Bachelor of Early Learning Program Development (Honours)

Building on the historical and philosophical influences in education, students will explore curriculum approaches in the field of early education and discuss the social values and research evidence that shapes them. Students will compare and contrast the philosophical and practical elements of the approaches and debate their values and limitations. Finally, students will illustrate the application of these curriculum approaches to program design.

• Hours: 42
• Credits: 3
• Pre-Requisites:
• CoRequisites:

Students will explore contemporary perspectives of early learning and community practice within an interprofessional framework. Students will analyze current social, political, and economic trends and issues through national and international perspectives. Emphasis will be placed on chronicling how the language that frames our field has changed over time and the social influences that have contributed to these changes.

• Hours: 42
• Credits: 3
• Pre-Requisites:
• CoRequisites:

Integrating learning throughout the program, this professional engagement experience will provide students with acontinued opportunity to expand their professional practice skills by contributing to the design and implementation ofinclusive, relational play-based curriculum in early years settings. Through reflective classroom opportunities, students willidentify and discuss the benefits and limitations of various approaches to planning, designing, and implementingcurriculum and early years programs. Students will continue to document their learning and engagement through theprofessional learning portfolio.

• Hours: 148
• Credits: 5
• Pre-Requisites: ECE71050 AND FPLT72065
• CoRequisites: EDUC72000

As an extension to the concepts discussed in Social Action and Program Leadership, this course will focus on designing and evaluating responsive programs that support individual and community capacity building. Students will explore models of program design and examine various elements that have an effect on designing responsive programs including social values, social policy, provincial and national directions, economic climate, and research evidence. In response to unique community needs, students will construct program designs and policies that promote diversity, equity and social inclusion.

• Hours: 42
• Credits: 3
• Pre-Requisites: EDUC72000
• CoRequisites: ECE73025 OR FPLT73025

With a focus to expanding their practice settings of interest, students will strengthen their practice knowledge and capabilities by specializing in community based practice. As an extension to designing and evaluating responsive programs, students will work collaboratively with populations to enhance existing programs. Emphasis will be placed on engaging the populations with whom they are working as result of collaborative problem-solving, effective communication, program assessment and evaluation. Students will continue to chronicle their learning and engagement through the professional learning portfolio.

• Hours: 133
• Credits: 5
• Pre-Requisites: ECE73005 OR FPLT73005
• CoRequisites: ECE73010

• Hours: 42
• Credits: 3
• Pre-Requisites:
• CoRequisites:

As the future leaders of community programs, students in this course will be challenged to evaluate how economic and social conditions change over time. With emphasis on collaboration with populations, students will identify and critique a variety of actions for relevance in meeting community needs. Students will deepen their understanding of the marginalization and inequities experienced by specific populations. With a focus on enhanced community development students will engage in collaborative interdisciplinary professional practice to support individual and community capacity building.

• Hours: 42
• Credits: 3
• Pre-Requisites:
• CoRequisites:

• Hours: 42
• Credits: 3
• Pre-Requisites: NURS72050 OR RSCH73000
• CoRequisites:

This course consists of two parts: a theoretical portion which presents an overview of languageteaching methodology, and a field placement portion where students will observe and teach in an adult EASL classroom. Topics will include the four language skills of reading, writing, listening, and speaking and the focus area of vocabulary development. The core techniques for teaching the four skills and for planning effective lessons in various contexts using a wide range of materials and resources will be covered. With a hands-on focus in the course delivery, students will analyze standardized tests and develop strategies for effective formative and summative assessment in their teaching of EASL practice. Learners in this course will have the opportunity to teach a skills-based lesson and develop an assessment tool to measure learning of the skill. Of the field placement hours, more than 50% of the time will be spent on observation, so students can examine and report on teaching techniques, classroom management practices, strategies for fostering and celebrating cultural diversity, and the relationship between curriculum context and learning practices. During the remainder hours of teaching (minimum 10) students will plan, select resources, and present lessons appropriate for the class, under the guidance of their mentor teacher, and reflect on their own teaching practice.

• Hours: 56
• Credits: 4
• Pre-Requisites:
• CoRequisites:

This course is a critical examination of educational theory, research, policy, and practice that challenges universal experiences and the singularity of one perspective. Through multiple readings, students will be challenged to consider previously held theories and experiences, and critique them for discourses of power and privilege, universal prescriptions and binary oppositions. Students will debate and articulate educational practices from multiple perspectives to co-construct meaning of the plurality of lived human experience.

• Hours: 42
• Credits: 3
• Pre-Requisites: EDUC72010 AND EDUC72020 AND SOCS71000
• CoRequisites:

• Hours: 163
• Credits: 6
• Pre-Requisites: ECE73025 OR FPLT73025 AND SOCS73000
• CoRequisites: SOCS74010

Through a synthesis of knowledge, understanding and experiences gathered throughout theprogram, this course will provide students with an opportunity to conduct a culminating researchproject focused on contributions of research to the early years sector. Over the course of thesemester, students will sharpen their interest of study, identify the appropriate research design andcreate plans for carrying out the project.

• Hours: 42
• Credits: 3
• Pre-Requisites: RSCH73000
• CoRequisites:

Building upon concepts introduced in Human Growth and Development and carried out throughout the program, students will integrate their knowledge of development, social factors, and developmental health. Within a multiple perspective framework, students will identify, analyze, and critique how early experiences, and community programs contribute to individual and community developmental health.

• Hours: 42
• Credits: 3
• Pre-Requisites: ECE71000 AND ECE71030
• CoRequisites:

This course will focus on deepening an understanding of citizenship and citizenship participation within Canadian and global contexts. Students will examine and analyze dynamic social and political conditions which influence the development of policies relevant to child education and community programs. Students will identify, analyze, and critique policy and the policy development process for mitigating factors that affect the developmental health of individuals and communities. Emphasis will be placed on democratic citizenship, human rights, children’s rights, voice and active participation as engaged citizens in contemporary society.

• Hours: 42
• Credits: 3
• Pre-Requisites: ECE73010 AND SOCS71010 AND SOCS73000
• CoRequisites: ECE74005 OR FPLT74005