AECL-277 - Responsive Curriculum III (Diverse Abilities) - 3.00 Credits
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Course Details
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Responsive Curriculum III builds on the knowledge and skills of previous curriculum courses and expands to creating an inclusive caring and learning environment for all children aged three to six. Students continue to explore building collaborative relationships with families, communities and professional team networks to support and acknowledge cultural identities, particularly in relation to Aboriginal communities and cultures. Reciprocal, responsive, respectful program planning based on observation of children and their communities is emphasized.
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Part of the:CAREER TRAINING (EDUCATION) Department
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Prerequisites : AECE/AECL certificate or equivalent
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Course Outline
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Instructors Qualifications:
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Relevant Master's Degree
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Office Hours:
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1.5 per week
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Contact Hours:
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45
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Student Evaluation
Procedure:
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Assignments 50-70%, Final 30-50%, Total 100%.
Grading procedures follow NVIT policy.
Projects in this course may include research papers, small group and partner work, directed discussion questions, debates, scenarios, webbing, pod exercises, journal writing, paraphrasing, and review of journal articles.
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Learning Outcomes:
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Upon successful completion of this course students should be able to:
summarize the historical perspectives and approaches of the foundations of respectful, responsive and reciprocal care for children aged three to six and their families with an emphasis placed on Aboriginal cultural perspectives;explain the importance of play for families and children aged three to six, regardless of ability;plan and implement appropriate and respectful care routines that reflect Aboriginal family cultures for children aged three to six years;review strategies in building collaborative partnerships with families and networking professionals with a focus on Aboriginal communities and cultures;
illustrate how to create a responsive environment for children aged three to six that supports the concept of “all children being capable and able in their own way” (BC ELF 2008) and reflective of Aboriginal family and cultural expectations;reflect and maintain a professional and collegial attitude for class participation and assignment work;explain the importance of early intervention for Aboriginal families and their children aged three to six years;discuss the challenges for early intervention in remote Aboriginal communities; and,compare and contrast formal and informal assessment tools and data collection methods with Aboriginal families and cultures in mind.
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Text and Materials:
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Crowther, Ingrid . Inclusion in early childhood settings: children with special needs in Canada. Current edition. Toronto . Pearson Education Canada.Review from Website: Speciallinkcanada.org resources and online books.
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Other Resources:
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Transfer Credits:
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For more information visit: www.bctransferguide.ca
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Other Information:
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Education Council approved October 31, 2012.
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