EDUC70014
Designing and Implementing Early Childhood Curriculum
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  I: Administrative Information   II: Course Details   III: Topical Outline(s)  Printable Version
 
Section I: Administrative Information
  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.

 
 
Section II: Course Details

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

 
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


Course Critical Performance and Learning Outcomes

 
 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.

Evaluation Plan
Students demonstrate their learning in the following ways:

 
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%
Provincial Context
The course meets the following Ministry of Training, Colleges and Universities requirements:

 

Essential Employability Skills
Essential Employability Skills emphasized in the course:

  Communication   Critical Thinking & Problem Solving   Interpersonal
  Numeracy   Information Management   Personal

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    

Notes:  All 3 methods of assessment are required.

 
 
Section III: Topical Outline
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%             
                                                               
______________________________________________________________________


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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