This course focuses on the genetic and environmental factors which influence children’s growth and
development from preconception to age twelve. Students will be introduced to theories of child
development and their connection to best practices in Early Childhood Education. Children’s holistic
development and well-being in various areas, including social, emotional, language, physical, cognitive,
perceptual, and moral development, will be considered from infancy to late childhood, as will social
contexts of development.

This course provides a foundation for understanding and guiding children's behaviour. Students will learn the principles and techniques of developmentally appropriate guidance strategies, which will be explored and applied in the context of curriculum, role modelling, and appropriate intervention. A variety of direct and indirect guidance strategies will be introduced and opportunities to practice these will be integrated in all content areas. This course focuses on assisting adults in early learning environments in their understanding of children’s behaviour as it is influenced by developmental and environmental factors. Students will learn practical skills for supporting and guiding healthy interactions between children and between adults and children. Respectful guidance strategies will be practiced which promote children's development and learning by facilitating trusting relationships and positive interactions. Students will review policies as they relate to guiding children’s behaviour, including centre-based policies and provincial regulations. Students will explore the principles of child guidance with an emphasis on social emotional learning (SEL). This course identifies the need for Early Childhood Educators to establish relationships, support play, and foster children's acceptance within peer groups. It examines strategies that enhance healthy self-regard, social competence, resilience, and the development of moral identity. Students will learn about possible challenges for children, including early exposure to trauma. The focus will be on learning how to implement techniques which foster positive relationships and create opportunities for learning.

This course will be a combination of classroom content and a field placement opportunity in a licensed child care centre. In the classroom portion of this course, students are provided with an introduction to the roles and responsibilities of the Early Childhood Educator. Upon completion of these modules, students are placed in child care centres working with children from infancy through school age. Practicum I is designed to provide students with an opportunity to become familiar with child care through observation and reflection and to gain experience interacting with children and families.

127 Hours | (ECE 101 or ECE 147 or concurrent)

This course will integrate elements of Capable, Confident and Curious: Nova Scotia’s Early Learning Curriculum Framework and apply the framework’s learning goals and objectives to program planning and the design of learning environments. Specifically, students will promote play-based learning, reviewing the following curriculum areas in an early childhood education program: art, music, science, math, and literacy (reading). Students will recognize how the outdoor space is an extension of the indoor classroom and will identify opportunities to support play-based learning in an outdoor environment. Students will be introduced to various curriculum approaches and will focus on emergent curriculum, learning how to follow children’s interests and ideas to create meaningful learning and play experiences. Students will recognize their own role as educators in supporting children’s play as an observer, a scaffolder, and a facilitator.

Building on previous practicum experience, students will continue field placement opportunities in licensed child care settings working with children from infancy to school age. Students will strengthen skills in communication, professionalism, curriculum planning and implementation, and behaviour guidance. Students will demonstrate an understanding of planning, implementation, and reflection of developmentally appropriate experiences in the areas of creative expression, small groups, circles and transitions. Students will function as a more effective team member during this time but may still require periodic assistance in demonstrating the required skills. Students will also actively participate in practicum seminars where they will share ideas and experiences with their peers through guided discussion and activities.

124 Hours | (ECE 105; ECE 101 or ECE 147 or concurrent)