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CLD
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101
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Human Development I
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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 12.)
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Lect: 3 hrs.
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Course Weight: 1.00
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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)
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Lab: 3 hrs.
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| Corequisite: CLD 101
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Course Weight: 1.00
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CLD
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103
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Human Development II
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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)
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Lect: 3 hrs.
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| Prerequisite: CLD 101
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Course Weight: 1.00
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CLD
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111
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Curriculum I: Environments
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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).
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Lect: 3 hrs.
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| Prerequisites: CLD 101 and CLD 102
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Course Weight: 1.00
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CLD
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121
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Competent Learning/Reflect Practitioner
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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.
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Lect: 3 hrs.
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Course Weight: 1.00
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CLD
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161
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Field Education I: Preschool
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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).
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Lab: 6 hrs.
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| Corequisites: CLD 103 and CLD 111, Prerequisites: CLD 101 and CLD 102
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Course Weight: 1.00
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CLD
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204
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Psychomotor Development
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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.)
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Lect: 3 hrs.
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| Prerequisites: (CLD 103 and PSY 102) or Direct Entry
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Course Weight: 1.00
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CLD
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205
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Social-Emotional Intelligence
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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.
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Lect: 3 hrs.
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| Prerequisites: (PSY 102 and CLD 103) or Direct Entry
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Course Weight: 1.00
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CLD
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206
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Language Development
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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.
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Lect: 3 hrs.
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| Prerequisites: (CLD 103 and PSY 102) or Direct Entry
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Course Weight: 1.00
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CLD
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212
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Curriculum II: Program Planning
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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)
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Lect: 3 hrs.
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| Prerequisite: CLD 111
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Course Weight: 1.00
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CLD
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213
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History and Philosophy of ECE
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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).
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Lect: 3 hrs.
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| Antirequisite: ECE 446
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Course Weight: 1.00
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CLD
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231
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Families in a Canadian Context
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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.
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Lect: 3 hrs.
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Course Weight: 1.00
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CLD
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241
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Children with Special Needs
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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)
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Lect: 3 hrs.
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| Prerequisites: CLD 111 and CLD 103
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Course Weight: 1.00
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CLD
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251
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Professional Practice
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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.
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Lab: 3 hrs.
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Course Weight: 1.00
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CLD
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262
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Field Education II: Special Needs
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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).
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Lab: 6 hrs.
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| Prerequisites:CLD 161, CLD 212, and CLD 241
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Course Weight: 1.00
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CLD
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307
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Cognitive Development
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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.)
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Lect: 3 hrs.
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| Prerequisites: (CLD 103 and PSY 102) or Direct Entry
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Course Weight: 1.00
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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.
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Lect: 3 hrs.
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| Prerequisites: (CLD 111 and CLD 212) or Direct Entry
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Course Weight: 1.00
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CLD
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315
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Music and Creative Arts
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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).
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Lect: 3 hrs.
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| Prerequisite: CLD 212 or Direct Entry
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Course Weight: 1.00
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CLD
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316
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Early Primary Programming
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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.)
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Lect: 3 hrs.
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| Prerequisite: CLD 212 or Direct Entry
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Course Weight: 1.00
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CLD
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317
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Concept Development in Math
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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 childrens' knowledge, skills and attitudes.
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Lect: 3 hrs.
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| Prerequisite: CLD 212 or Direct Entry
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Course Weight: 1.00
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CLD
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322
|
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Research I: Methods
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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.)
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Lect: 3 hrs.
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| Prerequisite: PSY 102 or Direct Entry
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Course Weight: 1.00
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CLD
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323
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Research II: Applications
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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.)
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Lect: 3 hrs.
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| Prerequisite: CLD 322 or Direct Entry
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Course Weight: 1.00
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CLD
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324
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Action Research in the Classroom
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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.
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Lect: 3 hrs.
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Course Weight: 1.00
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CLD
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332
|
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Diversity in Canadian Families
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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.)
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Lect: 3 hrs.
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Course Weight: 1.00
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CLD
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333
|
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School, Family and Communities
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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.
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Lect: 3 hrs.
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Course Weight: 1.00
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CLD
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342
|
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Assessment for Programming
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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.)
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Lect: 3 hrs.
|
| Prerequisites: (CLD 212 and CLD 241) or Direct Entry
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Course Weight: 1.00
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CLD
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363
|
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Field Education III: Community
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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.
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Lab: 6 hrs.
|
| Prerequisites: (CLD 262 and CLD 332) or Direct Entry
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Course Weight: 1.00
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| back to top | |
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CLD
|
364
|
|
Practice Teaching I: Early Primary
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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.
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Lab: 6 hrs.
|
| Prerequisites: (CLD 262, CLD 316, and CLD 342) or (CLD 316, CLD 342, and Direct Entry)
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Course Weight: 1.00
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| back to top | |
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CLD
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409
|
|
Adult Development and Aging
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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)
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Lect: 3 hrs.
|
| Prerequisite: CLD 103 or Direct Entry
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Course Weight: 1.00
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| back to top | |
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CLD
|
412
|
|
Child in a Diverse Society
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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.
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Lect: 3 hrs.
|
| Prerequisite: CLD 212, CLD 316, and CLD 332
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Course Weight: 1.00
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| back to top | |
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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.
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Lect: 3 hrs.
|
| Prerequisite: CLD 314
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Course Weight: 1.00
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CLD
|
415
|
|
Concept Development in Science
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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.
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Lect: 3 hrs.
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| Prerequisite: CLD 212
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Course Weight: 1.00
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| back to top | |
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CLD
|
418
|
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Multi-Age Programming in ECE
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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.
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Lect: 3 hrs.
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Course Weight: 1.00
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| back to top | |
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CLD
|
419
|
|
Children and Technology
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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 and various Internet tools. 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)
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Lect: 3 hrs.
|
| Antirequisite: ECE 912
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Course Weight: 1.00
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| back to top | |
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CLD
|
435
|
|
Theory and Practice of Family Support
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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.
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Lect: 3 hrs.
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| Antirequisite: ECE 441
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Course Weight: 1.00
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| back to top | |
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CLD
|
442
|
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Infant Mental Health
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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)
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Lect: 3 hrs.
|
| Prerequisites: (CLD 231 and CLD 342) or Direct Entry
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Course Weight: 1.00
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| back to top | |
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CLD
|
443
|
|
Working With LCD Children
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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.
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Lect: 3 hrs.
|
| Prerequisite: CLD 206 or Direct Entry
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Course Weight: 1.00
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| back to top | |
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CLD
|
444
|
|
Introduction to Therapeutic Interventions
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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.
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Lect: 3 hrs.
|
| Prerequisites: (CLD 212 and CLD 241 and CLD 262) or Direct Entry
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Course Weight: 1.00
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| back to top | |
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CLD
|
445
|
|
Inclusion and Consultation
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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.
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Lect: 3 hrs.
|
| Prerequisites: CLD 262 and CLD 342 or Direct Entry
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Course Weight: 1.00
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| back to top | |
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CLD
|
454
|
|
Contemporary Issues in ECE
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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).
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Lect: 3 hrs.
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Course Weight: 1.00
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| back to top | |
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CLD
|
464
|
|
Senior Internship
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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.
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Lab: 6 hrs.
|
| Prerequisite: CLD 363 or Direct Entry
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Course Weight: 1.00
|
| back to top | |
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CLD
|
465
|
|
Practice Teaching II
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|
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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.
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Lab: 6 hrs.
|
| Prerequisite: CLD 317, CLD 364, and CLD 415
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Course Weight: 1.00
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| back to top | |
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COURSES