Plan Indoor and Outdoor Environments - B1, B2, B3, B4

    All NVIT policies are applicable including; attendance, plagiarism, student conduct and grading apply to AECE 110. 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 April 2002.