BC's Indigenous Public Post-Secondary Institute

AECE-260 - Infant and Toddler Practicum - 6.00 Credits

AECE-260 - Infant and Toddler Practicum - 6.00 Credits

Course Details
Students will complete 212 hours of a supervised practicum, in a variety of settings designed to enhance the skills, knowledge and attitudes for working with children, infant through three years of age. Students will learn about theory and applied skills and practice, which address the needs of children, parents and facilities in a culturally-appropriate manner.
Part of the:
  • CAREER TRAINING (EDUCATION) Department
  • Early Childhood Education Department
  • Available/Required in the following Programs:
  • Aboriginal Early Childhood Education Diploma - Year 2 Fall
  • Prerequisites : AECE 201, AECE 253, AECE 250, AECE 220, AECE 210, AECE 230,
    Course Outline
    Instructors Qualifications: Relevant Masters Degree.
    Office Hours: 3.0 hrs per week.
    Contact Hours: 212
    Student Evaluation
    Procedure:
    Completion of 212 hours of practicum 50%, Mid Term Evaluation 20%, Final Evaluation 20%, Weekly Seminars 10%. Grading procedures follow NVIT policy. Students will need to complete and pass all of the evaluation as laid out in accordance with the provincial competencies in ECE in order to pass the practicum.
    Learning Outcomes: Upon successful completion of this course students will be able to:

    1. execute the professional code of ethics with respect to the moral responsibilities to children, families, colleagues, communities and society;
    2. construct and maintain a safe and healthy environment for children by:
  • designing environments that meet the development and educational needs of infants and toddlers;

  • applying child protection responsibilities as outlined in legislation, regulations, protocols and court order;

  • designing an environment that complies with licensing requirements;

  • developing and maintaining policies that ensure the health and safety of infants and toddlers;

  • 3. design and implement developmentally appropriate programs that meet the observed needs of children by:
  • developing an emotionally safe and nurturing climate;

  • describing genuine and trusting relationships with children and others;

  • developing a program that reflects and respects diversity;

  • applying supports that are required for successful inclusion;

  • guiding families about infant and toddler growth and development;

  • 4. promote positive development in children by:
  • constructing an emotionally safe and nurturing climate;

  • developing genuine and trusting relationships with children and others;

  • developing children’s self-esteem;

  • 5. support families by:
  • knowledge of, and executing respect for cultural, socio-economic and family diversity in all aspects of care;

  • discussing information about child care and other related resources and referral services to families;

  • promoting family involvement in policy and programming decisions;

  • 6. cooperate and coordinate efforts with other community services by:
  • analyzing information;

  • generating working relationships with other professionals and service providers involved with a child and family;

  • supporting the development of coordinated community, family and individual service plans;

  • 7. develop professionally by:
  • categorizing changes in social policy;

  • planning personal and professional development for others;

  • 8. develop effective management and administration of child care services by:
  • developing and implementation policies and procedure for ages;

  • supporting an effective team to ensure the delivery of quality child care services;

  • executing good practice and current government child care related policies, programs and procedures;

  • assuming a role in the monitoring and evaluating all aspects of service to maximize effectiveness;

  • 9. advocate for a high quality, accessible and comprehensive child care system by:
  • preparing the development of a comprehensive range of accessible child care services and supports to meet current and anticipated needs; and

  • communicating with and lobbying the public, government and other decision-makers about child care and related social issues.

  • Text and Materials:
  • Baptiste, N. (current edition). Understanding ethics in early care and education. Upper Saddle River, NJ: Pearson/Merrill/Prentice Hall.

  • Tyminiski, C. (current edition). Your early childhood practicum and student teaching experience: Guidelines for success. Upper Saddle River, NJ: Pearson/Merrill/Prentice Hall.
  • Other Resources:
    Transfer Credits:
    Other Information: Education Council approved March 2007.