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 UNDERGRADUATE PROGRAM CALENDAR 2003-2004 |
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Early Childhood Courses
CLD 101 Early Childhood: Human Development I Lect: 3 hrs. This foundation course examines the major theories and contemporary research findings of human development and provides a sound basis for the students’ understanding of children and self. Emphasis will be on the interdependency of all domains of development - physical, cognitive, language, social and emotional and the complex interaction of biological and environmental factors. Such development will be considered in terms of adaptation to the diverse environments in which human beings live and will focus on children from birth through toddler-hood. (formerly first half of ECE 012).
CLD 102 Early Childhood: Observation/ELC Lab: 3 hrs. In this course students will develop expertise in using effective methods for observing, recording and analyzing children’s behaviour and development. Students will have the opportunity to practice a variety of observation methodologies and to discuss topics related to observer bias, subjectivity and objectivity, and making references. They will also undertake participant and non-participant observation in the Early Learning Centre to introduce them to the rhythms and demands of child-care. (formerly first half of ECE 014). Corequisites: CLD 101 and CLD 111.
CLD 103 Early Childhood: Human Development II Lect: 3 hrs. This course builds on the students’ understanding of the major theories and contemporary research findings of human development and the mutual influence of biological, psychological and social factors within a given environment. Emphasis will be on the contexts of development and the focus will be on the children from preschool through adolescence. (formerly second half of ECE 012) Prerequisite: CLD 101.
CLD 111 Early Childhood: Curriculum I: Environments Lect: 3 hrs. Theories, design principles and resources for creating environments that promote learning through play will be highlighted. Play styles and types of play that facilitate children’s development and effective interactions will be discussed. Students will examine the effectiveness of learning materials in planning activities that promote development in all domains and evaluate learning environments for children from birth to eight years. (formerly ECE 105).
CLD 121 Early Childhood: Competent Learner/Reflective Practitioner Lect: 3 hrs. This course focuses on the development of the student as a competent learner and reflective practitioner. It strives to help the development of self awareness, self monitoring, higher order cognitive and meta-cognitive abilities. Strategies for problem-identification and problem-solving; gathering, organizing, and presenting information; critical thinking; the framing of questions; analysis; synthesis; evaluation will be explored.
CLD 161 Early Childhood: Field Education I: Preschool Lab: 6 hrs. The first on-campus or off-campus placement builds on the student’s observation skills and knowledge of child development. Students assume an active role in child-care and preschool settings with children from birth to five years of age. A focus on play-based learning activities in developmentally appropriate environments is an essential part of the placement. (formerly ECE 014). Prerequisites: CLD 101 and CLD 102. Corequisites: CLD 111 and CLD 103.
CLD 204 Early Childhood: Psychomotor Development Lect: 3 hrs. This course will focus on the psychomotor development of children from conception to the middle of childhood years. Theories, models and current research of motor behaviour and development will be investigated. An explanation of the stages of physical growth and changing body images of the young child will enable students to think through teaching strategies and to prepare age and level-appropriate motor activities for young children. (formerly ECE 250). Prerequisites: PSY 102, CLD 101 and CLD 103 or permission from the instructor.
CLD 205 Early Childhood: Social-Emotional Intelligence Lect: 3 hrs. This course will provide an in-depth study of theory, research and applications in the areas of children’s emotional intelligence. Class topics include: theories of personality development, the development of emotions, attachment, the development of the sense of self, gender-typing and children’s sexuality, aggression, peer relations and friendship, emotional intelligence theories, and strategies which promote the social and emotional intelligence of children. (formerly ECE 350). Prerequisites: PSY 102.
CLD 206 Early Childhood: Language Development Lect: 3 hrs. The course will explore the nature of language development in children. Both biological endowment and environment factors will be considered. Language acquisition from fetal sound sensitivity to language behaviours of school-age children will be investigated. The acquisition of the subsystems of language will be explored. Stages in child language will be identified. Existing theories and current research on child language will be examined and compared. Students will be introduced to methodologies, tools and strategies of child language research. Opportunity will be provided for the collection and analysis of language data. (formerly ECE 300). Prerequisites: CLD 101 and CLD 103 or permission from the instructor.
CLD 212 Early Childhood: Curriculum II: Program Planning Lect: 3 hrs. This course builds on the theoretical and design principles of Curriculum I including long-term and short-term programming to facilitate children’s development and early learning. Students link activity plans and units of learning to the observation and assessment of children’s development, interests and family and cultural context. Program and activity planning to promote physical, cognitive and social-emotional development use responsive materials that facilitate learning through interaction with concrete objects, ideas, and other children. Evaluation tools allow students to determine the effectiveness of programs and environments. (formerly ECE 205). Prerequisites: CLD 111.
CLD 213 Early Childhood: History and Philosophy of Early Childhood Education Lect: 3 hrs. This course introduces students to the historical, theoretical and philosophical antecedents of the early childhood education profession. An examination of values and practices related to the nurturing and education of young children from ancient times to the present, including a study of the key philosophers, the history of childhood, and views of children through the centuries, are compared to the values and practices found today in North America and throughout the world. Students articulate an informed philosophy of early childhood education as a concrete outcome of this course. (formerly ECE 446).
CLD 231 Early Childhood: Families in a Canadian Context Lect: 3 hrs. This course will explore how social, economic, and policy trends influence family forms and relationships. This course will address such topics as: historical and cross-cultural perspectives on the family; the diversity of family forms; dating; cohabitation; marital well-being; parenting issues; divorce and child custody; the domestic division of labour; work and family life; power and violence; and, social class. A community experience for students will be an integral part of the course.
CLD 241 Early Childhood: Children with Special Needs Lect: 3 hrs. This course is an introduction to early intervention and education of young children with special needs and those at risk for development delay. Strategies for adapting curriculum and the learning environment to promote the healthy growth, development and learning of children with specific special needs will be discussed. Foundation topics include historical perspectives, current legislation, early identification, positive behavioural supports, inclusion, and family-centred approaches. (formerly ECE 216). Prerequisites: CLD 111.
CLD 251 Early Childhood: Professional Practice I Lab: 3 hrs. This course will support students in developing their professional, interpersonal and communicative interactive skills. The process of communication, as well as how one’s emotions, values, experiences, perceptions and self-concept affect professional behaviour will be discussed. Topics include interviewing skills, ethical behaviour, leadership and advocacy as an early childhood practitioner. Models of effective small group and team collaborations will be examined and applied in a laboratory setting.
CLD 262 Early Childhood: Field Education II: Special Needs Lab: 6 hrs. Students complete their second placement in a special needs setting. They assess the development of a young child, plan learning activities which are developmentally appropriate and adapt, extend and enhance the activities for the child(ren). (formerly ECE 206). Prerequisites: CLD 101, CLD 103, CLD 111 and CLD 161.
CLD 307 Early Childhood: Cognitive Development Lect: 3 hrs. This course will introduce students to the investigation of what goes on in the heads of babies and young children. the changing nature of young children’s thinking from infancy to the middle childhood years will be examined. Various cognitive development theories and recent research on factors that contribute to the development of cognition will be discussed. Additional topics will include symbolic representation, reasoning and problem solving, social cognition, memory and the relationship between language and thought. The course will include a practical component where aspects of cognitive development will be applied to early childhood curriculum. (formerly ECE 200). Prerequisites: CLD 101 and CLD 103, or permission of the instructor.
CLD 314 Early Childhood: Early Literacy Lect: 3 hrs. This course offers students an overview of current research and professional practices concerning young children’s literacy development. Topics include: literacy development, strategies children use to become readers and writers, recording and reporting children’s literacy development, models of inclusive literacy instruction and factors associated with literacy learning. Prerequisites: CLD 111 and CLD 212, or permission of the instructor.
CLD 315 Early Childhood: Music and Creative Arts Lect: 3 hrs. Previous courses in curriculum and program planning provide the foundation for this course, which emphasizes strategies, methods and activities for young children in music, movement, art and drama. The theoretical basis for arts education and the development of aesthetic sensibility in young children will be studied. Arts programs will be analyzed to develop an approach for arts education that supports the development of a wide range of developmental skills. (formerly ECE 908). Prerequisites: CLD 111 and CLD 212, or permission of the instructor.
CLD 316 Early Childhood: Early Primary Programming Lect: 3 hrs. Students will learn how to plan, implement and evaluate young children’s learning within the framework of the Ontario curriculum for the early grades. They will prepare unit and lesson plans, identify and organize learning materials, and develop schemes for recording and assessing children’s progress. They will also learn to critique what they have developed from a principled perspective. (formerly ECE 902). Prerequisites: CLD 111 and CLD 212, or permission of the instructor.
CLD 317 Early Childhood: Concept Development in Science Math Lect: 3 hrs. Students will understand how knowledge in these disciplines is constructed by young children, by adults who support their learning, and by experts. They will develop strategies for following children’s thinking and for creating opportunities to help them learn appropriate concepts and processes. They will also learn how to continue their own learning as prospective teachers of young children. Prerequisites: CLD 111 and CLD 212, or permission of the instructor.
CLD 322 Early Childhood: Research I: Methods Lect: 3 hrs. This course provides students with an understanding of the qualitative and quantitative research methodologies as they relate to the field of early childhood education. The course examines a variety of research methodologies and covers the various components of research from the formulation of research questions to the analysis and interpretation of data. (formerly ECE 303).
CLD 323 Early Childhood: Research II: Applications Lect: 3 hrs. This course extends and applies the materials covered in Research II. Students will formulate, carry out, write up, and present a research project of their own design in the field of early childhood education. Students will also have the opportunity to analyze and critique each other’s projects and to evaluate a variety of research approaches. (formerly ECE 306). Prerequisite: CLD 322.
CLD 332 Early Childhood: Diversity in Canadian Families Lect: 3 hrs. Students will examine diversity in race, ethnicity and culture within the Canadian society and move toward an understanding of how these factors shape family values, including family forms, child rearing and parenting practices, and family expectations for their children. They will examine the potential for conflicting expectations between families and educators/caregivers from the dominant culture. Concepts of race, racism, and race and ethnic relations will be studied in the context of globalization, migration, refugee and settlement experiences. Policies, practices, and legislation on immigration and settlement will also be examined. (formerly ECE 302).
CLD 333 Early Childhood: School, Family & Society Lect: 3 hrs. Students will learn about policies and practices that frame the structures and cultures of schools. This study will be nested in the contexts of local and global socio-political factors. Students will understand the varied roles and relationships among children and their families, teachers, and administrators, and the social contexts in which they are located. They will be expected to demonstrate their capacity for promoting social justice from a well-informed, critical perspective.
CLD 334 Early Childhood: Theory/Practice/Family Resource Programs Lect: 3 hrs. This course will provide a general introduction to the principles and approaches of family resource programs. An ecological perspective will be used to examine the needs of families and caregivers in the context of the community, other institutions, and government policy. A historical and comparative approach will be used to examine the development of and current practices in family resource programs.
CLD 342 Early Childhood: Assessment for Programming Lect: 3 hrs. This course examines approaches to assessment and evaluation of children’s development with special attention to children with disabilities and children-at-risk, from birth to eight years. Students will use formal and informal screening and assessment tools to develop individualized programming for young children, to address a range of developmental needs in a variety of early childhood settings. A conceptual framework for assessment and programming skills in designing an individual program plan are concrete outcomes of this course. (formerly ECE 316). Prerequisite: CLD 212.
CLD 363 Early Childhood: Field Education III: Early Primary Lab: 6 hrs. Students experience a school-based placement in an early primary classroom where they assist the teacher with the implementation of kindergarten/grade one/two common curriculum. Working the Ministry Guidelines, the student takes an active part in the classroom: planning, preparing and implementing activities and lessons to facilitate children’s progress toward learning outcomes. Prerequisites: CLD 161, CLD 262, CLD 111 and CLD 212. Corequisite: CLD 316 or CLD 317.
CLD 409 Early Childhood: Adult Development and Aging Lect: 3 hrs. This course focuses on mid and later life development with special attention paid to interpersonal issues. Topics will include theories of adult development and aging; adult children as caregivers of parents and children; grandparents as caregivers of grandchildren; and intergenerational programming. All topics will be considered within the contexts of history, race/ethnicity, gender and social class. (formerly ECE 207). Prerequisites: CLD 101 and CLD 103 or permission of the instructor.
CLD 418 Early Childhood: Multi-Age Programming in ECE Lect: 3 hrs. This course examines the benefits of multi-age groupings in early childhood care and education settings. The foundation knowledge required to work successfully in multi-age programs will be introduced. Within a framework of theoretical and philosophical foundations, emphasis will be placed on community development, programming models for multi-age grouping, elements of quality and fostering positive relationships and children’s learning.
CLD 419 Early Childhood: Children and Technology Lect: 3 hrs. This course will introduce students to the use of technology in education. It will help students decide whether and how to integrate technology as a curriculum delivery tool in programs designed for children from infancy to eight years. Students will develop a working knowledge of the Internet, Web CT, Microsoft Word and Power Point. They will review content aimed at children such as websites, software, chat rooms, and the recent literature that discusses children’s use of technology. (formerly ECE 912).
CLD 435 Early Childhood: Working with Families Lect: 3 hrs. This course examines the various lenses used when creating policies and programs to support children and families. Promotion, prevention and intervention models will be compared and contrasted. Topics such as “who is the expert”, strengths versus deficits: and “parents as passive receptors of services versus parents as active players” will be considered in light of these models. Students will be introduced to local programs that demonstrate these various models. (formerly ECE 441).
CLD 442 Early Childhood: Infant Mental Health Lect: 3 hrs. This course will introduce students to issues of infant mental health and prepare them to work with infants and toddlers who are at-risk of developmental delays. Prerequisites: CLD 212 and CLD 241.
CLD 443 Early Childhood: Working with LCD Children Lect: 3 hrs. This course aims to deepen students’ understanding of diversity and prepare them for working with linguistically and culturally diverse populations. It addresses such topics as the pervasiveness of a dominant cultural perspective; institutional policies and practices regarding cultural biases in the curriculum; the impact of marginalization of children’s self-esteem and learning; and the need for anti-bias education in early childhood. Students will explore ways in which child care programs and educational curricula could become responsive to children whose language and culture differ from the dominant culture.
CLD 444 Early Childhood: Introduction to Therapeutic Interventions Lect: 3 hrs. This course will introduce students to the theoretical foundations and practical skills for therapeutic interventions such as play, music and art therapy. Prerequisites: CLD 212 and CLD 241.
CLD 445 Early Childhood: Inclusion and Consultation Lect: 3 hrs. This course examines the changing paradigms of service delivery in early intervention and special education for young children with special needs and their families. Inclusive models of service delivery will be explored including collaborative and consultative models currently in use in infant development programs, group child care centres, family day care homes and early primary classrooms. Students will consider educational change processes, consultation skills, public policy, interdisciplinary team collaborations, and teaching strategies in inclusive classrooms. Prerequisites: CLD 342 or permission from the instructor.
CLD 453 Early Childhood: Professional Practice II Lect: 3 hrs. This course will focus on further development of professional competencies such as writing for academic and professional purposes; conceptualizing, initiating and managing projects, proposal writing, advocacy and transition to the workplace/further learning.
CLD 454 Early Childhood: Contemporary Issues in ECE Lect: 3 hrs. This course relies on critical thinking and communication skills in the development of one’s individual position on contemporary issues based on a critical examination of policy, discussion papers, research and journal and media articles that are relevant to current issues in the ECE and allied professions. Classroom discussions and debate expose students to alternative perspectives and provide practice in analyzing and communicating the values underlying points of view, recognizing inherent biases, and forming judgments based on evidence. (formerly ECE 901).
CLD 464 Early Childhood: Senior Internship Lab: 6 hrs. Students may choose between three possibilities: a field placement, a research/development project or an international/out-of-province placement. All three options emphasize students’ development as an emerging professional. For the field placement, students select an area of specialization within the broad scope of their studies. For the international/out-of-province field placement, students select a placement outside of the country/province. The research/development project offers students the opportunity to design and complete an original project. All three options will be planned and developed in conjunction with their Ryerson faculty advisor.
ECE 034 Early Childhood: Field Education Lect: 1 hr./Lab: 5 hrs. This course aims to refine students’ skill and techniques further by having them work in special education settings and working with families in a community context. This course is equivalent to ECE 304 (Field Education: Community Placement) and ECE 404 (Field Education: Special Education Settings). Prerequisites: All second year ECE courses.
ECE 100 Early Childhood: Curriculum Theories and Applications Lect: 3 hrs. This course extends students’ knowledge in relation to curriculum theories and practices for three to eight-year old children attending child care centres and/or early primary programs. Students will explore developmental models for integrated curricula approaches including: High Scope, literature based curriculum, and science based curriculum.
ECE 200 Early Childhood: Cognitive Development Lect: 3 hrs. This course reviews theory and research in cognitive development as they relate to early childhood education. The course provides a theoretical perspective for the cognitively-oriented applied courses in the curriculum. Theoretical study may include: Piagetian theory, Vygotsky’s theory, interactionist and constructivist approaches to early learning, information processing theory, development of intelligence, Gardner’s theory of multiple intelligences, emotional intelligence, motivation, and attending. Prerequisites: PSY 011 and ECE 012.
ECE 206 Early Childhood: Field Education Lect: 1 hr./Lab: 5 hrs. This course builds upon the previous course in field education. Students are able to apply theoretical knowledge to practical experiences. A weekly seminar during the block placement period will discuss placement issues. Prerequisites: ECE 014, ECE 105 and ECE 205.
ECE 207 Early Childhood: Topics in Adult and Family Development Lect: 3 hrs. This course extends the year-long introduction to human development, with its focus on children and youth, to an examination of the stages of adult development in a family context. It aims to acquaint students with the knowledge and understanding of family life in its many contemporary forms, so as to enable them to become effective and respectful partners with family members and other professionals in responding to the needs of children. Focus will be placed on the individual within family structures, dynamics, and ideologies as they arise and evolve in society.
ECE 210 Early Childhood: Infant Development Lect: 3 hrs. This course examines theory, research, and practice in infancy. It will cover cognitive, social-emotional, communicative, and psychomotor development. Students will be exposed to a variety of approaches to infancy and will work directly with an infant. Prerequisites: PSY 011 and ECE 012.
ECE 215 Early Childhood: Interpersonal Communication Lab: 3 hrs. The purpose of this course is to support students in the developing their professional, interpersonal, and communication skills. The process of communication, as well as how one’s values, beliefs, emotions, experiences, perceptions and self-concept affect communications will be discussed. Theories of self-disclosure, non-verbal communication, and interpersonal problem-solving will be explored. Models of effective small group communication will be examined and applied in a laboratory setting.
ECE 216 Early Childhood: Prog IV: Special Needs Lect: 3 hrs. This course is an introduction to early intervention and education of young children with special needs and those at risk for developmental delay. Strategies for adapting curriculum and the learning environment to promote the healthy growth, development and learning of children with special needs will be explored. Foundation topics such as prevention, early identification, historical perspectives and current legislation, inclusion, family involvement, and models of service delivery will be discussed.
ECE 220 Early Childhood: Special Topics Lect: 3 hrs. This course will provide an in-depth examination of a specific area of human development. Content will be chosen by the instructor based on recent research and trends in the study of human development. Prerequisites: PSY 011 and ECE 012.
ECE 250 Early Childhood: Advanced Studies: Psychomotor Development Lect: 3 hrs. This course will provide an in-depth study of the psychomotor domain of development. Theories, models, and current research perspectives of sensorimotor behaviours and development will be emphasized. An investigation of the physical growth and changing body image of the young child is included to enable students to use teaching strategies to provide effective programming for psychomotor development of young children. Prerequisites: PSY 011 and ECE 012.
ECE 300 Early Childhood: Advanced Studies: Language Development Lect: 3 hrs. Theory and research related to phonological, morphological, semantic, syntactic and pragmatic aspects of language development of young children will be examined. Students will develop skills in systematic collection and analysis of speech and language samples. Second language acquisition, dialect issues and the relationship between language and literacy will be explored. Prerequisites: PSY 011 and ECE 012.
ECE 302 Early Childhood: Diversity in Canadian Families Lect.: 3 hrs. Diversity in family form and culture can lead to diversity in the experience of parenting and child rearing. Students will examine the different expectations of children and teachers across cultures, and the concepts of “race”, “racism”, and “race relations”, particularly but not exclusively as they are found in Canadian society. Migration and settlement experiences and related family resources and government policies will be studied. A case study will be undertaken with a view to enhancing students’ cross-cultural skills, insights, partnerships, and communication as they work with families and children.
ECE 303 Early Childhood: Research I: Methods in Early Childhood Educ Lect: 3 hrs. This course provides students with an understanding of the process of scientific research methods as they relate to the field of early childhood education. The course examines a variety of research methods and covers the various components of scientific research from the formulation of research questions to the analysis and interpretation of results. Prerequisite: PSY 011.
ECE 305 Early Childhood: Prog III: Emergent Literacy Lect: 3 hrs. This course offers students an overview of current research and professional practices concerning young children’s literacy development. Topics include: literacy development, strategies children use to become readers and writers, recording and reporting children’s literacy development, models of literacy instruction, factors associated with literacy learning, inclusive programming, and societal issues. Prerequisite: ECE 205.
ECE 306 Early Childhood: Research II: Applications in Early Childhood Education Lect: 3 hrs. This course extends and applies the material covered in Research I. Working in small groups, students will formulate, carry out, write up, and present a research project of their own design in the field of early childhood education. Students will also have the opportunity to analyze and critique each others’ projects and to examine the strengths and weaknesses of a variety of research methods. Prerequisite: ECE 303.
ECE 316 Early Childhood: Prog Lect: 3 hrs. V: Assess-ment. Approaches to assessment and program-ming for children with special needs and their families will be examined. The course involves acquiring an understanding of screening and assessment for programming in the child care and education systems, and developing a conceptual framework for assessments and programming. Students will acquire a beginning expertise in the consultant role by conducting an assessment and designing a programme plan. Prerequisite: ECE 216.
ECE 334 Early Childhood: Child Development Lect: 3 hrs. This course is designed for the student who will be a dance instructor. The theoretical foundation will include characteristics of different stages of child development blended with principles of active learning and positive behaviour guidance. Students will be required to complete practical assignments to demonstrate their competencies in using effective and relevant teaching strategies with young children in a dance class context. Other issues considered could include communicating with parents, the nature of competition, gender stereotypes in dance, comparisons of alternative instructional approaches, and children’s learning styles. Prerequisites: TRD 011 and TRD 201.
ECE 350 Early Childhood: Advanced Studies: Social-Emotional Development Lect: 3 hrs. This course will provide an intensive study of theory and research in social, emotional and personality development as those aspects of development relate to early childhood education. Class topics include: theories of personality development, the development of emotions, attachment, the development of the sense of self, sex-typing and sex differences, prosocial behaviours, aggression, peer relations and friendship, social development in the school context, and hospitalization. Prerequisites: ECE 012 and PSY 011.
ECE 441 Early Childhood: Working with Families I Lect: 3 hrs. Building upon earlier courses on Canadian families, this course identifies perspectives, knowledge, and skills underlying efforts to support families of children with whom students work. An ecological approach frames the understanding of families’ present and potential strengths and challenges in their communities. Various models of supporting families in their responsibilities for parenting and educating children are presented, with particular attention paid to family resource centres and the wide range of services to which they are linked. Prerequisite: ECE 207.
ECE 442 Early Childhood: Field Education Lect: 1 hr./Lab: 5 hrs. Students will select an area of specialization in one aspect of early childhood education and will undertake a practical experience in this area. This practicum is seen as an internship, stressing program planning, independent experience, evaluation and assessment. A weekly seminar will discuss placement issues. Prerequisites: ECE 034 or ECE 304 and ECE 404.
ECE 446 Early Childhood: History and Philosophy of Early Childhood Education Lect: 3 hrs. In this course, students integrate their professional knowledge in the articulation of a teaching philosophy. Students explore international models of Early Childhood Education and their historical antecedents as they develop their own philosophy.
ECE 447 Early Childhood: Field Education-Out of Country/Province Lect: 1 hr./Lab: 11 hrs. Students will select an area of specialization in one aspect of early childhood education. They will identify a program in another country or province that is unlike any available in the Greater Toronto Area. Students will participate in the program as interns stressing program planning, independent experience, evaluation and assessment. A 13 hour pre-departure seminar is a component of this course. Prerequisites: ECE 034 or CECE 304 and CECE 404. Corequisite: ECE 906.
ECE 900 Early Childhood: Child Care Administration Lect: 3 hrs. Effective management of a child care program involves a knowledge of administrative and supervisory issues. Students will formulate administrative polices including financial and personnel practices. Emphasis will be placed on the understanding of behaviours within an organization. Specific supervisory issues of leadership, decision-making, staff motivation and morale, conflict resolution and group dynamics will be included.
ECE 901 Early Childhood: Contemporary Issues in E Lect: 3 hrs. C.E. This course will address issues of concern to those who work with young children, their families and caregivers. Issues will be examined in light of pertinent research and current practice.
ECE 902 Early Childhood: Early Primary Programming Lect: 3 hrs. This course will focus on the learning and teaching of selected subject areas in the early primary curriculum. Students will develop their pedagogical content knowledge by engaging in learning and teaching tasks and in systematically reflecting on their learning and teaching. They will plan and critique lesson and unit plans based on the Ontario curriculum guidelines and also consider some principles for organizing and assessing children’s learning in school settings. Individual and group projects, discussions and hands-on activities, as well as textbooks, curriculum documents, research papers and websites will be used as resources. Prerequisites: ECE 105, ECE 205, ECE 305, or permission of the Instructor.
ECE 903 Early Childhood: Working with Families II Lect: 3 hrs. This course extends theoretical and practical approaches to working with families including theories of family functioning. Students will compare different modes of conceptualizing healthy family functioning with systems and cultural contextual views. They will become aware of biases in pathologizing families and use such knowledge to help them work respectfully with families. Students will develop interviewing skills, learn methods of establishing rapport with parents and develop skills of advocating on behalf of families through direct experience with parents. Prerequisite: ECE 441 or permission of the Instructor.
ECE 904 Early Childhood: Special Education: Child Care/Primary Programs Lect: 3 hrs. This course examines the changing paradigms of early intervention and special education for young children with special needs and their families. Inclusive models of service delivery will be explored including resource teacher and resource consultation models currently in use in infant programs, group child care centres, family day care, and early primary classrooms. Topics for discussion include educational change processes, public policy, family-centred intervention, service coordination, communication skills for collaboration, and teaching strategies in integrated settings. Prerequisite: ECE 316 or permission of the Instructor.
ECE 905 Early Childhood: Advanced Research Methods Lect: 3 hrs. This course builds on ECE 303 and ECE 306. It allows students to explore specific aspects of research in depth as a function of their interests. Prerequisite: ECE 303, ECE 306, or permission of the Instructor.
ECE 906 Early Childhood: Independent Research Lect: 3 hrs. This course is available to students who have enrolled in ECE 447: International Field Education. Students who complete their fourth year practicum in an out-of-country/province placement are required to undertake an independent study related to the practicum. An original research project is a requirement of this course. The research paper reporting on the research project will contribute to the body of information related to global early childhood care and education. A plan of study should be submitted by the student and approved by the faculty member prior to the out-of-country/province placement. Prerequisites: ECE 303 and ECE 306. Corequisite: ECE 447.
ECE 907 Early Childhood: Ethno-Racial Training Lect: 3 hrs. The course aims to provide students with competence in Multicultural Early Childhood Education and addresses such topics as: the pervasiveness of a dominant cultural perspective; multicultural programming throughout the curriculum; anti-racist education in early childhood; and institutional policies regarding cultural biases in curricula. It will also incorporate means of sharing the principles of multicultural early childhood education with people in the field. Prerequisite: ECE 302 or permission of the Instructor.
ECE 908 Early Childhood: Curriculum Strategies for the Arts Lect:/Workshop: 3 hrs. This course will apply the knowledge of Curriculum Strategies from ECE 105, ECE 205, and ECE 305 to the development of curricula for the performing and visual arts (i.e. music, art, drama, dance, etc.). The theoretical and research basis for arts education will be explored with an examination of various theories and studies, which focus on the arts and creativity. Arts programmes for young children will be analyzed to develop a rationale and approach for arts education to the early years. The role of arts education as a vehicle to support all aspects of development will be critically evaluated. The course will focus on including arts education in all care and education programmes. The role of specialized arts programmes for young children will be evaluated. Prerequisites: ECE 105 and ECE 205, or permission of the Instructor.
ECE 909 Early Childhood: Intergenerational Program Lect: 3 hrs. The course reviews the history of intergenerational programming, the form and content of current practice, the relevant research in the field, and trends and directions in policy and practice. The challenges of program innovation and the need for sound organizational planning are examined from a community development perspective. There is a strong social interventionist focus to the course influenced by the belief that intergenerational programming is a social imperative.
ECE 910 Early Childhood: Independent Study I Lect: 3 hrs. This course provides an opportunity to engage in specialized scholarly and project work where the content of proposed studies lies outside the School’s program curriculum or is an extension of the School’s curriculum. The original research or demonstration project will contribute to the body of information related to early childhood education. A plan of study should be submitted by the students and approved by the faculty member prior to course registration. Prerequisites: ECE 303 and ECE 306.
ECE 911 Early Childhood: Independent Study II Lect: 3 hrs. This course provides an opportunity to engage in specialized scholarly and project work where the content of proposed studies lies outside the School’s program curriculum or is an extension of the School’s curriculum. The original research or demonstration project will contribute to the body of information related to early childhood education. A plan of study should be submitted by the student and approved by the faculty member prior to course registration. Prerequisites: ECE 303 and ECE 306.
ECE 912 Early Childhood: Computers in Education Lect: 3 hrs. This course will introduce the student to the use of microcomputers with young children. During the course students will examine the use of computers in teaching and learning, find out how computers work, and review a wide range of software designed for use by children ages 2-10. (formerly ECE 375).
ECE 913 Early Childhood: Theory & Practice of Family Resource Programmes Lect: 3 hrs. This course will provide a general introduction to the principles and approaches of family resource programmes. An ecological perspective will be used to examine the needs of families and caregivers in the context of the community, other institutions, and government policy. A historical and comparative approach will be used to examine the development of and current practices in family resource programmes.
ECE 914 Early Childhood: Rural Program Delivery Lect: 3 hrs. This course will examine the unique characteristics of rural communities, their demographics, political structures and social dynamics. The implications of these characteristics for community-based social programmes will be explored. Students will also develop enhanced understanding of aboriginal communities.