ECD202 - School - Age Child - Learning Environment

Outline info
Semester
School
Last revision date 2017-05-29 00:27:03.269
Last review date 2017-07-17 00:15:04.924


Subject Title
School - Age Child - Learning Environment

Subject Description
In this subject, students will use their knowledge of school-age development and appropriate ECE teaching methods to develop programming for school-aged children in children's and community programs. Topics include: games, music, sports, arts and crafts and leisure-time activities. Students will support schoolage children in developing skills for forming positive relationships.

Credit Status
One credit in the Early Childhood Education Diploma Program. To obtain credit in both FWK202 and ECD202 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. Describe the social, emotional, physical and intellectual development of the school-age child.

2. Identify how a school-age program can encourage the development of a positive self-concept and self esteem.

3. Analyze the importance of play in school-age growth and development.

4. Examine strategies for empowering school-age children to think critically about bias and foster positive interactions with others of different backgrounds.

5. Assess the quality of the physical environment - indoors and outdoors - and suggest improvements appropriate for school-age development.

6. Observe and record children's developmental needs and interests.

7. Plan and implement a project with the school age children that reflects their observed interests and participation and based on Emergent curriculum planning.

8. Consult resources and support material relative to school age child care.

9. Examine child guidance techniques and analyze a behavioural guidance case study.

10. Begin to apply the Code of Ethics and Standards of Practice as outlined by the College of ECE of Ontario

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

Generic Skills Learning Outcomes
Early Childhood Education Programs
(1)

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
(1)  BOLDED LEARNING OUTCOMES APPLY TO THIS SUBJECT

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: http://www.tcu.gov.on.ca/pepg/audiences/colleges/progstan/humserv/eerchedu.html#vocational1

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 http://library.senecacollege.ca for further information regarding cheating and plagiarism policies and procedures.

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

Prerequisite(s)
All subjects in Module 1 plus ECD223
Students without the Mandatory prerequistes, must consult with the program coordinator before registering.
-Required documentation: Police check,  First Aid / CPR Level C, Seneca Medical Form.
Corequisite:
FWK202 - Fieldwork

Topic Outline
1.   School age child development review and application through program planning
2.   School age environment and the role of the ECE
3.   Emergent curriculum/project approach for school age children
4.   Behaviour guidance strategies
5.   ELECT  for school age
6.   CECE Code of Ethics and Standards of Practice

Mode of Instruction
This course is based on and will include: lectures, discussions, presentations, as well as observation and interviews within the community. 

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

Caring For School-Aged Children,2nd edition 2013 (Pkg Enrichment manual: Nelson Quick Guide to Career Planning) ;
By Phyllis M. Click, Jennifer Parker & Deborah Stone Zukowski, Nelson Education, ISBN#9780176558727

School-Age Care Enviroment Rating Scale (SACERS) 2014;
By Thelma Harms, Ellen Vineberg Jacobs & Donna Romano White,  Teachers College Press,  ISBN#0-87755095 (13 digit: 9780807755099)

ELECT -"Early Learning Learning for Every Child Today- A framework for Ontario early childhood settings" http://www.children.gov.on.ca/htdocs/English/documents/topics/earlychildhood/early_learning_for_every_child_today.pdf                

How Does Learning Happen?  https://www.edu.gov.on.ca/childcare/HowLearningHappens.pdf
College of ECE : http://www.college-ece.ca/Pages/default.aspx

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

Required Supplies
None.

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)
OR
EXC Excellent
SAT Satisfactory
UNSAT Unsatisfactory

For further information, see a copy of the Academic Policy, available online (http://www.senecacollege.ca/academic-policy) or at Seneca's Registrar's Offices.


Modes of Evaluation
Student must pass both the class and field placement requirements of both co-requisite courses. Failure to pass either the class or the field placement course will result in a failing grade in the co-requisite course 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):  http://seneca.libguides.com/apa

Students are strongly encuraged 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:   http://www.senecacollege.ca/ce/info/academic-info/academic-policy.html

It is assumed that students have, and can apply, knowledge from Module 1 and ECD223.



Grading is based on the following marking scheme:

        30% -  Final Exam
        30% -  Analysis Assignment
        40% -  Group Program Planning Presentations
      100%

PLEASE RETAIN THIS SUBJECT OUTLINE FOR POSSIBLE FUTURE USE IN SUPPORT OF CREDIT APPLICATIONS AT OTHER EDUCATIONAL INSTITUTIONS.
 

Approved by: Sandra Noble