FULL-TIME UNDERGRADUATE CALENDAR 2005-2006

Early Childhood

CLD 101 CLD 102 CLD 103 CLD 111 CLD 121 CLD 161 CLD 204 CLD 205 CLD 206 CLD 212 CLD 213 CLD 231 CLD 241 CLD 251 CLD 262 CLD 307 CLD 314 CLD 315 CLD 316 CLD 317 CLD 322 CLD 323 CLD 324 CLD 332 CLD 333 CLD 342 CLD 363 CLD 364 CLD 409 CLD 412 CLD 414 CLD 415 CLD 418 CLD 419 CLD 435 CLD 442 CLD 443 CLD 444 CLD 445 CLD 454 CLD 464 CLD 465 ECE 200 ECE 210 ECE 220 ECE 250 ECE 300 ECE 350 ECE 441 ECE 442 ECE 446 ECE 447 ECE 900 ECE 901 ECE 902 ECE 903 ECE 904 ECE 905 ECE 906 ECE 907 ECE 908 ECE 909 ECE 910 ECE 911 ECE 912 ECE 913 ECE 914 CLD 101 Human Development I 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 is 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 is considered in terms of adaptation to the diverse environments in which human beings live and focuses on children from birth through toddler-hood. (Formerly first half of ECE 012) Lect: 3 hrs. back to top CLD 102 Observation/ELC In this course students develop expertise in using effective methods for observing, recording and analyzing children’s behaviour and development. Students 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 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) Corequisite: CLD 101. Lab: 3 hrs. back to top CLD 103 Human Development II This course builds on the student's 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. The contexts of development are emphasized for children from preschool through adolescence. (Formerly second half of ECE 012) Prerequisite: CLD 101. Lect: 3 hrs. back to top CLD 111 Curriculum I: Environments Theories, design principles and resources for creating environments that promote learning through play are highlighted. Play styles and types of play that facilitate children’s development and effective interactions are discussed. Students 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). Prerequisites: CLD 101 and CLD 102. Lect: 3 hrs. back to top CLD 121 Competent Learner/Reflective Practitioner 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 are explored. Lect: 3 hrs. back to top CLD 161 Field Education I: Preschool 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). Corequisites: CLD 103 and CLD 111. Prerequisites: CLD 101, CLD 102 and CLD 121. Lab: 6 hrs. back to top CLD 204 Psychomotor Development This course focuses on the psychomotor development of children from conception to the middle childhood years. Theories, models and current research of motor behavior and development are investigated. An explanation of the stages of physical growth and changing body images of the young child enables students to think through teaching strategies and to prepare age and level-appropriate motor activities for young children. (Formerly ECE 250) Prerequisites: CLD 103 and PSY 102 or Direct Entry. Lect: 3 hrs. back to top CLD 205 Social-Emotional Intelligence This course provides an in-depth study of theory, research and applications in the area 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 and CLD 103 or Direct Entry. Lect: 3 hrs. back to top CLD 206 Language Development The course explores the nature of language development in children. Biological endowment and environmental factors are considered. Language acquisition from fetal sound sensitivity to language behaviors of school-age children is investigated. Acquisition of the subsystems of language along with bilingualism and minority language contexts are explored. Stages in child language are identified and theories and current research on child language are examined. Students are introduced to methodologies, tools and strategies of child language research. Opportunity is provided for the collection and analysis of language data. (Formerly ECE 300) Prerequisites: CLD 103 and PSY 102 or Direct Entry. Lect: 3 hrs. back to top CLD 212 Curriculum II: Program Planning 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 play. Evaluation tools allow students to determine the effectiveness of programs and environments. (formerly ECE 205). Prerequisite: CLD 111. Lect: 3 hrs. back to top CLD 213 History and Philosophy of ECE 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). Antirequisite: ECE 446. Lect: 3 hrs. back to top CLD 231 Families in a Canadian Context This course explores how social, economic, and policy trends influence family forms and relationships. Topics include: 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. Students work collaboratively with families in the community. Lect: 3 hrs. back to top CLD 241 Children with Special Needs 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 are discussed. Foundation topics include historical perspectives, current legislation, early identification, positive behavioural supports, inclusion, and family-centred approaches. (formerly ECE 216). Prerequisites: CLD 111 and CLD 103. Lect: 3 hrs. back to top CLD 251 Professional Practice This course supports 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 are discussed. Topics include interviewing skills, ethical behaviour, leadership and advocacy as an early childhood practitioner. Models of effective small group and team collaborations are examined and applied in a laboratory setting. Lab: 3 hrs. back to top CLD 262 Field Education II: Special Needs 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 161, CLD 212 and CLD 241. Lab: 6 hrs. back to top CLD 307 Cognitive Development This course introduces 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 is examined. Cognitive development theories and recent research on factors that contribute to the development of cognition are discussed. Additional topics include symbolic representation, reasoning and problem solving, social cognition, memory and the relationship between language and thought. The course includes a practical component where aspects of cognitive development are applied to early childhood curriculum. (formerly ECE 200). Prerequisites: CLD 103 and PSY 102 or Direct Entry. Lect: 3 hrs. back to top CLD 314 Literacy I Students learn about early literacy development including ways to assess and foster the oral, visual and print early literacy learning of children aged birth through five years. Formal and informal learning environments, materials and interactions that have an impact on symbolic thinking, the use and meaning of symbols and early literacy learning are considered. Word play, phonemic awareness, concepts of books and print, home language, and family are examples of topics addressed in this course. Prerequisites: CLD 111 and CLD 212 or Direct Entry. Lect: 3 hrs. back to top CLD 315 Music and Creative Arts 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 are studied. Arts programs are analyzed to develop an approach for arts education that supports the development of a wide range of developmental skills. (formerly ECE 908). Prerequisite: CLD 212 or Direct Entry. Lect: 3 hrs. back to top CLD 316 Early Primary Programming Students learn to plan, implement and evaluate young children’s learning within the framework of the Ontario curriculum for the early primary grades. They prepare unit and lesson plans, identify and organize learning materials, and develop schemes for recording and assessing children’s progress. They also learn to critique what they have developed from a principled perspective. (Formerly ECE 902) Prerequisite: CLD 212 or Direct Entry. Lect: 3 hrs. back to top CLD 317 Concept Development in Mathematics This course helps future teachers of young children develop their understanding of the nature of mathematical knowledge, basic mathematical concepts, and processes of “doing” mathematics. Students explore and critique the Ontario curriculum for mathematics (with a special focus on grades K to 3), design and teach lessons based on selected concepts, create physical and social environments to promote mathematical thinking, encourage positive attitudes toward mathematics, and learn to assess children’s knowledge, skills and attitudes. Prerequisite: CLD 212 or Direct Entry. Lect: 3 hrs. back to top CLD 322 Research I: Methods This course provides students with an understanding of scientific research methods as they relate to the field of early childhood education. The course examines a variety of quantitative and qualitative methodologies and covers the various components of research from the formulation of research questions to the analysis and interpretation of data. (Formerly ECE 303) Prerequisite: PSY 102 or Direct Entry. Lect: 3 hrs. back to top CLD 323 Research II: Applications This course extends and applies the materials covered in Research I. Students formulate, carry out, write up, and present a research project of their own design in the field of early childhood education. Students 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 or Direct Entry. Lect: 3 hrs. back to top CLD 324 Action Research in the Classroom This course provides opportunities for prospective teachers to develop and use a systematic approach to understanding and addressing challenges in learning and teaching. Students read about current approaches to action research and undertake a project related to classroom learning and teaching. Study of the processes and outcomes related to educational change are addressed. Lect: 3 hrs. back to top CLD 332 Diversity in Canadian Families Students examine diversity in race, ethnicity and culture within Canadian society and move toward an understanding of how these factors shape family values, family forms, child rearing and parenting practices, and family expectations for their children. They examine the potential for conflicting expectations between families and educators/caregivers from the dominant culture. Concepts of race, racism, and ethnic relations are studied in the context of globalization, migration, refugee and settlement experiences. Policies, practices and legislation on immigration and settlement are also examined. Students engage with a family in the community as part of the course. (formerly ECE 302) Lect: 3 hrs. back to top CLD 333 School, Family and Communities Students learn about policies and practices that frame the structures and cultures of schools. This study is nested in the contexts of local and global socio-political factors. Students understand the varied roles and relationships among children and their families, teachers and administrators, and the social contexts in which they are located. They are expected to demonstrate their capacity for promoting social justice through partnering with families. Lect: 3 hrs. back to top CLD 342 Assessment for Programming This course examines approaches to assessment and evaluation of children’s development with attention to children with disabilities and children-at-risk, from birth to eight years. Students 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) Prerequisites: CLD 212 and CLD 241 or Direct Entry. Lect: 3 hrs. back to top CLD 363 Field Education III: Community This field education course provides an opportunity for students to work in a variety of family and community-oriented programs for young children and families. Students work directly with adults and young children in settings both formal and informal which seek to support families in the development and learning of their young children. Prerequisites: CLD 262 and CLD 332 or Direct Entry. Lab: 6 hrs. back to top CLD 364 Practice Teaching I: Early Primary Students experience a school-based placement in an early primary classroom where they assist the teacher with the implementation of kindergarten to grade three common curriculum. Working with 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 262 and CLD 316 and CLD 342. Lab: 6 hrs. back to top CLD 409 Adult Development and Aging This course focuses on mid and later life development with special attention paid to interpersonal issues. Topics 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 are considered within the contexts of history, race/ethnicity, gender and social class. (Formerly ECE 207) Prerequisite: CLD 103 or Direct Entry. Lect: 3 hrs. back to top CLD 412 Child in a Diverse Society This course focuses on the knowledge and skills future teachers need to help children understand their community, society and culture from the perspective of their own families and within the context in which they live and learn. Students examine the social studies curriculum for children kindergarten to grade three and learn to implement three- and four-stage projects for children to undertake individually and in groups. Prerequisites: CLD 212 and CLD 316 and CLD 332. Lect: 3 hrs. back to top CLD 414 Literacy II Students focus on the assessment of and programming for literacy learning of children ages four to eight years. The Ontario Curriculum (Language Arts) is used to address connections between print (reading and writing), oral (speaking and listening), and visual (viewing and representing) literacy and other content areas. Students learn to create and use environments and specific materials that foster the literacy development of diverse learners including children with special needs and English language learners. Prerequisite: CLD314 Lect: 3 hrs. back to top CLD 415 Concept Development in Science This course helps future teachers learn the science concepts and skills that children need to acquire by undertaking group projects. Students learn what it means to think scientifically, how to continue to learn science, and how to encourage children to do so. They use the Ontario science curriculum (with a special focus on grades K – 3) to design learning environments and projects that advance children’s knowledge and skills and learn to assess them. Teachers’ and children’s attitudes towards science and their implications are discussed. Prerequisite: CLD 212. Lect: 3 hrs. back to top CLD 418 Multi-Age Programming in ECE 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 is introduced. Within a framework of theoretical and philosophical foundations, emphasis is placed on community development, programming models for multi-age grouping, elements of quality and fostering positive relationships and children’s learning. Lect: 3 hrs. back to top CLD 419 Children and Technology This course introduces students to the use of technology in education. It helps students decide whether and how to integrate technology as a curriculum delivery tool in programs designed for children from infancy to eight years. Students develop a working knowledge of the Internet, Web CT, Microsoft Word and Power Point. They 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). Antirequisite: ECE 912. Lect: 3 hrs. back to top CLD 435 Theory and Practice of Family Support This course provides a conceptual framework for examining the principles and practice approaches of family resource and support programs. A variety of perspectives are used to explore the needs of families and caregivers in the context of the community, public and non-profit programs and government policy. Students have the opportunity to apply theory to practice in a community setting. Theories of social support and empowerment are examined as fundamental components of family support. Students explore ways to integrate early childhood education theory and family support into community-based programs. Antirequisite: ECE 441. Lect: 3 hrs. back to top CLD 442 Infant Mental Health This course builds on previous child development courses for a detailed examination of the development of infants and toddlers. Students explore applications of developmental theory to identify and assess infants and toddlers, including those who may benefit from early intervention. Family empowerment intervention models are studied for all families with infants and toddlers. Cultural and economic contexts are stressed to assure responsiveness to diverse family models. (formerly ECE 210) Prerequisites: CLD 231 and CLD 342 or Direct Entry. Lect: 3 hrs. back to top CLD 443 Working with LCD Children This course furthers students’ understanding of work with linguistically and culturally diverse children. It addresses such topics as the pervasiveness of a dominant cultural perspective; institutional policies and practices regarding cultural biases in the curricula; the impact of marginalization of children’s self-esteem and learning; and the need for anti-bias education in early childhood. Students explore ways in which child care programs and educational curricula could become more responsive to children whose language and culture differ from the dominant culture. Prerequisite: CLD 206 or Direct Entry. Lect: 3 hrs. back to top CLD 444 Introduction to Therapeutic Interventions This course introduces students to the theoretical foundations and practical skills for therapeutic interventions. Varied models are explored including play therapy, art therapy, music therapy, and drama therapy. Applications of techniques in varied early childhood settings are examined. The limits on the ethical use of the techniques are studied along with strategies for working with therapists. The dominant psychological models are investigated as well as cognitive, behavioral and other therapeutic models. Prerequisites: CLD 212 and CLD 262 or Direct Entry. Lect: 3 hrs. back to top CLD 445 Inclusion and Consultation 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 are 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 consider educational change processes, consultation skills, public policy, interdisciplinary team collaborations, and teaching strategies in inclusive classrooms. Prerequisites: CLD 262 and CLD 342 or Direct Entry. Lect: 3 hrs. back to top CLD 454 Contemporary Issues in ECE 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). Lect: 3 hrs. back to top CLD 464 Senior Internship Students choose from three options: a field placement, a research/development project or an international/out-of-province placement. All options emphasize students’ development as an emerging professional. For 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. Prerequisite: CLD 363 or Direct Entry. Lab: 6 hrs. back to top CLD 465 Practice Teaching II This course continues students’ experiential learning in a school-based placement in an early primary classroom. In this second practice teaching course, students assume greater responsibility for planning activities and instruction and teaching according to the Common Curriculum guidelines under the supervision of their field educator. Prerequisites: CLD 317 and CLD 364 and CLD 415. Lab: 6 hrs. back to top ECE 200 Cognitive Development 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. Lect: 3 hrs. back to top ECE 210 Infant Development 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. Lect: 3 hrs. back to top ECE 220 Special Topics 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. Lect: 3 hrs. back to top ECE 250 Advanced Studies-Psychomotor Development 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. Lect: 3 hrs. back to top ECE 300 Advanced Studies-Language Development 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. Lect: 3 hrs. back to top ECE 350 Adv Studies-Social Emotional Development 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. Lect: 3 hrs. back to top ECE 441 Working with Families I 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. Lect: 3 hrs. back to top ECE 442 Field Education 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. Lect: 1 hr./Lab: 5 hrs. back to top ECE 446 History & Philosophy of Early Child Ed 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. Lect: 3 hrs. back to top ECE 447 Field Education: Out of Country/Province 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. Lect: 1 hr./Lab: 11 hrs. back to top ECE 900 Child Care Administration 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. Lect: 3 hrs. back to top ECE 901 Contemporary Issues in ECE 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. Lect: 3 hrs. back to top ECE 902 Early Primary Programming 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. Lect: 3 hrs. back to top ECE 903 Working with Families II 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. Lect: 3 hrs. back to top ECE 904 Special Ed:Child Care/Primary Programs 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. Lect: 3 hrs. back to top ECE 905 Advanced Research Methods 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. Lect: 3 hrs. back to top ECE 906 Independent Research 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. Lect: 3 hrs. back to top ECE 907 Ethno-Racial Training 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. Lect: 3 hrs. back to top ECE 908 Curriculum Strategies for the Arts 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. Lect:/Workshop: 3 hrs. back to top ECE 909 Intergenerational Program 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. Lect: 3 hrs. back to top ECE 910 Independent Study I 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 enrollment. Lect: 3 hrs. back to top ECE 911 Independent Study II 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 enrollment. Lect: 3 hrs. back to top ECE 912 Computers in Education 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). Lect: 3 hrs. back to top ECE 913 Theory & Prac of Family Resource Prog 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. Lect: 3 hrs. back to top ECE 914 Rural Program Delivery 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. Lect: 3 hrs. back to top