BC's Indigenous Public Post-Secondary Institute

AECE-145 - Children's Literature - 3.00 Credits

AECE-145 - Children's Literature - 3.00 Credits

Course Details
The overall goal of AECE 145 is that students will become aware of how quality literature supports child development in all areas, through their active engagement in books, drama, poetry, puppetry, storytelling and emerging literacy in a mainstream and Aboriginal context.
Part of the:
  • Available/Required in the following Programs:
  • Aboriginal Early Childhood Education Certificate - Year 1 Spring
  • Course Outline
    Instructors Qualifications: Relevant Master's Degree.
    Office Hours: 1.5
    Contact Hours: 45
    Student Evaluation
    Journal 15%. Portfolio Components: Felt Board Presentation 10%, Felt Board Portfolio 5%, Story Basket Presentation 10%, Personal Puppet & Puppet Portfolio 15%, Prop Box 10%, Big Book 15%. Parent Information Promotion 10%. Final Exam(Last Module)10%. Detailed descriptions of each assignment will be provided, including guidelines and expectations outlined. It is important to follow these expectations carefully and clarify with the instructor should the need arise. Tests can be written at only one opportunity, which is at the beginning of each class where one is scheduled. Guiding principles throughout the program are determined by the group and NVIT policy. Consciousness raising, reciprocal learning and co-operation within and Aboriginal context are emphasized within the NVIT AECE certificate program. Grading procedures follow NVIT policy.
    Learning Outcomes: Upon successful completion of this course students should be able to:
  • understand child development in relation to literature;

  • demonstrate thorough understanding by selecting and evaluating quality Aboriginal and world literature;

  • demonstrate supportive facilitative techniques in delivery of literary experiences;

  • conduct research, create or make, and collect literature resources;

  • present a variety of meaningful literary experiences, in Aboriginal and non-Aboriginal ways;

  • understand how literature is an integral part of curriculum and program planning;

  • demonstrate creative dramatic experiences that are developmentally appropriate for young children;

  • understand the value of oral language in regards to Aboriginal stories, culture and language;

  • demonstrate cultural awareness in developing and telling Aboriginal stories, legends, etc;

  • demonstrate competencies in facilitating management techniques for attention, focusing, listening, group behavior, and inquiry;

  • know and explain the relationship between literature and creative dramatic experiences in regards to the development of language, cognitive abilities, self expression, imaginative play and social interactions between children in formal and informal groups, small or large groups; 

  • demonstrate how culturally appropriate literature and creative drama may enrich the total program in an early childhood setting by planning, implementing, evaluating, adapting and extending a wide range of literary and creative dramatic experiences during his/her practica placement;

  • understand and explain the importance of planning daily creative drama and literature;

  • demonstrate competencies in facilitating attention focusing, listening skills and group behavior management techniques that are developmentally and culturally appropriate for young Aboriginal children; and

  • show initiative and responsibility for their own learning that of which reveal future potential of being an effective and professional early childhood educator, in preparation of meeting the standards required by the BC Community Child Care Facilities Licensing Branch.
  • Text and Materials:
  • Glazer, Joan. (1993). Literature for Young Children. Merrill Publishers. Columbus, Ohio, U.S.A.
  • Munzer-Briner, S. (2000). Learn to Play ¡V Play to Learn. Susan Munzer-Briner. Richmond, British Columbia, Canada.

  • American Psychological Association. (2001). PUBLICATION MANUAL: of the American Psychological Association. Fifth edition. American Psychological Association. Washington, DC.

  • Text # 2 is also used for AECE 125 ¡V Curriculum Development in ECE.
    Text # 3 is also used for all other AECE Courses.
    Other Resources:
  • Daily Reaction Sheet (to be photocopied and handed out on a daily basis if feedback required)

  • Course Feedback Form

  • NVIT Vision and Mission Statement
  • NVIT Plagiarism Policy
  • ECEBC Code of Ethics
  • Cultural Storytelling Workshop
  • Presentation Styles
  • Storytime Workshop

  • Planning & Presenting a Storytelling Experience
  • Issues of Cross-Cultural Instruction
  • Introduction to Storytelling
  • Our Bit of Truth ¡V Chapter 1
  • Oral Traditions and the Verbal Arts ¡V Chapter 1
  • Cultural Anthropology ¡V Chapter 4
  • List of First Nations Children¡¦s Resource Books>¡§Children Learn What They Live¡¨ Poem
  • Learning Centres
  • Presentation Criteria

  • Note: Students are expected to acquire all of the above texts and readings prior to start of course. They should begin to familiarize themselves with the introductory chapters and general content of the texts. Students will be required to do some preliminary readings before the first class. The student may need to keep the texts as resources for other AECE courses.
    Transfer Credits: For more information visit: www.bctransferguide.ca
    The basic knowledge of Competencies in Early Childhood Education as outlined by the B.C. Ministry of Education and Community Social Service Employers Association serve as the basis for student performance, evaluation, and practice. The competencies refer to expected levels of student performance that demonstrate the ability to meet the needs and promote the growth and development of children, and to effectively organize, evaluate, make decisions utilizing theory within the discipline of Early Childhood Development.

  • Competency Cluster C1, Curriculum Presentation: pp. 51-52

  • Competency Cluster C2, Implementing and Evaluating: pp. 53-54

  • Competency Cluster C5, Presenting and Sharing various Literature Experiences: p. 58

  • Competency Cluster C5, Providing Emerging Literacy Experiences: p.60

  • Competency Cluster B2, Communicating with Children Through Stories: p. 79

  • Child Centred Learning: Planning and implementing literature assignments while demonstrating the following:

  • -Knowledge of child growth and development
    -Demonstration of observation and recording skills related to children's story/dramatic play experiences.
    -Identification of factors related to how Aboriginal children learn through play and observation.
    -Knowledge of recent research in child development.
    -Knowledge of recent research in Aboriginal literature.
  • Connecting Curriculum: Understand the function of literature in children's lives while demonstrating sensitivity to the following:

  • -Respect for parents and families.
    -Responding to cultural diversity.
    -Recognising the importance of emerging.
    -Aboriginal and Canadian Literature.
    -relating to communities/demographics.
  • Personal Commitment: Students recognizing their growing ability to practice the theory/assignments of learning in this course and remain aware of their role and responsibilities:

  • -adherence to ECEBC/AECE Department Code of Ethics and professional conduct.
    -sensitivity of approach and attitude to general values of respect and empathy.
    -maintaining their enthusiasm for ongoing learning.

    From the Competencies for Early Childhood Education. (1985). BC Ministry of Education. Victoria, BC.

    Education Council approved April 2002.