Early Learning and Childcare Dual Credit Program

3 credits, 3 hours per week

Understanding the development of children is the foundation for supporting children to be mighty learners and citizens. An exploration of the growth and development of the child from the prenatal period to the early childhood period is emphasized. Physical, cognitive, and social/emotional development will be examined through readings, simulations, discussion, projects, and observing and recording children’s behaviour. An introduction to develop perspective on history, research and theories of child development will be explored.

No prerequisites and/or co-requisites

Upon successful completion of this course, the student shall be able to:

1. Develop awareness of the development of young children from infancy to early childhood
2. Produce anecdotal records utilizing basic observation and recording skills
3. Construct inferences, supported by theory, using two types of observation
4. Summarize how the patterns of prenatal development and the birth process affect the developing child
5. Recognize the sequence of physical growth and development of young children from infancy to early childhood
6. Explain the pattern of social and emotional development of young children from infancy to early childhood
7. Distinguish the stages of cognitive development from infancy to early childhood
8. Describe the major theories and issues concerning physical, social/emotional, and cognitive development
9. Identify potential signs of mental health concerns in young children from infancy to early childhood
10. Discuss the significance of gender development in young children from infancy to early childhood

3 credits, 3 hours per week

Children behave appropriately when expectations are clearly outlined and their self-esteem is supported. Approaching guidance using a child-centred, problem-solving philosophy is a key component of the course. Communication skills with children will be explored to include passive and active listening, affirmations, positive communication of guidelines, negotiation, and facilitation of children’s problem-solving. Guidance strategies for developmental appropriateness are examined and applied to support and modify children’s behaviour. An emphasis on the importance of partnerships with families and respecting diverse family values is encouraged to holistically address behaviours.

Prerequisites and/or co-requisites None

Upon successful completion of this course, the student shall be able to:

1. Identify key principles and elements of the child-centred problem-solving approach to guiding children’s behaviour.
2. Identify behavioural cues from children that inform adults of needed improvements to guidance practice.
3. Select appropriate communication skills that develop relationships with children: positive guidelines, affirmations, paraphrasing, and active listening
4. Select negotiation skills that facilitate problem-solving between and with children
5. Integrate appropriate prevention and intervention strategies to help children learn
6. Recognize the importance of cultural responsiveness and family educator partnerships

3 credits, 3 hours per week

An introduction to the nature, value, and development of play in the lives of children is explored. The role
of the early childhood educator is emphasized. Building familiarity with different categories of play and
their importance in early childhood programs is highlighted. Observing, supporting, and extending play
will be practiced through group and individual experiences.
No prerequisites and/or co-requisites

Course Outcomes

1. Articulate how to support children’s self-directed play in different categories of play: sand, water, blocks, quiet, dramatic, fine motor, sensory, math and science, loose parts, and woodworking.

2. Articulate the values of play for children’s learning and development.

3. Differentiate the social and cognitive levels of children’s play.

4. Design experiences for play-based learning based on thoughtful observation of children and programs.

5. Discuss appropriate adult-child interactions to support and extend play.

6. Create appropriate dramatic play resources to extend children’s play interests.

7. Build a toolbox of resources to advocate for play in educational programs for children.

2 credits, 2 hours per week

Personal reflection and growth is an essential part of the complex role of the early childhood educator. A journey of reflection to identify personal values, needs, roles, biases, personal goals, strengths, and weaknesses will foster relationship building through increased self-awareness and practicing receptive and expressive communication skills. Giving and receiving constructive feedback will be modelled and exercised.   

Prerequisites and/or co-requisites None

Upon successful completion of this course, the student shall be able to:

1. Recognize personal accountability for feelings, needs and actions through increased self-awareness
2. Explain the influences that values, beliefs, perceptions, and biases have on verbal and non-verbal communication.  
3. Employ effective communication skills - both receptive (active, reflective, and empathic listening) and expressive (affirmations, clear expectations, and I-messages).
4. Practice giving and receiving feedback to achieve more authentic personal and professional relationships using the Nonviolent Communication model.
5. Demonstrate growth of communication abilities in interactions with adults.  
6. Explore the fit between effective communication and the attitude of caring in the childhood development profession.  
7. Practice goal setting using the SMART method