ECY102 - Preschool Curriculum

Outline info
Semester
School
Last revision date 2017-03-31 08:44:52.675
Last review date 2017-03-31 08:44:52.678


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:

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

  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. Identify a variety of positive guidance strategies to respond to young children’s behaviour using authoritative practices.
  7. Explore how young children learn in indigenous societies.


ECE Vocational 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.

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)
None

Corequisite(s): ECY100, ECY103, ECY104, ECY105, EFP102


Topic Outline

  1. Influence of theorists and approaches
  2. The role of play in early learning environments
  3. Teachers and children as co-learners
  4. Observation for curriculum planning
  5. Emergent curriculum: define, apply and document
  6. Positive child guidance strategies and self-regulation
  7. Learning areas of the indoor environment
  8. Recognizing and planning for diversity and inclusiveness

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.  The strategies may include: lectures, discussions, observations, workshops, audio visual presentations and on-line subject website.

Prescribed Texts
Crowther, I. (2016). Creating effective learning environments with library package.  (4th Canadian edition).  Canada:  Nelson Education; ISBN# 9780176531768

Reference Material
Marion, M. (2014)  Guidance of young children, with enhanced Pearson e-text access card.  (9th edition)  Toronto:  Pearson Education Inc.; ISBN# 9780133830989

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
Evaluation Of Curriculum/Field Placement:
Each field placement subject is taken concurrently with the curriculum and applied theory subject.  Though the field and curriculum subject have a separate mnemonic, they are considered a joint course.  This arrangement encourages the intertwining of theory and practice.

In your field placement, you will implement ideas that you learn in your semester subjects.  During classes, you will talk about experiences from field placement.  You will be asked to reflect on how theory and your experiences fit together.  Consequently, you are expected to go to field placement until the end of the semester.  You must earn a passing grade in both your curriculum and field subjects in order to pass both subjects.  If you earn a failing grade in either subject, you will fail both.


Professional Conduct:
When you are in field placement settings, you will be representing Seneca College.  You are asked to act at all times in ways which reflect positively on the College.  Wear your name tag while attending field placement.

During your field placements, you must always be aware of the health and safety needs of the children.  Alert staff to risky situations and offer to help.  If at any time you jeopardize the emotional well-being, health or safety of a child through your actions or behaviours and your supervising professor determines that you are not capable of the required level of independent functioning, you may be withdrawn from placement and may fail the course.  You may also be asked to leave the program.

Examples include, but are not limited to:

  • Leaving children unattended; breaking confidentiality; forging signatures on field documents; attending field placement under the influence of alcohol or drugs that hinder judgment; striking a child, inappropriate touching of a child; belittling, berating or demeaning a child.
  • While in your field placement, you must not contravene requirements of the Day Nurseries Act of Ontario regarding behaviour management.  Non-compliance will be reviewed on an individual basis and may result in your failing field placement or withdrawal from the ECE program.
  • Lack of professionalism or poor practice may also result in your being asked to leave placement by the host agency.  In such cases, you will not be offered an alternative placement and will receive an "F" grade in your field/curriculum courses.

Minimum successful performance in Preschool Field Placement I will reflect the Regulations regarding Behaviour Management as required by the Day Nurseries Act.


Evaluation Structure:
  • 30% - Environment Audit
  • 45% - Planning Assignment
  • 25% - In Class group Guidance Assignment

Please note:  It is the student’s responsibility to keep copies of materials (assignments, etc.) used for evaluative purposes.
In order to receive a passing grade in each ECYA subject, every component of evaluation must be completed at a passing level.



Due Dates and Extensions:
Due dates for the assignments and other evaluation procedures for each subject are set in class.
Requests for extensions must be made to the professor before the due date.  Many professors require written requests and approval forms for extensions.
If an assignment is late, one full grade or 10% (whichever is less) may be deducted the first day.  20% may be deducted day 8, etc.
When an assignment grade has been reduced to an "F" because of late submission, the "F" grade will be used to calculate the final subject grade but will not prevent the student from passing the subject.
The last day to submit a late assignment is the last day of classes for that subject.
Unless an extension has already been approved by the professor, assignments received after the final day of a subject will receive "0" marks.  The resulting mark in this subject will be an "F".
If you hand in an assignment too late for feedback or revision, and receive an "F" grade for that assignment, you forfeit the right to resubmit that assignment.


Attendance:
Absence during scheduled tests and presentations require a medical note.  Failure to meet these requirements will result in an “F” grade.  Students are required to notify the professor before the scheduled test or presentation if they are unable to attend.


Assignments and in-class learning opportunities:
If you fail any assignment, in-class learning opportunity, quiz, test or other component of evaluation, you must rework the material at a passing level.
A "D" grade will be the highest grade in such a situation, regardless of the average attained.  You are allowed only 1 (one) rewrite per course.
The individual Professor will clarify re-submission procedures for each subject.


In-Class Presentations and Tests:
Attendance is mandatory for any scheduled in-class presentation or tests.  If a student fails to attend on the pre-arranged date, they will receive an "F" grade.  In the event of a serious occurrence, where a student can produce official documentation, a make up presentation or test may be granted, after discussion with the professor.
When students are absent it is their responsibility to “catch-up” on missed material, announcements, schedule changes, discussions, etc.


Professionalism and Confidentiality:
In cases of cheating or plagiarism, the College Academic Policy will prevail.  Please ensure that all assignments and reports are properly documented.
Students are referred to the following website for the Seneca College Library APA Style Guides, Academic Honesty Policy and Copyright guidelines.
http://senecacollege.ca/library


Please retain this subject outline document for future educational and/or employment use.


Important Information:
As a student at Seneca College, you are expected to read the College Academic Policy, College Student Handbook and the ECE Student Handbook.  Please note that this information is very important.

 

Approved by: Sandra Noble