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Total hours: 42.0
Credit Value: 3.0
Credit Value Notes: N/A
Effective: Fall 2014
Prerequisites:
N/A
Corequisites:
N/A
Equivalents:
N/A
Pre/Co/Equiv Notes: N/A |
Program(s):
Supv. & Admin in ELC Programs
Program Coordinator(s):
Multiple Coordinators
Course Leader or Contact: Multiple Course Leaders
Version: 9.0
Status: Approved (APPR)
Section I Notes:
This is a web-based course. To take this course, students will need
reliable access to the Internet. They should have a basic level of
comfort using computers as well as self-discipline to work online.
This course is taught entirely online. Students can expect to spend
an additional 3 hrs/wk for online postings, discussions, and homework.
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Detailed Description
Students analyze the influence of theoretical philosophies when
designing curriculum models that are consistent with research and
developmental principles in Early Childhood Education Administration.
Administrative strategies for curriculum design and implementation
are evaluated for consistency with Best Practices for children's
optimal learning. The ELECT document provides a framework model for
administrative analysis. Students analyze current early childhood
curriculum models such as Montessori, High/Scope, Reggio Emilia; Bank
Street, Creative Curriculum and the Full Day Early Learning Program
to understand the role of the administrator in curriculum design.
Through discussions, postings/presentations, case studies, readings,
assignments and practical applications, students have the opportunity
to practice and utilize curriculum design skills including analysis,
research, evaluation, decision-making to affect change in the
workplace.
Program Context
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Supv. & Admin in ELC Programs |
Program Coordinator: Multiple |
Within the context of the
program, this course is one
of the required courses in
the Supervision and
Administration in Early Learning
and Care Programs Ontario
College Graduate Certificate
program within the Faculty of
Continuing and Professional
Studies
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Course Critical Performance and Learning Outcomes
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Critical Performance
By the end of this course, students will have demonstrated the
ability to plan for and articulate a philosophy and a curriculum for
early learning, consistent with best practices in Early Childhood
Education.
Learning Outcomes:
To achieve the critical performance, students will have demonstrated
the ability to:
1.Analyze philosophies that influence curriculum designs in ECE
administration
2.Evaluate the components of a curriculum framework for consistency
with best practices and research in Early Childhood Education
administration.
3.Compare the ELECT framework published in Ontario to understand the
components of a curriculum framework from an administrative
perspective.
4.Analyze a variety of identifiable curriculum models in ECE -
Montessori, High/Scope, Reggio Emilia, Bank Street, Creative
Curriculum and the Full Day Early Learning Program for effective
administrative curriculum practices.
5.Discuss the role of the administrator when implementing relevant
teaching practices, learning materials, and planning strategies
with each model.
6.Evaluate and develop an administrative plan to modify an ECE
curriculum to enhance best practices in the workplace...
7.Apply relevant Canadian Occupational Standards for Child Care
Administrators.
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Evaluation Plan
Students demonstrate their learning in the following ways:
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1. Reflection: Determining a Philosophy and a
Curriculum 20%
2. Plan for Change: Evaluating for effective practices 30%
3. Curriculum Model and Best Practice Presentations 20%
4. Final test 30%
Total 100%
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Provincial Context
The course meets the following Ministry of Training, Colleges and Universities requirements:
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Essential Employability
Skills
Essential Employability Skills emphasized in the course:
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Communication
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Critical Thinking & Problem Solving
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Interpersonal
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Numeracy |
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Information
Management |
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Personal
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Notes: N/A
Prior Learning Assessment and Recognition
PLAR Contact (if course is PLAR-eligible) : Office of the Registrar
Students may apply to receive credit by demonstrating achievement of the course learning outcomes through previous relevant work/life experience, service, self-study and training on the job. This course is eligible for challenge through the following method(s):
Challenge Exam |
Portfolio |
Interview |
Other |
Not Eligible for PLAR |
X |
X |
X |
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Notes: All 3 methods of assessment are required.
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Some details of this outline may change as a result of circumstances such as weather cancellations, College and student activities, and class timetabling.
Effective term: Fall 2014
Professor: Multiple Professors
Textbook(s): Required:
1. Hearron, Patricia F., Hildebrand, V., Management of Child
Development Centres, 8th Ed., Pearson Publishers. Available
through college bookstore.
2. Occupational Standards for Child Care Administrators, Child Care
Human Resources Sector Council, Ottawa. Available from
http://www.cccf-fcsge.ca/store/occupational-standards-for-
administrators/
3. ELECT (Early Learning for Every Child Today), Ontario government
publication. Available from
www.earlylearningforeverychildtoday.on.ca
Resources:
1. Gestwicki, Carol, Developmentally Appropriate Practice, 4th ed.,
Wadsworth Cengage Learning, California; Nelson Education,
Scarborough, Ontario
Applicable student group(s): Continuing Education Students who have met the program admission
requirements of an ECE diploma or recognized equivalent.
Course Details:Topical outline by modules
Orientation Module
Topics:
- Review of Course Outline, expectations and evaluation
- Class protocol re: confidentiality
- Understanding online DE learning and mentoring
- Practice with online tasks and postings
Learning Activities:
Online Delivery: Practice emails, postings, and online tasks
______________________________________________________________________
Module 1: Understanding Philosophy and Curriculum in Early Childhood
Education Administration
Learning Outcomes: #1, #2
Topics:
a) Defining ECE Philosophy
b) What is Curriculum Theory and Design?
c) Relationship between philosophy, curriculum and pedagogy
d) Defining Best Practices in ECE
Assessment: Determining a Philosophy and a Curriculum Reflection DUE
20%
______________________________________________________________________
Module 2: Understanding the administrative role in approaches to
Curriculum design and Implementation in Early Childhood Education
Learning Outcomes: #1, #5, #6
Topics:
a) Emergent, anti-bias, family centre, project, inclusion,
direct instruction, theme-based, eclectic
b) Analyzing the components of a curriculum framework
c) ELECT document
d) Assessing for Best Practices
e) Application of relevant Occupational Standards for
Administrators
Assessment: Plan for Change Assignment DUE 30%
______________________________________________________________________
Module 3: Identifiable Curriculum Models in ECE and the role of the
administrator in implementation
Learning Outcomes: #3, #4
Topics:
a) High/Scope
b) Montessori
c) Reggio Emilia
d) Bank Street
e) Creative Curriculum
f) Full Day Early Learning Program
Assessment: Curriculum Model and Best Practice Presentations DUE 20%
______________________________________________________________________
Module 4: Course Wrap-up
Learning Outcomes #1, #2, #3, #4, #5, #6, #7
Assessment: Final Test 30%
______________________________________________________________________
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Sheridan Policies
All Sheridan policies can be viewed on the Sheridan policy website.
Academic Integrity: The principle of academic integrity requires that all work submitted for evaluation and course credit be the original, unassisted work of the student. Cheating or plagiarism including borrowing, copying, purchasing or collaborating on work, except for group projects arranged and approved by the professor, or otherwise submitting work that is not the student's own, violates this principle and will not be tolerated. Students who have any questions regarding whether or not specific circumstances involve a breach of academic integrity are advised to review the Academic Integrity Policy and procedure and/or discuss them with the professor.
Copyright: A majority of the course lectures and materials provided in class and posted in SLATE are protected by copyright. Use of these materials must comply with the Acceptable Use Policy, Use of Copyright Protected Work Policy and Student Code of Conduct. Students may use, copy and share these materials for learning and/or research purposes provided that the use complies with fair dealing or an exception in the Copyright Act. Permission from the rights holder would be necessary otherwise. Please note that it is prohibited to reproduce and/or post a work that is not your own on third-party commercial websites including but not limited to Course Hero or OneNote. It is also prohibited to reproduce and/or post a work that is not your own or your own work with the intent to assist others in cheating on third-party commercial websites including but not limited to Course Hero or OneNote.
Intellectual Property: Sheridan's Intellectual Property Policy generally applies such that students own their own work. Please be advised that students working with external research and/or industry collaborators may be asked to sign agreements that waive or modify their IP rights. Please refer to Sheridan's IP Policy and Procedure.
Respectful Behaviour: Sheridan is committed to provide a learning environment that supports academic achievement by respecting the dignity, self-esteem and fair treatment of every person engaged in the learning process. Behaviour which is inconsistent with this principle will not be tolerated. Details of Sheridan's policy on Harassment and Discrimination, Academic Integrity and other academic policies are available on the Sheridan policy website.
Accessible Learning: Accessible Learning coordinates academic accommodations for students with disabilities. For more information or to register, please see the Accessible Learning website (Statement added September 2016)
Course Outline Changes: The information contained in this Course Outline including but not limited to faculty and program information and course description is subject to change without notice. Any changes to course curriculum and/or assessment shall adhere to approved Sheridan protocol. Nothing in this Course Outline should be viewed as a representation, offer and/or warranty. Students are responsible for reading the Important Notice and Disclaimer which applies to Programs and Courses.
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