ECY102 - Preschool Curriculum

Subject Title
Preschool Curriculum

Subject Description
Students will learn to plan play-based, inclusive, emergent curriculum for preschool children.   Theories that support children's learning and the role the Early Childhood Educator will be explored.  Students will identify ways to build professional relationships with adults and children. There will be a focus on observing and documenting children's play for the purpose of designing curriculum.  Positive guidance strategies will be learned.

Credit Status
ECY 102 is an Early Childhood Education Accelerated Diploma Program prescribed subject. ECY 102 is a first year, first semester subject. The prerequisites are equivalent to the criteria set for admission into the Early Childhood Education Program.

Learning Outcomes
Upon successful completion of this subject the student will be able to:

Specific Learning Outcomes:

1. Accept children as competent and capable learners to support their growth and development.
2. Identify the professional roles and responsibilities of the Early Childhood Educator in promoting positive relationships with children, families and professionals.
3. Explore the influences of theorists and approaches to plan for inclusive preschool environments.
4. Analyze observations of children's activities, using the Early Learning for Every Child (E.L.E.C.T.) document or other tool to design play-based inclusive learning experiences.
5. Examine the effectiveness of play in promoting learning in young children.
6. Explore how young children learn in indigenous societies.

ECE Vocational Learning Outcomes:
The following are the Early Childhood Education Program Vocational outcomes. The outcomes listed in bold font indicate which outcomes are focused on in this subject:

The graduate has reliably demonstrated the ability to:

1. Design, implement and evaluate inclusive and play-based early learning curriculum* and programs that support children's holistic development and are responsive to individual children's and groups of children's observed abilities, interests and ideas.
2. Establish and maintain inclusive* early learning environments* that support diverse*, equitable and accessible developmental and learning opportunities for all children* and their families*.
3. Select and use a variety of screening tools, observation and documentation strategies to review, support and promote children's* learning across the continuum of early childhood development*
4. Establish and maintain responsive relationships* with individual children*, groups of children* and families*
5. Assess, develop and maintain safe, healthy and quality early learning environments which meet the requirements of current legislation, agency policies and evidence-based practices in early learning.
6. Prepare and use professional written, verbal, nonverbal and electronic communications when working with children, families, colleagues, employers, and community partners.
7. Identify, select and apply relevant legislation, regulations, College of Early Childhood Educators Standards of Practice and Code of Ethics, policies and evidence-based practice* guidelines, and interpret their impact on a variety of early learning environments*.
8. Apply a developing personal philosophy of early learning in accordance with ethical and professional standards* of early childhood education practice.
9. Advocate* for quality early learning environments* and collaborate with members of the early learning team, families* and community partners to establish and promote such settings.
10. Engage in reflective practice, develop learning goals and maintain an ongoing professional development plan in accordance with evidence-based practices in early learning and related fields.

Academic Integrity
Seneca upholds a learning community that values academic integrity, honesty, fairness, trust, respect, responsibility and courage. These values enhance Seneca's commitment to deliver high-quality education and teaching excellence, while supporting a positive learning environment. Ensure that you are aware of Seneca's Academic Integrity Policy which can be found at: http://www.senecapolytechnic.ca/about/policies/academic-integrity-policy.html Review section 2 of the policy for details regarding approaches to supporting integrity. Section 2.3 and Appendix B of the policy describe various sanctions that can be applied, if there is suspected academic misconduct (e.g., contract cheating, cheating, falsification, impersonation or plagiarism).

Please visit the Academic Integrity website http://open2.senecac.on.ca/sites/academic-integrity/for-students to understand and learn more about how to prepare and submit work so that it supports academic integrity, and to avoid academic misconduct.

Discrimination/Harassment
All students and employees have the right to study and work in an environment that is free from discrimination and/or harassment. Language or activities that defeat this objective violate the College Policy on Discrimination/Harassment and shall not be tolerated. Information and assistance are available from the Student Conduct Office at student.conduct@senecapolytechnic.ca.

Accommodation for Students with Disabilities
The College will provide reasonable accommodation to students with disabilities in order to promote academic success. If you require accommodation, contact the Counselling and Accessibility Services Office at ext. 22900 to initiate the process for documenting, assessing and implementing your individual accommodation needs.

Camera Use and Recordings - Synchronous (Live) Classes
Synchronous (live) classes may be delivered in person, in a Flexible Learning space, or online through a Seneca web conferencing platform such as MS Teams or Zoom. Flexible Learning spaces are equipped with cameras, microphones, monitors and speakers that capture and stream instructor and student interactions, providing an in-person experience for students choosing to study online.

Students joining a live class online may be required to have a working camera in order to participate, or for certain activities (e.g. group work, assessments), and high-speed broadband access (e.g. Cable, DSL) is highly recommended. In the event students encounter circumstances that impact their ability to join the platform with their camera on, they should reach out to the professor to discuss. Live classes may be recorded and made available to students to support access to course content and promote student learning and success.

By attending live classes, students are consenting to the collection and use of their personal information for the purposes of administering the class and associated coursework. To learn more about Seneca's privacy practices, visit Privacy Notice.