BC's Indigenous Public Post-Secondary Institute

AECE-104 - Early Years Development II - 3.00 Credits

AECE-104 - Early Years Development II - 3.00 Credits

Course Details
The overall goal of AECE 104 is that students will be introduced to child development, learn popular theories, and explore Aboriginal child-rearing practices from age two, through to adolescence. AECE 104 will ensure students are aware of development within a holistic framework.
Part of the:
  • Available/Required in the following Programs:
  • Aboriginal Early Childhood Education Certificate - Year 1 Spring
  • Prerequisites : AECE 102,
    Course Outline
    Instructors Qualifications: Relevant Master's Degree.
    Office Hours: 1.5
    Contact Hours: 45
    Student Evaluation
    Class Participation, attendance, discussion 10%. Chapter Quizzes, after each of Chapters 9, 10, 11 & 12@ 5% each, 20%. Mid-Term Exam, written in the first week of October 20%. Term Issues Paper 20%. Final Exam 30%. 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. Quizzes 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:
  • demonstrate a working knowledge of the major theories of human development from the age of three to adolescence;

  • define an understanding of the scientific methods used in the study of human development.

  • explain details regarding the growth of children from age three to adolescence;

  • describe the sequence of human development including biosocial, cognitive, and psychosocial development as an ongoing set of processes;

  • analyze different developmental events from the perspectives of seven major theories of development, namely psychoanalytical, behaviorism, social-learning, information processing, ecological systems, cognitive, and socio-cultural theories;

  • describe information regarding the social/emotional, physical, language, cognitive, and psychosocial development during the yrears from age three to adolescence from an Aboriginal and non-Aboriginal perspective;

  • describe Aboriginal health issues from age three to adolescence;

  • describe FASD in relation to Aboriginal people and communities including ways to prevent, educate, and support families;

  • describe various traditional Aboriginal 'developmental milestones' ceremonies;

  • demonstrate an understanding of the issues related to development from age three to adolescence with focus on Aboriginal Communities.
  • Text and Materials:
  • Berk, L. E. (1998). Development Through the Lifespan. Allyn & Bacon, A Viacom Company. Needham Heights, MA.
  • The Four Worlds International Institute for Human and Community Development. et al. (1989). Sacred Tree. Third Edition. Four World Development Project. Lotus Light Publications. Twin Lakes, Wisconsin, U.S.A.
  • American Psychological Association. (2001). PUBLICATION MANUAL: of the American Psychological Association. fifth edition. American Psychological Association. Washington, DC.

  • - all 3 texts are also used for AECE 101 - Child Development I.
    - Textbook # 3 is used for all other AECE courses.
    Other Resources: Instructors Handouts:

  • Daily Reaction Sheet (to be photocopied and handed out on a daily basis if feedback is required)

  • Course feedback form

  • NVIT Vision and Mission Statement

  • NVIT Plagiarism Policy

  • Note: Students are expected to acquire all of the above texts and readings prior to the start of the first class. 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.


    All NVIT policies are applicable including; attendance, plagiarism, student conduct and grading apply to AECE 101. All assignments must relate to the PROFESSIONAL COMPETENCIES as noted within the course guide in order to obtain credit. The student is required to demonstrate proficiency in all of the competency areas. Reading the text and articles prior to class will assist in the familiarity of the topic and questions may be formed prior to class for clarification. Please see instructor to assist in learning/teaching techniques that may prove beneficial.

    Education Council approved Octoboer 2012.