CASE103: ECE Teaching Practice Seminar I: Students will discuss their first teaching practice experience. Topics of discussion will include observations; planning and implementing activities, guidance strategies; health, safety and nutrition; communications with children, staff and families; and, professionalism in the field. Students will begin the process of self-reflection, as it relates to their performance in teaching practice. This course is considered an extension of CASE 104, and as such is to be taken concurrently.
CASE104: ECE Teaching Practice I: In this course, students apply the theory and practiced skills learned previously to enter teaching practice. Students observe and document; begin to plan for and facilitate children’s learning; begin guiding children’s behaviour using appropriate strategies; interact and begin to form relationships with children, colleagues, and families; and participate in all aspect of the program. This course explores development from ages 2.5 through 12 years to understand the systematic changes in social, emotional, physical, and cognitive functioning of the child. Theories of development are examined, which highlight progressive changes and integration of functioning. Students examine current research and contextual influences in child development, applicable to the preschool and school-age child. Students apply observational strategies.
CHIL1004: Child Development I: This course explores development from conception to 2.5 years to understand the systematic changes in social, emotional, physical and cognitive functioning of the child. Theories of development are examined which highlight progressive changes and integration of functioning. Students are introduced to observation techniques, current research on related child development topics, and how heredity, culture, and society influence development.
CHIL1005: Child Development II: This course explores development from ages 2.5 through 12 years to understand the systematic changes in social, emotional, physical, and cognitive functioning of the child. Theories of development are examined, which highlight progressive changes and integration of functioning. Students examine current research and contextual influences in child development, applicable to the preschool and school-age child. Students apply observational strategies.
CHIL2010: Infant/Toddler Childcare: This course focuses on evidence-based practices for infants and toddlers. Topics to be explored include caregiving practices, curriculum activities/experiences as well as responsive environments, and developing positive relationships with children and families.
CHIL2012: School-Age Curriculum: This course introduces the student to the school-age child. The focus is on the development of children 3.8-12 years, as it relates to developmentally appropriate curriculum and child guidance techniques. The role of the early childhood educator is examined in relationship to current legislation in a variety of early learning settings.
EARL3: The Learning Environment: This course focuses on the planning and set up of indoor and outdoor learning environments for children. Building an understanding of intentional design enables students to view the physical environment critically and creatively to optimize play, learning and development for all children. Responding to a unique group of children in a unique setting is emphasized, as well as the consideration of cultural and geographical factors; a wide range of effective early learning environments are studied and discussed with inclusivity and accessibility as consistent priorities.
EARL4: Introduction to Early Childhood Education: This course introduces students to the Early Childhood Education program at St Lawrence and prepares them for field placement. This course also introduces students to the roles of early childhood educators in supporting the development and learning of individuals and groups of children. Students develop broad areas of knowledge, skills, attitudes, and abilities to work effectively with children, their families, and the community. In addition, students apply a personal philosophy of early childhood education within the framework of ethical and professional standards.
EARL6: Arts-Based Curriculum: Based on the principle that children learn through play, this course explores the fundamentals of an arts-based curriculum as a way of fostering the young child’s creativity, natural inquisitiveness and holistic development. Acquiring approaches and strategies to bring the arts (music, art, dance, literature and drama) to young children through hands on projects and activities is a major focus of this course. Building creative confidence in young children, as well as in oneself, as a teacher, are concepts central to the course which are reinforced through ongoing creative projects and reflection.
EARL36: Guiding Children’s Behaviour: This course focuses on relationship levels within the field of Early Childhood Education and corresponding behaviour intervention techniques for managing and redirecting the challenging behaviours of individuals and small groups. Students examine a number of behaviour management techniques for use with children, youth, and families. Students apply techniques to evaluate the level of relationship between them and the client(s), to intervene in ways that enhance this relationship towards positive change.
HEAL200: Health and Safety: In this course, students will examine the topics of health promotion, personal wellness, illness prevention and management, nutrition and safety. In addition, the student will learn how to identify, document and report child abuse. As well, the student will understand his/her duty to report child abuse according to the law.