ECD145 - Pre-School Methods I

Outline info
Last revision date 2018-07-20 12:10:54.775
Last review date 2018-07-20 12:12:01.821

Subject Title
Pre-School Methods I

Subject Description
In this first methodology subject students are exposed to the culture of the preschool child. Using a holistic approach and recognizing diversity within the preschool learning environment, students will explore and create a play-based learning environment based on the observed developmental needs and interests of the children. Students are provided with an opportunity to use a "hands-on" approach to exploring open-ended sensory materials and to practice child guidance techniques which are appropriate when working with preschool children.

Credit Status
One credit in the Early Childhood Education Diploma Program. To obtain credit in both FWK145 and ECD145 students must successfully pass both subjects. Passing only one of these subjects will result in a failing grade for both subjects.

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

1. Demonstrate an awareness of human diversity and the importance of incorporating a bias free attitude and approach in the preschool learning environment and in working with colleagues and families.

2. Demonstrate the ability to develop and present learning opportunities which support creative expression and the developmental domains of preschool age children through exploration and experimentation.

3. Identify and practice positive child guidance techniques which support positive self-regulation while maintaining the child's feelings of self-worth.

4. Initiate positive, sensitive and responsive interactions with children.

5. Summarize the role of the teacher in creating a play-based learning environment.

6. Use the steps in Emergent Curriculum to plan age appropriate curriculum for preschool children.

7. Articulate the value of play as a vehicle of learning for children, by:

a) identifying the various types of play.
b) supporting children by providing play-based environments.
c) documenting children's play using a variety of observational techniques
d) assessing a child's interests and developmental levels through play observations

Upon completion of the Early Childhood Education diploma, students should have achieved the following generic outcomes and vocational skills.

Early Childhood Education Programs

The graduate has reliably demonstrated the ability to

1. communicate clearly, concisely, and correctly in the written, spoken, and visual form that fulfills the purpose and meets the needs of audiences.
2. reframe information, ideas, and concepts using the narrative, visual, numerical, and symbolic representations which demonstrate understanding.

3. apply a wide variety of mathematical techniques with the degree of accuracy required to solve problems and make decisions.
4. use a variety of computer hardware and software and other technological tools appropriate and necessary to the performance of tasks.
5. interact with others in groups or teams in ways that contribute to effective working relationships and the achievement of goals.
6. evaluate her or his own thinking throughout the steps and processes used in problem solving and decision making.
7. collect, analyze, and organize relevant and necessary information from a variety of sources.
8. evaluate the validity of arguments based on qualitative and quantitative information in order to accept or challenge the findings of others.

9. create innovative strategies and/or products that meet identified needs.
10. manage the use of time and other resources to attain personal and/or project-related goals.
11. take responsibility for her or his own actions and decisions.
12. adapt to new situations and demands by applying and/or updating her or his knowledge and skills.

13. represent her or his skills, knowledge, and experience realistically for personal and employment purposes.

Vocational Learning Outcomes
Early Childhood Education Programs

The graduate has reliably demonstrated the ability to

1. plan curriculum* that is based on a thorough understanding of child development*.
2. plan and implement individual programs and curriculum* to meet the developmental needs of children*.
3. utilize a variety of observation techniques* to enhance work with children*, families*, and co-workers.
4. maintain responsive relationships* with individual children* and groups of children*.
5. establish and maintain safe and healthy environments* which best meet the requirements of current legislation*, regulatory bodies, and program policies.
6. develop and maintain effective written, oral, nonverbal, and electronic communications with children*, families*, co-workers, employers, and individuals/agencies.
7. apply relevant legislation*, policies, procedures, and regulations to early childhood education programs and settings in a changing social context.
8. apply a personal philosophy of early childhood education within the framework of ethical and professional standards*.
9. act in a manner consistent with principles of fairness, equity, and diversity* to support the development and learning of individual children*, within the context of his/her family*, culture*, and society.

(1) @2002, Ontario Ministry of Training, Colleges and Universities

*see web site at:

Cheating and Plagiarism
Each student should be aware of the College's policy regarding Cheating and Plagiarism. Seneca's Academic Policy will be strictly enforced.

To support academic honesty at Seneca College, all work submitted by students may be reviewed for authenticity and originality, utilizing software tools and third party services. Please visit the Academic Honesty site on for further information regarding cheating and plagiarism policies and procedures.

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

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 Disabilities Services Office at ext. 22900 to initiate the process for documenting, assessing and implementing your individual accommodation needs.

ECD100 and ECD122
-Required documentation: current police check, CPR/First Aid, Seneca Medical form
NOTE: ECE Intensive stream - can be taken concurrently with ECD242/FWK242 once EAC150 completed

Topic Outline
1.  Developmentally appropriate practice and active learning
2.  Play
3.  The role of the ECE in the preschool age program
4.  Preschool learning environments
5.  Dramatic play, creativity, music and movement
6.  Child guidance
7.  Emergent Curriculum
8.  ELECT document to assess development and apply programming for ECE
9.  Introduction to the CECE professional standards for ECE

Mode of Instruction
Subject content will be covered through various means and the student will be expected to participate in and contribute to the process of learning. Some of the more frequently used strategies are: lectures, small and large group discussions, demonstrations, workshops, presentations, audio visual aids, role plays and readings.

Prescribed Texts
Creating Effective Learning Environments, 4th Edition (Pkg with ECE Media Library);
By Ingrid Crowther; Nelson Education, ISBN#0176729526, (13 digit: 9780176729523)

Positive Child Guidance, 8th Edition, 2016;
By Darla Ferris, Thomson Delmar Publishers, ISBN#978-1-305-08899-3

ELECT -"Early Learning Learning for Every Child Today- A framework for Ontario early childhood settings"

How Does Learning Happen? Ontario Pedagogy for the Early Years,

Reference Material
A Writer's Resource, 3rd edition
By Maimon, Peritz, Rubens, McGraw Hill, ISBN#9780070685840

Required Supplies

Promotion Policy

Grading Policy
A+ 90%  to  100%
A 80%  to  89%
B+ 75%  to  79%
B 70%  to  74%
C+ 65%  to  69%
C 60%  to  64%
D+ 55%  to  59%
D 50%  to  54%
F 0%    to  49% (Not a Pass)
EXC Excellent
SAT Satisfactory
UNSAT Unsatisfactory

For further information, see a copy of the Academic Policy, available online ( or at Seneca's Registrar's Offices.

Modes of Evaluation
Student must pass both the class and field placement requirements of both co-requisite subjects. Failure to pass either the class or the field placement subject will result in a failing grade in the co-requisite subject as well.
Students must retain a duplicate of all assignments.  All assignments are due in hard copy form at the beginning of class. Late assignments will be subject to the following penalties:
After the start of class to one week late: 10% of total assignment grade will be deducted.
Second week late: 20% of total assignment grade will be deducted . If the assignment is not submitted within the two weeks after the due date it will be assumed that the student chooses not to submit the assignment and a grade of 0 will be assigned. The final grade will be calculated by adding the grades for the assignments submitted.

Students must request an extension for assignments in writing before the assignment due date. Extensions will be granted on an individual basis and many require submission of documentation to verify lateness. The instructor will determine any grade penalty that may apply.

Assignments / Presentations are to be grammatically correct, and marks will be deducted for errors in spelling, grammar, capitalization and punctuation.  It is expected that students have a sufficient command of the English language to express their thoughts clearly in both written assignments and class discussions.

All assignments / presentations must be cited.  Students are referred to the recommended Text " A Writer's Resource" or the following web site for Seneca College library APA Style Guide for citation and Guide to Integrating Quotations (APA Style):

Students are strongly encouraged to attend all classes and assessments.  It is your responsibility to cover any missed materials.  Presentations or exams missed without sufficient documented reason, will result in a grade of zero for the missed assessment(s).

The student must attain a combined grade of at least 50% on the term work and the final exam to pass the course. For further information on evaluation and academic standing, see a copy of the Academic Policy available at Seneca registration offices or online at:

It is assumed that students can apply the knowledge acquired in ECD100 and ECD122.

Grading is based on the following marking scheme:
Play Assignment                            40%
*Behavior Guidance Assignment    30%
Quizzes/Reflections (Inclass)          10%
Group Learning Presentation          20%

* Designated Final Assignment

Format for Assignments:
Assignments will be marked on the basis of appropriate research, content, organization of material and presentation. Main ideas in written work should be supported with specific, relevant examples and/or reasons.

English Competency:
It is expected that students have a sufficient command of the English language to express their thoughts clearly in both written assignments and class discussions. Marks may be deducted from the assignments for errors in spelling, grammar, capitalization and punctuation.

Approved by: Sandra Noble