ECD704 - Curriculum Design and Implementation

Outline info
Last revision date 2018-07-09 08:53:15.477
Last review date 2018-07-09 08:53:15.479

Subject Title
Curriculum Design and Implementation

Subject Description
Students analyze the influence of theoretical philosophies when designing curriculum models that are consistent with research and developmental principles in Early Childhood Education Administration. Administrative strategies for curriculum design and implementation are evaluated for consistency with Best Practices for children's optimal learning. The ELECT document provides a framework model for administrative analysis. Students analyze current early childhood curriculum models such as Montessori, High/Scope, Reggio Emilia; Bank Street, Creative Curriculum and the Full Day Early Learning Program to understand the role of the administrator in curriculum design. Through discussions, postings/presentations, case studies, readings, assignments and practical applications, students have the opportunity to practice and utilize curriculum design skills including analysis, research, evaluation, decision-making to affect change in the workplace.

Credit Status
One credit towards the Early Childhood Administration Certificate Program.

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

1. Identify the different philosophies by which curriculum is developed.

2. Develop and evaluate curriculum based on program philosophy.

3. Assess the needs of the children, families and the community and incorporate these into the development of curriculum.

4. Develop curriculum goals for all areas of development and for all ages from infancy to school age.

5. Evaluate and enhance curriculum and physical environments.

6. Determine curriculum needs, content and teaching principles and practices for infants, toddlers, preschoolers and school age children.

7. Involve staff in curriculum planning and implementation.

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

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.

An Early Childhood Education Diploma or equivalent and attendance at the mandatory orientation session. 

Topic Outline
1. Overview/Course outline
2. Review Philosophies and Curriculum focus
3. Assessing Needs - Children, Parents, Community
4. Goal Setting
5. Curriculum Evaluation
6. Physical Environments
7. Infant Curriculum
8. Toddler Curriculum
9. Preschool Curriculum
10. School Age Curriculum
11. Development of Learning Materials / Curriculum Kits
12. Presentations
13. Involving Staff in Curriculum Planning & Implementation
14. Review/Curriculum Challenges
15. ELECT / Occupational Standards

Mode of Instruction
Class discussions, small group work, presentations and lectures. 

Prescribed Texts

Online Texts and Resources:

Mangement of Child Development Centres, 8th Edition;By Hearron, Patricia F., Hildebrand, V.; Publisher: Pearson Education, ISBN# 978-0-13-383094-1

Occupational Standards for Child Care Administrators, Child Care Human Resources Sector Council, Ottawa. Available from 

ELECT (Early Learning for Every Child Today), Ontario government publication. Available from

Inclass Texts and Resources:

Child Care and Early Years Act, 2014,

Healthy Foundations in Early Childhood Settings, 4th edition, 2009; By B. Pimento and D. Kerested: Nelson Education,(PKG.) ISBN # 978 0176580674

Administering for Quality: Leading Canadian Early Childhood Programs, 4th edition; Karen Chandler; Publisher: Pearson Education,   ISBN # 9780132113588

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

Reference Material

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
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 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 (online - participate in all learning activities).  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:

In class Evaluations

Grading is based on the following marking scheme:

*Curriculum Development Assignment          35%
  Curriculum Evaluation                                  35%
  Curriculum Kit and Presentation                  30%      (20% & 10%)

    * Designated final assignment 

Online Evaluations

1. Reflection: Determining a Philosophy and a Curriculum     20%
2. Plan for Change: Evaluating for effective practices                30%
3. Curriculum Model and Best Practice Presentations              20%
4. Final Test                                                                                        30%
Total                                                                                                   100%

Approved by: Sandra Noble