AECE-224 - Programming for Early Years II - 3.00 Credits
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Course Details
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Students will explore programming, curriculum and environment development as they relate to infant to three years of age (as well as children with exceptionalities) in an early childhood daycare setting. Aboriginal approaches to Early Childhood daycare programming and curriculum will be investigated. Additionally, this course will study the history of inclusion, developmentally appropriate programs, accessibility, indoor and outdoor play environments and inclusive curriculum. Topics specific to this course will include theories of development and use of these theories to plan developmentally appropriate curriculum and environment.
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Part of the:CAREER TRAINING (EDUCATION) Department
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Available/Required in the following Programs:Aboriginal Early Childhood Education Diploma - Year 2 Fall
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Prerequisites : AECE 124, or equivalent. AECE Certificate or equivalent.
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Course Outline
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Instructors Qualifications:
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Bachelor Degree in related field. Experience working in an early childhood educational setting. Aboriginal background and/or experience working in an Aboriginal adult educational setting an asset.
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Office Hours:
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1.5 per week.
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Contact Hours:
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45
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Student Evaluation
Procedure:
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Assignments 50-70%, Final Exam 30-50%, total 100%.
Grading procedures follow NVIT guidelines.
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Learning Outcomes:
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Upon successful completion of this course students should be able to:
describe theory and practice of curriculum relating to physical, social/emotional, cognitive, language and cultural/spiritual development of infants and toddlers and children with exceptionalities;
develop curriculum based on the dynamics of play;
construct infant/toddler curriculum in context of family, community, society and culture;
develop a cultural inclusive relationship – based curriculum by:
o assessing families needs;
o analyzing culture;
o comparing planning strategies;
o developing responsive opportunities; and
o adapting for children with special needs.
develop an effective and developmentally appropriate learning environment for all ages and abilities by:
o planning indoor and outdoor space;
o evaluating space potential;
o describing learning space that promotes infant/toddler development; and
o describing learning spaces that promote inclusive development.
demonstrate knowledge of early language development using, circle time and activities;
assess concerns about inclusive care;
categorize types of inclusive care in Canada with respect to challenges and programs;
develop strategies for effective inclusion;
plan inclusive and developmentally-appropriate programs that meet the needs of children who require support; and
describe the effects of play in inclusive settings.
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Text and Materials:
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Bergen, D., Torelli, L., & Reid R. Educating and caring for very young children: The nfant/toddler curriculum. Current edition. New York, NY. Teachers College Press.Cook, R. E., Tessier, A., & Klein, M.D. Adapting early childhood curricula for children in inclusive settings. Current edition. Upper Saddle River, NJ. Prentice Hall.Crowther, I. Inclusion in early childhood settings: Children with special needs in Canada. Current edition. Canada. Pearson Education.Isbell, R., & Isbell, C. The complete learning spaces book for infants and toddlers: 54 integrated areas with play experiences. Current edition. Beltsville, MD. Gryphon House.Wittmer, D. and Peterson S. Infant toddler development and responsive program planning: A relationship-based approach. Current edition. Upper Saddle River, NJ. Pearson/Merrill/Prentice Hall.
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Other Resources:
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Transfer Credits:
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For more information please visit: www.bctransferguide.ca
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Other Information:
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Education Council Approved October 31, 2012.
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