Early Childhood Education Practicum & Seminar II

ECED 491 (3 credits)

PREREQUISITES:

All of ECED 400, 401, 438, 490 and EPSE 406 (or other approved course)

NUMBER OF PRACTICUM HOURS

140 hours

COURSE DESCRIPTION

This is a sustained practicum in a licensed ECED setting that provides opportunities for ECE candidates to engage in the support and care of young children including planning for early learning experiences and observation and documentation of learning (assessment).

COURSE OBJECTIVES

Upon successful completion of this practicum, the student will be able to:

  • Demonstrate professional conduct (demonstrate punctuality and regular attendance, appropriate dress code, consistent effort throughout the practicum hours, ability to seek and accept feedback);
  • Develop professional competence (adhere to ethical practice, follow confidentiality policies, know and follow expectations for student’s role);
  • Communicate, interact, and collaborate effectively with educators, children, families, and colleagues (establish positive and respectful relationships with children, families, and colleagues, demonstrate interpersonal effectiveness, effective listening, clear communication, appropriate language, ability to communicate across cultures);
  • Demonstrate respect for the child as a person and the child as a thinker;
  • Demonstrate the ability to successfully guide children’s learning and behaviour (use a range of positive and respectful child and group guidance techniques);
  • Ensure safety and promote health and healthy nutrition (be familiar with the centre’s health and safety policies and emergency procedures, demonstrate ability to model and promote good health practices);
  • Conduct analysis of children’s challenging behaviours with colleagues and reflect on using creative problem solving skills, flexibility, and use of preventive guidance strategies;
  • Demonstrate the ability to apply course content and materials in the practicum context (show capacity to make connections between theory and practice);
  • Plan and implement an integrated program that is age-appropriate, culturally sensitive, and meets the individual needs and interests of each child in inclusive early childhood programs (using an inquiry approach to curriculum that is based on responding and expanding the interests of the children and the knowledge/direction of the teacher ensures individual and group engagement in learning);
  • Work collaboratively with colleagues and take responsibility for the design, implementation and evaluation of developmentally appropriate, play-based programs for individual and groups of young children;
  • Conduct regular observations and documentation to assess the curriculum and children’s learning processes, growth, and development;
  • Demonstrate the ability to communicate with parents respectfully and effectively and provide relevant information about the program and their children.

COURSE OUTLINE

This practicum is a sustained period of apprenticeship in professional practice that includes collaborating with licensed ECE centres in caring for young children, the intentional planning of early learning experiences, supporting early learning, and observation and documentation of learning. Central to this experience are the questions:

  • How do diverse children develop and learn across time?
  • How do ECEs develop positive and supportive relationships with children and families?
  • How do ECEs use observation and pedagogical documentation and narration to inform their practice?

Early Childhood Education candidates are UBC students and thus bound by the statutes, rules, regulations, and ordinances of the university and of the faculty in which they are registered. They are, therefore, expected to adhere to the UBC Statement of Respectful Environment for Students, Faculty, and Staff.

Early childhood Education candidates are also expected to be familiar with and to comply with the policies of the University relating to conduct including but not limited to:

When ECE candidates are in an Early Childhood Setting or field setting, they are expected to be familiar with relevant policies and procedures governing conduct within those settings including but not limited to:

  1. British Columbia Early Learning Framework (B.C. Ministry of Education, 2018 Draft)
  2. The Early Childhood Educators of British Columbia (ECEBC) Code of Ethics
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