EDUC 5460

Faculty of Education

The University of Western Ontario

B.Ed Course Outline

EDUC 5460 Curriculum, Pedagogy, Learning in Early Childhood

Wednesdays (003) 4:30-6:30, Early Childhood Room Thursdays (002), 4:30-6:30, Early Childhood Room

Instructor: Rose Walton, rwalton4@uwo.ca

Course Coordinator: Dr. Rachel Heydon

Calendar Copy: Introduction and critical analysis of historical and contemporary theories of children and early childhood curricula (e.g. developmental and reconceptualist) and current debates and advances in the field (e.g., children’s rights and issues of equity and social justice). Implications for implementing Ontario curricula to foster strong teacher/child, school/family, and inter-professional relationships.

Learning Outcomes: Within this course, teacher candidates will be considering the historical and contemporary theories of early childhood education and care and its implications within the Ontario context. Based on current knowledge of early learning theories and strategies, teacher candidates will:

Course Activities Knowledge Outcomes Performance Outcomes

during the course, students will: so that at the end of the course they will: and be able to:

engage in discussions referring to pertinent theoretical lenses while connecting theory to personal experience and practice

describe and analyze the image of the child and implications for curriculum and pedagogy across a variety of pertinent theoretical lenses namely socio-historical, political-economic, developmental-psychological and reconceptualist

demonstrate an understanding of the rights of the child in relation to early years’ education and

convey key messages of a chosen theoretical perspective; application of a chosen theory and rights of the child in the Ontario context; your understandings of the child; curriculum connections and your role in supporting the child

reflect on weekly readings

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provide evidence of how their practice can forward these rights

analyze images, videos and texts of various philosophies highlighted in learning environments such as High Scope, Montessori, Waldorf, Reggio Emilia and TeWhariki within a developmentally appropriate context

demonstrate understanding of children and early learning environments with emphasis on planning and implementing environments to promote empowering and expansive learning opportunities for children

collaborate and develop a photo essay based on a philosophy of early childhood education to demonstrate your understanding of an inspired environment (environment as the third teacher); notes will provide the reader with pertinent information on the philosophy/pedagogical approaches (relationships, learning through play/inquiry, educator as a co-learner) supported with accompanying images

reflect on weekly readings

discuss and analyze texts and videos of current literacy, numeracy, arts etc. curricula

continue discussions and analysis of early learning curricula, pedagogy and assessment practices including the new Ontario Kindergarten Program 2016 and other provincial curricula

demonstrate a critical understanding of children’s learning and meaning making across diverse subject matter including literacy, numeracy, arts, physical and health education, etc. and demonstrate commensurate ability to plan and evaluate early learning curricula, pedagogy, and assessment

develop a plan to provoke the thinking of young children to explore, represent, consolidate and extend the learning

documenting your planning through images and text (narrative format)

reflect on weekly readings

explore current readings, Ontario curriculum and discussions why the early years matter while exploring our professional stance as educators in relation to others

demonstrate a critical understanding of the Kindergarten context and its implications for the curriculum commonplaces

situate themselves as educators in relation to their own beliefs about early childhood education and care and critically interrogate this positioning

develop power point presentation in collaboration with others using photos and text outlining their beliefs, understandings and assumptions about the image of the child in early childhood education should be clearly stated

reflect on weekly readings

Course Content: This course is arranged in four sections (child as a learner with rights, content and paradigms, environment, evolving education beliefs and situating oneself within the early childhood education and care field) that address a topic or question in the exploration of the child vis-a-vis early childhood education curricula. The course is cumulative and each section will build on the readings, discussions, and questions that are considered in each section with a focus on theory and practice.

Topics/Questions

Introduction (beginning September 7/8)

Who is the child?

EDUC 5460

What are the rights of the child?

Please bring a copy of a photo of yourself between the ages of birth to eight years.

Understanding Paradigms (beginning September 14/15)

Developmental Psychology

Politics and Economics

Social-Cultural

Reconceptualist

Environment (beginning October 19/20)

Developmentally Appropriate Practice

Montessori and Waldorf

Reggio and Te whariki

Content – Examining Children in Early Childhood Curriculum in Canada (beginning November 9/10)

Drawing on your practicum experience

Where do you see the child and family in the Ontario and other provincial curricula?

Assessment/ planning cycle – How is the child’s voice heard? How might you represent the child’s voice?

How can the child and family contribute to planning and assessment of young children?

Philosophy of Children, Teaching, and Learning in Early Childhood (beginning February 9/10)

Why the Early Years Matter

Roles and beliefs in relation to other professionals

Defining inter-professional practices

Course Materials Required: Seen and Heard is a required text that may be purchased at the Western Bookstore. Limited copies are available at the Education library. Many of the readings will require the use of a computer. The readings have links for you to connect using a search engine. You may wish to copy and paste the address into a search engine such as Google Chrome. A few books will be used and will be scanned as pages or a single chapter in accordance and compliance with the copyright laws and posted on Sakai. Hall, Eleen L and Jennifer Kofkin Rudkin. (2011) Seen & heard, children’s rights in early childhood education. London, ON, The Althouse Press. Ministry of Education. How Does Learning Happen? Ontario’s Pedagogy for the Early Years (2014) https://www.edu.gov.on.ca/childcare/HowLearningHappens.pdf -

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Ministry of Education. Ontario Early Years Policy Framework (2013) https://www.edu.gov.on.ca/childcare/OntarioEarlyYear.pdf Ministry of Education. Think, Feel, Act: Lessons from Research about Young Children (2013) http://www.edu.gov.on.ca/childcare/ResearchBriefs.pdf UN Declaration of the Rights of the Child http://www.unicef.ca/sites/default/files/imce_uploads/DISCOVER/OUR%20WORK/ADVOCACY/DOMESTIC/CHILDREN%27S%20RIGHTS/uni812rightsdoc_en.pdf http://www.unicef.org/crc/files/Rights_overview.pdf Moss, P. (2007). European Early Childhood Education Research Journal, 15(1). 5-20 Retrieved from: http://web.a.ebscohost.com.proxy1.lib.uwo.ca/ehost/pdfviewer/pdfviewer?sid=fc2f2c99-5785-4c66-82e8-a63591a6affa%40sessionmgr4002&vid=1&hid=4207 Achieving Excellence: – A Renewed Vision for Education in Ontario http://www.edu.gov.on.ca/eng/about/renewedVision.pdf Hua Liu, C. and Matthews, R. (2005). Vygotsky’s philosophy: Constructivism and its criticisms examined, 6(3), 386-399. Retrieved from: http://files.eric.ed.gov/fulltext/EJ854992.pdf Ryan, P. (2008). How New Is the “New” Social Study of Childhood? The Myth of a Paradigm Shift. Journal of Interdisciplinary History, 38(4), 553-576. Retrieved from: http://www.jstor.org.proxy1.lib.uwo.ca/stable/20143705?seq=1#page_scan_tab_contents Woodhead, M. (2006). Changing perspectives on early childhood: theory, research and policy. International Journal of Equity and Innovation in Early Childhood, 4(2), 1–43. Retrieved from: http://unesdoc.unesco.org/images/0014/001474/147499e.pdf Pacini-Ketchabaw , V. and Pence, A. Contextualizing the Reconceptualist Movement in Canadian Early Childhood Education, Research Connections Canada (2005) Retrieved from: http://www.web.uvic.ca/~eyrd/pubs/01.Pacini_Pence_Contextualizing_2005.pdf A position statement of the National Association for the Education of Young Children(2009): Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8 Retrieved from: https://www.naeyc.org/files/naeyc/file/positions/position%20statement%20Web.pdf Farnworth, M., Schweinhart, L. and Berrueta-Clemen. (1985). Preschool intervention, school success and delinquency in a high-risk sample of youth, American Educational Research Journal, 22(3), 445-464. Retrieved from: http://journals1.scholarsportal.info.proxy1.lib.uwo.ca/pdf/00028312/v22i0003/445_pissadiahsoy.xml Zimmerman, B. and Schunk. D. , Educational psychology : a century of contributions, Mahwah, N.J. : L. Erlbaum Associates, (2003) p. 171-188. What is Waldorf Early Childhood Education? http://www.iaswece.org/waldorf_education/what_is.aspx Pope Edwards, C. (2002). Three approaches from Europe: Waldorf, Montessori, and Reggio Emilia, Early Childhood Research and Practice, 4(1), 78-90 Retrieved from: http://www.gpo.gov/fdsys/pkg/ERIC-ED464761/pdf/ERIC-ED464761.pdf

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New, R. (2007).Reggio Emilia As Cultural Activity Theory in Practice, Theory into Practice, 46(1), 5–13. Retrieved from: https://reggioalliance.org/downloads/new:theoryintopractice.pdf Blaiklock, K. (2010). "Te Whariki", the New Zealand early childhood curriculum: is it effective?, International Journal of Early Childhood Education, 18 (3), 2010-212. Retrieved from: http://web.a.ebscohost.com.proxy1.lib.uwo.ca/ehost/pdfviewer/pdfviewer?sid=8acd7ce4-7914-4c9b-b394-e4e509e41997%40sessionmgr4002&vid=1&hid=4207 Kindergarten Program 2016, Ontario Ministry of Education, (2016), Retrieved from: https://files.ontario.ca/books/kindergarten-program-en.pdf?_ga=1.53417768.1876934883.1470077034 Growing Success – The Kindergarten Addendum, Ontario Ministry of Education, (2016), Retrieved from: http://www.edu.gov.on.ca/eng/policyfunding/growingSuccessAddendum.html Full-day Kindergarten Leads to Grade One Success Retrieved from: https://www.edu.gov.on.ca/kindergarten/fdk_eng.pdf Pelletier, J. (2013). Ontario’s full-day kindergarten: a bold public policy initiative, Public Sector Digest, Retrieved from: https://www.oise.utoronto.ca/atkinson/UserFiles/File/Publications/6-2014_-_Ontario_s_Full-day_Kindergarten_A_Bold_Public_Policy_Initiative.pdf New Brunswick Communication and Literacies (Whitty) Retrieved from: https://www.gnb.ca/0000/ECHDPE/pdf/CommLiteracies-1.pdfNew Brunswick Mathematics Kindergarten Curriculum 2010 Retrieved from: https://www.gnb.ca/0000/publications/curric/kindergartenmath.pdf Be Ready for Success: A 10 year Early Childhood Strategy for New Brunswick (2008). Retrieved from: https://www.gnb.ca/0000/ECHDPE/pdf/ELCCStrategy.pdf Putting Children First: Positioning Early Childhood for the Future, Department of Education and Early Childhood Development, 2012 Retrieved from: https://www.gnb.ca/0000/publications/comm/ChildhoodActionPlanReport.pdf Atlantic Canada English Language Arts Curriculum (Anglophone sector) Retrieved from: https://www.gnb.ca/0000/publications/curric/englangartsk-3.pdf Health Education Curriculum K-5 Retrieved from: https://www.gnb.ca/0000/publications/curric/healthk-5.pdf Completely Kindergarten: Kindergarten Curriculum Guide – Interim Edition, Newfoundland and Labrador, Department of education and Early Childhood development Retrieved from: http://www.ed.gov.nl.ca/edu/k12/curriculum/guides/earlybeginnings/index.html Social Media - New report card marking system creates controversy, Retrieved from: http://www.cbc.ca/news/canada/new-brunswick/new-report-card-marking-system-creates-controversy-1.2832204 Langford, R. 2012. Recent Perspectives on Early Childhood Education and Care in Canada, Innovations in Provincial Early Learning Curriculum Frameworks, University of Toronto Press. Pp. 206-228 Kindergarten Integrated Curriculum Document, Prince Edward Island, Education and Early Childhood Development, 2008. Retrieved from: http://www.gov.pe.ca/photos/original/k_doc.pdf Kindergarten Prince Edward Island Administrator’s Resource 2009 Retrieved from: http://www.gov.pe.ca/photos/original/edu_adminbook.pdf

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Every Child a Better Future: Report of the Public Kindergarten Commissioner, 2009 Retrieved from: http://www.gov.pe.ca/photos/original/edu_KinderRepor.pdf Prince Edward Island Mathematics Curriculum, Grade One, Retrieved from: http://www.gov.pe.ca/photos/original/edu_Gr1mathCG10.pdf Kindergarten Program Statement 2008, Retrieved from: https://education.alberta.ca/media/312892/kindergarten.pdf Alberta Education, Kindergarten Overview, Retrieved from: https://education.alberta.ca/media/828326/kinderview.pdf English Language Arts Retrieved from: https://education.alberta.ca/media/450519/elak-9.pdf Mathematics Kindergarten to Grade Nine Retrieved from: https://education.alberta.ca/media/8775377/k_to_9_math_pos.pdf Alberta K – 9 MATHEMATICS Achievement Indicators, 2014 Retrieved from: https://education.alberta.ca/media/8775405/2014_k-9_math_achievement_indicators.pdf KINDERGARTEN Curriculum Package, British Columbia Ministry of Education 2010, Retrieved from: http://www.bced.gov.bc.ca/irp/curric_grade_packages/grkcurric_req.pdf Strong Start BC Evaluation Stage 1, Retrieved from: file:///C:/Documents%20and%20Settings/tv30825/My%20Documents/Downloads/strongstart_eval_stage1.pdf BC Performance Standards Reading Revised 2009, Retrieved from: http://www.bced.gov.bc.ca/perf_stands/reading_intro.pdf BC Performance Standards Reading Grade One Revised 2009, Retrieved from: http://www.bced.gov.bc.ca/perf_stands/reading_g1.pdf Worksheets for The BC Performance Standards, Retrieved from: http://www.bced.gov.bc.ca/perf_stands/worksheet_intro.pdf Worksheets and Standards Grades 1-3, Retrieved from: http://www.bced.gov.bc.ca/perf_stands/reading_worksheet.pdf Reporting Student Progress: Policy and Practice, Retrieved from: http://www.bced.gov.bc.ca/classroom_assessment/09_report_student_prog.pdf Foundations Sills Assessment, Retrieved from: http://www.bced.gov.bc.ca/assessment/fsa/translations/student_results/10_english.pdf Hyson, M. and Biggar Tomlinson, H., The early years matter: Education, care, and the well-being of children, birth to 8, 2014 pp. 42-54 Code of Ethics and Standards of Practice Recognizing and Honouring Our Profession, 2011 Retrieved from: https://www.college-ece.ca/en/Documents/Code_Ethic_English_Web_August_2013.pdf Ontario College of Teachers: Standards of Practice, Retrieved from: http://www.oct.ca/public/professional-standards/standards-of-practice

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Hall, P., 2005, Interprofessional teamwork: Professional cultures as barriers, Journal of Interprofessional Care, S1, 188-196. Retrieved from: http://journals1.scholarsportal.info.proxy1.lib.uwo.ca/pdf/13561820/v19is1/188_itpcab.xml Nisbet, G., Lincoln, M., and Dunn, S. (2013), Journal of Interprofessional Care, Informal interprofessional learning: an untapped opportunity for learning and change within the workplace, 27(6), 469-475. Retrieved from: http://journals1.scholarsportal.info.proxy1.lib.uwo.ca/pdf/13561820/v27i0006/469_iilauolacwtw.xml Gananathan, R., 2011. Implications of full day kindergarten program policy on early childhood pedagogy and practice, International Journal of Child Care and Education Policy, 5(2), 33-45. Retrieved from: http://search.proquest.com.proxy1.lib.uwo.ca/docview/1656262589 Dietze, B. and Kashin, D., Empowering pedagogy for early childhood education, Pearson, Toronto, 2016, pp. 150-175 Carter, M. 2010. Using learning stories to strengthen teacher’s relationships with children, Exchange. Retrieved from: http://www.ecetrainers.com/sites/default/files/Using%20Learning%20Stories%20to%20Strengthen%20Teacher%20Relationships.pdf

Assignments and Other Course Requirements: (Demonstration of Performance Outcomes) Reflection Portfolio (25% of your mark) WEEKLY REFLECTIONS ARE DUE AT THE END EACH CLASS The portfolio consists of recording reflections on in-class activities and current literature using a variety of instructional strategies and questions based on the readings and small group activities. A weekly question highlights the weekly topic and is provided in the syllabus. Please record your weekly responses in a duo-tang. Please bring a blue duo-tang with lined paper for Wednesday’s class OR a red duo-tang with lined paper for the Thursday class on the first day of class. Include your name and student email address on the cover using a black marker. The responses are due AT THE END of each class. Please place your duo-tang on the front desk upon your departure. Example of a weekly response to the weekly question: Who is the child? What are the rights of the child? It is my belief the young child is capable, competent, curious and full of potential as Loris Malaguzzi describes in The Hundred Languages. As child grow and develop, they bring to the world their curiosity and questions about not only what has been but what could be. The possibilities and opportunities are endless and provide the world with fresh and new perspective on learning and ways of being. This innate ability to describe and offer the world a newly minted perspective of their observations and learning provides the educators with opportunities to learn together as democratic citizens in a world full of interests and new beginnings…(continue the reflection with other insights about the rights of the child etc.)

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Reflection Portfolio - In-class Responses and Considerations Rubric

Teacher candidates will be considering introductory historical perspectives and current debates in contemporary

theories of early childhood education curricula and care.

Elements and

Criteria for

Effective

Responses

Interventions

required

Developing

Conceptual

Frameworks

Conceptual

Frameworks of

Studies Achieved

Conceptual

Frameworks Achieved

and within a

Leadership Role

Belonging – how

the teacher candidate

connects to the

curriculum;

contributes to the

discussions; connects

to others

Does not connect to current course material or other teacher candidates during discussions through on-topic discourse

Is developing a content driven contribution to course discussions

Responses are content driven and pedagogically oriented

Responses support Ontario curriculum as well as highlights other relevant and evolving, global issues and research

Effective and

attentive listening

and observing -

Does not listen when others talk, interrupts, or makes inappropriate comments; often off-topic; distracting

Does not listen carefully and comments are often nonresponsive to discussion; sometimes distracting

Listens and appropriately responds to the contributions of others and are relevant and supportive of one’s own learning

Listens without interrupting and incorporates and expands on the contributions of others; engages others and focuses conversations

Sense of well-being

– sense of one self

and others as

contributing

professional

educators

Contributions when made, are off-topic or distract class from discussion

Contributions are sometimes off-topic or distracting

Contributions are always relevant; developing collaborative practices

Contributions are relevant and promote deeper analysis of the topic and others’ perspectives

Engagement –

critically explores

and analyzes a body

of knowledge from

multiple perspectives

Student never contributes to class discussion; fails to respond to direct questions

Few contributions to class discussion; seldom volunteers but responds to direct questions

Proactively contributes to class discussions; asking questions and responds to direct questions

Proactively and regularly contributes to class discussion while engaging others; initiates discussion on issues related to provocation/perspectives

Expression –

expresses and

explores multiple

representations of

early childhood

education and care

Is not adequately prepared; does not appear to have read or listened to the material in advance of class

Read some of the material but not closely in advance of class with minimal representation

Read and thought about the material in advance of class and responded with graphics, sketches, data etc.

Consistently well prepared with a variety of representations to make meaning; frequently raises relevant questions, issues and enhanced discussions

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Assignment 1: Case Study (25% of your mark) DUE OCTOBER 14, 2016 5PM A scenario of a child will be provided for each teacher candidate to review. Employing one of the theories studied e.g., social-cultural, developmental psychology, reconceptualist or political-economic, retell the scenario from the perspective of your chosen theory. Provide the reader with key messages such as: a one paragraph summary of the theory, followed by how this theory applies to the environment, your understandings of the child, curriculum connections and your role in supporting the child. This assignment is due Friday, OCTOBER 14, 2016 and must be posted in Sakai (OWL). Use appropriate APA citing and references. Length of paper should not exceed five pages. Example of a case study employing a stated theory and applications to practice.

Jack Goes to School: Vygotsky’s Zone of Proximal Development Jack recently celebrated his fourth birthday and is one of twenty-four students in my Kindergarten class. I am an Early Childhood Educator and work with Mr. Laird, the Kindergarten teacher. Jack is a joyful child and is extremely curious and ready to learn. He has been very interested in animals. He loves to conduct research on multiple species and their natural environments. I noticed Jack’s vocabulary and daily interactions with others demonstrates a deeper understanding of language as he describes his interests in animals to others. Over the course of a number of weeks I have noticed Jack has been making attempts to read and write independently while playing at centers. He is demonstrating reading-like behaviours the literature describes as an emergent reader and writer…(continue with the case study) Case Study Rubric

Employing one of the theories studied e.g., social-cultural, developmental psychology, reconceptualist or political-economic, how might theory support practice?

Elements and

Criteria for Effective

Writing

Developing

Conceptual

Frameworks

Conceptual

Frameworks of

Studies Achieved

Conceptual

Frameworks

Achieved and

within a

Leadership Role

Comments and Reflections

Summary or embedded understanding of the theory and how one connects to the paradigm

Is developing a

content response

driven by

contributions to their

evolving

understandings of the

paradigm

Summary or

embedded

understandings are

content driven and

pedagogically

oriented

Summary or

embedded

understandings

support the

paradigm as well as

highlights other

relevant and

evolving, global

issues and research

How this theory

applies to the

environment and

how one critically

explores and

analyses a body of

knowledge from a

paradigm

Developing

contributions to the

understanding of the

analysis of the

paradigm from a

paradigm perspective

Proactively

contributes to the

discussion and

understanding of

the paradigm

chosen

Proactively

contributes to the

discussion and

analysis while

engaging others

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perspective

Understandings of the child; expresses and explores understandings of the image of the child

Read some of the

material but needs a

greater understanding

of the image of the

child as seen through

the selected paradigm

Read and thought

about the material in

advance of writing

the response and

responded with

developed

understandings

Well prepared with

a variety of

representations to

make meaning;

raised relevant

questions and

potential issues

Assignment 2: Photo Essay (10% of your mark) DUE NOVEMBER 11, 2016 5PM Within your learning group, you will collaborate and develop an evolving photo essay based on a philosophy of early childhood education. Using photo images, appropriate captions and notes, your group will demonstrate your understanding of a classroom set up/environment e.g., Reggio inspired, Waldorf inspired, High Scope inspired, Te Whariki inspired etc. and its implications for children’s learning and meaning making opportunities. This may include the play environment and/or whole group activities. This may also include indoor and outdoor spaces. Please present this photo essay in a Power Point format. Include a title page with the philosophy you have selected and all members’ full names and student email addresses on the second slide of the assignment. This assignment is due Friday, NOVEMBER 11, 2016 and must be posted in Sakai (OWL). Each member will post the same photo essay. No more than 6 photos plus the title and group members’ names. Example of a photo essay based on a philosophy of early childhood education inspired by Reggio Emilia.

Taken from: http://www.slideshare.net/ellendietrick1/reggio-emilia-study-tour-2012 Speaker Notes: “Creating an environment that acts as a ‘third teacher’ supports the perspective that knowledge is constructed not in isolation but within the social group. Education is often understood as the sole responsibility of parents and teachers, however the educators in Reggio Emilia have reconceptualised the learning

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environment as a key source of educational provocation and insight and identify the physical environment as a third teacher between child, teacher, and parent. This recognises that children can “best create meaning and make sense of their world through environments which support complex, varied, sustained, and changing relationships between people, the world of experience, ideas and the many ways of expressing ideas.” (Muscovitz, 2013). Taken from: The Third Teacher An Action Research Journey of Vanessa Miller at https://vanessamillerblog.com/2014/10/22/my-research-journey/ Ontario has incorporated the concept of the environment as the third teacher through the monograph, The Third Teacher and describes the learning environment as…(continue the speaker’s notes relating the monograph to the image and your understandings of the approach.) Photo Essay Rubric

The teacher candidates will explore presenting a collaborative piece to demonstrate their understanding of

how photos and text can represent philosophies of early childhood education.

Big Idea The big idea is

unclear. There is a

seemingly random

collection of

information and

photos are

disconnected from

the text.

Little is learned by

viewing the essay.

The audience is not

engaged in the

learning.

Big idea is somewhat

clear, but there is a need

for more supporting

information and the

selection of photos must

be intentional focusing

on a central philosophy.

Big idea is clear, but the

supporting information

(photos and captions) in

general leading the

audience to become

disengaged. The audience

learns some information

about the topic.

Big idea is clear and is

supported by the photos

and detailed content in the

captions.

Audience learns

information about the

topic from the focused

photos and intentional

captions about the image

of the child.

POWERFUL!

Photo Impact The audience

cannot see a

relationship between

the captions and the

photographs. They

cannot hear the

child’s voice.

The audience can see

some relationship

between the photographs

and the captions. The

photographs need a

creative edge and

purpose.

The connection between

the photos and the big idea

is clear. Not all photos are

related to the captions. The

photos demonstrate some

creativity and purpose.

The photographs clearly

represent the big idea.

The photos demonstrate

some creative thinking and

deeper understandings of

the image of the child.

Great photos!

Captions Few if any

understandings are

represented. Many

of the

representations are

unclear. The key

messages are

unclear. The word

There are some lapses in

accuracy of

representations of the

image of the child

through one’s

philosophy.

Word choice must

Most supportive

representations are

reported accurately. The

ideas presented are

understood but require

clarification.

The captions focus on a

Much of the supportive

Information is represented.

The captions present clear

ideas to support the big

idea.

Details are used to support

one’s understandings of

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choice is weak, and

captions do not suit

the photo. Captions

are too wordy.

become professional.

There is not relationship

between each caption

and the accompanying

photo.

Captions are wordy.

single idea yet experiment

with professional language

with some success.

Concise wording.

the image of the child in

relation to one’s

philosophy. I loved the

captions.

Sequencing Most details are not

in a logical or

expected order. Text

requires

organization.

Many details are not in a

logical order. The

audience requires

additional supports to

understand the big idea

and content.

Many details are placed in

a logical order, but the way

in which they are

presented/introduced

occasionally disengages the

audience. Powerful first

two slides that told their

own story. I was able to

take away many things

from these two slides.

Details are placed in a

logical order, and the way

they are presented

effectively keeps the

interest of the audience.

Assignment 3: Provocations – Thinking Critically about Conceptual Understandings of Literate and Numerate Behaviours (15% of your mark) DUE FEBRUARY 10, 2017 5PM Within your learning group, develop a plan to provoke the thinking of young children to explore, represent, consolidate and extend the learning. Documenting your planning through images and text, use materials easily accessible in any Kindergarten to Grade Two classroom environment. Children will be introduced to a concept e.g., numbers – counting, composing or decomposing numbers or writing for a variety of purposes. Please include the following: 1. Concept(s) and question(s) related to the child’s play within the context of literate and/or numerate behaviours e.g., child counting the number of blocks in a structure 2. Overall expectation(s) 3. Specific expectation(s) 4. Provocation- How or by whom was the question determined and why? 5. What do you anticipate seeing and hearing? 6. How did the planning process of this provocation change your way of thinking about this work for children? 7. How might you differentiate this provocation and why? 8. How might you engage the family in this conversation? Please present this provocation in a Word document format. Include a title page with a title related to the conceptual understandings you have selected and all members’ full names and student email address contributing to the assignment. This assignment is due Friday, FEBRUARY 10, 2017 and must be posted in Sakai (OWL). Each member will post the same provocation. No more than 6 photos plus the title with the group members’ names. Example of a provocation based on observing young children playing in the block center. Please add other images to your assignment to make the text come alive and support the learning process of young children and their co-educators. Central Question: How does Omar learn to count?

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Conceptual Understandings: Numbers represent a common organizational structure that we use in our lives and in our world to communicate/represent value. There are many ways to count. Each way to count has a proper sequence. We can use objects, pictures, symbols, and/or words to represent number and quantity Overall Expectations: Language - communicate with others in a variety of ways, for a variety of purposes, and in a variety of contexts Mathematics: demonstrate an understanding of numbers, using concrete materials to explore and investigate counting, quantity, and number relationships Specific Expectations: Language - 1.2 listen and respond to others, both verbally and non-verbally (e.g., using the arts, using signs, using gestures and body language), for a variety of purposes (e.g., to exchange ideas, express feelings, offer opinions) and in a variety of contexts Mathematics - 15.3 make use of one-to-one correspondence in counting objects and matching groups of objects 15.4 demonstrate an understanding of the counting concepts of stable order (i.e., the concept that the counting sequence is always the same – 1 is followed by 2, 2 by 3, and so on) and of order irrelevance (i.e., the concept that the number of objects in a set will be the same regardless of which object is used to begin the counting) Provocation: While listening to Omar playing in the blocks with Sinead, I noticed the children were asking, how many blocks did they use to create the structure? I began to wonder if the children were interested not only in counting but in constructing buildings based on numbers or through guessing what might be symmetrical to hold up their building. Through active listening and engaging in their conversations, I came to the conclusion the children may be interested in the concept of number while also understanding symmetry and balance. I noticed and named the learning as counting for the children in order for us to create a provocation and assessment opportunity later in the day. I discussed this with my teaching partner who concurred this may be a possible avenue for Omar to explore and revisit counting while playing in the blocks, but he reiterated that Omar will need other opportunities to consolidate this learning. Afternoon: I continued to listen to their conversations as I recorded pertinent information about the concept of counting.

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Omar: There are ten blocks over here! (He pointed and touched some of the blocks.) Sinead: You missed some of the blocks. Start again! Educator: Sinead, perhaps we can help Omar recount the blocks in another way. Omar, would you like to take a picture of the blocks? Omar: Yes! Including the two children in this work, I hoped would create a sense of belonging and while contributing to the learning of not only the child learning the concept of counting but also to demonstrate the concept of belonging to a learning community. We hope to engage the family in a conversation about how Omar might count the dishes as he places them on the table and other opportunities at home that require a listening ear and gentle reminder. We wish to continue our conversations with both children to support their various learning needs. We began to ask ourselves: How might both children contribute to the conversation? We used the iPad to take an image of the structure and then pointed and touched to each block and counted. Educator: Let’s try that again and see if the blocks and our picture are the same? Omar counted the blocks again with the careful eye of his friend, Sinead. Both children were engaged in the learning using a variety of methods to practice not only counting but also peer coaching and mentoring. As the activity progressed, we moved from a phase of direct instructional practices to more independent learning. As Omar and Sinead continued to count and recount and discuss the image and make comparisons to the image and the blocks themselves, the children continued to banter and analyze the process of counting and develop other counting strategies e.g., where to begin the counting of the blocks – from the top down or the bottom up. Questions were intricately imposed by the educator to name the strategies for the children. The blocks were indeed the same number as the image. With careful planning of this work, we were able to review the point, touch and count in sequence behaviours we were looking for at this time for this child. In the future, we would like to incorporate other touch-counting provocations in play scenarios as well as through direct instruction one on one or in pairs with this child in order to revisit and consolidate the learning. Omar, may need opportunities to count a variety of materials such as, coins, manipulatives, children in a line or using a number line. Sinead, my partner and I will be looking for the touch and count strategy using a left to right progression as well as top to bottom strategy as this seemed to work better for Omar. Provocations (Critical Thinking) Rubric Think critically about the conceptual understandings of literate and numerate behaviours as you plan for learning opportunities and assessment practices using a narrative format to record your thinking.

Elements of Critical Thinking

Developing Conceptual Understandings

Developing Conceptual Understandings to Support Young Children’s Growth and Development

Conceptual Understandings Explicit and Embedded in the Planning Process

Analyze Overall Concepts

Sees only surface concepts or one point of view

Identifies some aspects of the central question (provocation) Needs to consider various points of view

Identifies the key concepts of the learning Asks a variety of questions to gain clarity around the learning

Collect, Assess and Reflect upon Pertinent Information

Gathers too little, too much or irrelevant information about the literate and numerate behaviours Unable to integrate

Understands the quality of the data collection but is not related to pertinent information Attempts to integrate information but has too

Thoroughly assesses the information collected and reflects upon its relevance to support the child’s learning Integrates relevant and

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information to make meaning of the learning

little, too much or irrelevant information

sufficient information in order to the learning using a variety of resources from various sources including other children and professionals

Develop and Reflect upon Ideas and Concepts

Uses evidence of learning without considering its validity Relies on intuition without considering evidence of learning

Recognizes the need for valid reasoning but ignores statements made by the children Assesses and revises ideas/strategies based on misconceptions of child development

Assesses strategies using valid reasoning and honours the child’s voice

Justify Choices, Consider Differentiation and Implications for Practice

Does not provide valid reasons for supporting the learning

Explains choices for strategies but some reasons lack supporting evidence Only one strategy was evident and practice remained status quo with few materials, resources and communication with others lacking

Provides multiple opportunities for children to gain practice and confidence in exploring various strategies Considers other’s perspectives Uses a variety of materials

Assignment 4: Philosophy of Early Childhood Education and the Image of the Child (25% of your mark) DUE MARCH 10, 2017 5PM Each teacher candidate will present approximately ten (slides) using Power Point slide presentation format. Photos and text outlining their beliefs, understandings and assumptions about the image of the child in early childhood education should be clearly stated. APA citing may be necessary and may be included in the speaker notes. Consider the following questions in your speaker notes and captions: ~What is my vision of early childhood education and the child? ~Who am I as an educator supporting young children at this time? ~What theories have influenced my thinking about the image of the child? ~What might we learn from children? ~What do we value from children? ~How might children think, listen, reason and make meaning in your classroom? What possibilities and opportunities will be evident in your future classroom? ~How might the interests of the child be honoured in your future classroom? Why? ~How do the rights of the child influence my work? ~What design strategies influence and processes empower children and families? ~How do I see myself in the curriculum e.g., pedagogy, assessment, planning? ~How might I collaborate with others? This assignment is due Friday, MARCH 10, 2017 and must be posted in Sakai (OWL). Please include a title page with your full name and student email address. Example of a belief statement using a Power Point format.

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Philosophy of Early Childhood Education and the Image of the Child (Self-Assessment) Teacher candidates will be considering their personal philosophy of early childhood education. This is a self-assessment and reflective piece for the candidates to consider the pedagogy of early childhood and care within their own learning stance. Please complete this self-assessment and submit it with your Power Point.

Elements Questions to Consider in Your Philosophy

Reflections

Introduction What is my vision of early childhood education and the child?

Description Who am I as an educator supporting young children at this time? What theories have influenced my thinking about the image of the child? What might we learn from children? What do we value from children?

Your Interpretations How might children think, listen, reason and make meaning in your classroom? How might the interests of the child be honoured in your future classroom? Why?

Final thoughts What design strategies influence and processes empower children and families?

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How do I see myself in the curriculum e.g., pedagogy, assessment, planning?

How might I collaborate with others?

Policy Statements: Accessibility: The University of Western Ontario is committed to recognizing the dignity and independence of all students and seeks to ensure that persons with disabilities have genuine, open and unhindered access to academic services. Please contact the course instructor if you require course materials in an alternative format or if any other arrangements can make this course more accessible to you. You may also wish to contact Services for Students with Disabilities (SSD) at 661-2111 x 82147 for information about requesting academic accommodation, or go to the following website: http://www.edu.uwo.ca/programs/preservice-education/documents/policies/Accessibility_Western.pdf

ATTENDANCE: The B.Ed. program is an intense and demanding programs of professional preparation. You are expected to demonstrate high levels of both academic and professional integrity. Such integrity is demonstrated in part by your commitment to and attendance at all classes, workshops, tutorials, and practicum activities. Read more about the Faculty’s attendance policy on-line: http://www.edu.uwo.ca/programs/preservice-education/Attendance%20Policy%202016.pdf

EXCUSED ABSENCES: If you are ill, require compassionate leave, or must miss classes for religious observance, your absence is excused; you will not be penalized but you are responsible for work missed.

UNEXCUSED ABSENCES: Any absence that is not a result of illness, bereavement, or religious observance is an unexcused absence. Three unexcused absences will result in you being referred to the Associate Dean and placed on academic probation. Any further unexcused absence will result in failure of the course and withdrawal from the program.

Language Proficiency: In accordance with regulations established by the Senate of the University, you must demonstrate the ability to write clearly and correctly. Work which lacks proficiency in the language of instruction is unacceptable for academic credit, and will either be failed or, at the discretion of the instructor, returned to you for revision to an acceptable level.

Late Penalties: Normally, the only acceptable reasons for late or missed assignments are illness (which you must report to the Teacher Education Office) or extreme compassionate circumstances. Unexcused late assignments will be penalized at a rate of 5% per day, and will not be accepted more than 5 days after the due date unless prior arrangements have been made with the instructor.

Academic Offences: Scholastic offences are taken very seriously in this professional Faculty. You are, after all, going to be a teacher. Read about what constitutes a Scholastic Offence at the following Web site: http://www.edu.uwo.ca/programs/preservice-education/documents/policies/WEB_ScholasticDiscipline.pdf

Plagiarism: Plagiarism means presenting someone else’s words or ideas as your own. The concept applies to all assignments, including lesson and unit plans, laboratory reports, diagrams, and computer projects. For further information, consult your instructors, the Associate Dean’s Office, and current style manuals. Advice about plagiarism and how to avoid it can also be found here: http://www.edu.uwo.ca/programs/preservice-education/documents/policies/WEB_PlagiarismPolicy.pdf

Plagiarism-Checking:

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a. All required papers may be subject to submission for textual similarity review to the commercial plagiarism detection software under license to the University for the detection of plagiarism. All papers submitted for such checking will be included as source documents in the reference database for the purpose of detecting plagiarism of papers subsequently submitted to the system. Use of the service is subject to the licensing agreement, currently between The University of Western Ontario and Turnitin.com (http://www.turnitin.com).

b. Computer-marked multiple-choice tests and/or exams may be subject to submission for similarity review by software that will check for unusual coincidences in answer patterns that may indicate cheating. Use of Laptops & Notebooks in Class: As a courtesy to members of the class, please put your cell phone on ‘vibrate’ or turn it off during class. Lap tops and other electronic devices may be used in a professional manner to facilitate your activities in the course, but out of courtesy to colleagues and the instructor, please do not engage in personal networking and non-course communication during class time – save it for before or after class, or for the break.

SUPPORT SERVICES

A variety of support services are available at Western.

If you need advice or assistance, do not hesitate to get in touch with any of these services.

FINANCIAL ASSISTANCE: Registrarial Services (http://www.registrar.uwo.ca)

WRITING SUPPORT: Student Development Centre (http://www.sdc.uwo.ca/)

LEARNING SKILLS SUPPORT: Student Development Centre (http://www.sdc.uwo.ca/)

INTERNATIONAL STUDENTS: Student Development Centre (http://www.sdc.uwo.ca/)

ABORIGINAL STUDENTS: Student Development Centre (http://www.sdc.uwo.ca/)

STUDENTS with DISABILITIES: Student Development Centre (http://www.sdc.uwo.ca/)

SOCIAL & CULTURAL ISSUES: University Students’ Council (http://westernusc.ca/services/).

EMOTIONAL or MENTAL DISTRESS: Students who are in emotional or mental distress should refer to Mental Health @ Western http://www.uwo.ca/uwocom/mentalhealth/ for a complete list of options about how to obtain help.

B.Ed. PROGRAM ISSUES: zuber@uwo.ca, Teacher Education Office, room 1166

NEED HELP but not sure what to do: zuber@uwo.ca, Teacher Education Office, room 1166

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Additional Information:

Weekly Topics/Questions: Date

Topic/Question Curriculum Connection/Practice

Readings to Support Your Thinking and Reflections

Session 1 Sept 7/8 Bring a photo of yourself (ages birth to 8 to share)

Introduction Who is the child? What are the rights of the child?

Kindergarten Program 2016, Ontario Ministry of Education, (2016), Retrieved from: https://files.ontario.ca/books/kindergarten-program-en.pdf?_ga=1.53417768.1876934883.1470077034

Canadian Children’s Rights Council – UN Convention on the Rights of the Child (1989) http://www.canadiancrc.com/UN_CRC/UN_Convention_on_the_Rights_of_the_Child.aspx Prochner, L. (2009). A history of the early childhood education in Canada, Australia and New Zealand, Vancouver : UBC. (p. 1-11) Achieving Excellence: – A Renewed Vision for Education in Ontario http://www.edu.gov.on.ca/eng/about/renewedVision.pdf

Session 2 Sept. 14/15

Understanding Paradigms – Developmental Psychology How might developmental theories shape our understandings of curriculum and influence our practice?

Kindergarten Program 2016, Ontario Ministry of Education, (2016), Retrieved from: https://files.ontario.ca/books/kindergarten-program-en.pdf?_ga=1.53417768.1876934883.1470077034 How Does Learning Happen? Think, Feel, Act

Ryan, P. (2008). How New Is the “New” Social Study of Childhood? The Myth of a Paradigm Shift. Journal of Interdisciplinary History, 38(4), 553-576. Retrieved from: http://www.jstor.org.proxy1.lib.uwo.ca/stable/20143705?seq=1#page_scan_tab_contents Woodhead, M. (2006). Changing perspectives on early childhood: theory, research and policy. International Journal of Equity and Innovation in Early Childhood, 4(2), 1–43. Retrieved from: http://unesdoc.unesco.org/images/0014/001474/147499e.pdf

Session 3 Sept. 21/22 Select and copy a UN Right into your duo-tang and be prepared to discuss in class

Understanding Paradigms- Politics and Economics What influence should the UN Conventions on the Rights of the Child have on children in Ontario? What might be some of the challenges and/or problematics in conceptualizing

Kindergarten Program 2016, Ontario Ministry of Education, (2016), Retrieved from: https://files.ontario.ca/books/kindergarten-program-en.pdf?_ga=1.53417768.1876934883.1470077034 How Does Learning Happen? Think, Feel, Act Early Years Study 1-3

Ryan, P. (2008). How New Is the “New” Social Study of Childhood? The Myth of a Paradigm Shift. Journal of Interdisciplinary History, 38(4), 553-576. Retrieved from: http://www.jstor.org.proxy1.lib.uwo.ca/stable/20143705?seq=1#page_scan_tab_contents Woodhead, M. (2006). Changing perspectives on early childhood: theory, research and policy. International Journal of Equity and Innovation in Early Childhood, 4(2), 1–43. Retrieved from: http://unesdoc.unesco.org/images/0014/001474/147499e.pdf Moss, P. (2007). European Early Childhood Education Research Journal, 15(1). 5-20 Retrieved from: http://web.a.ebscohost.com.proxy1.lib.uwo.ca/ehost/pdfviewer/pdfviewer?sid=fc2f2c99-5785-4c66-82e8-a63591a6affa%40sessionmgr4002&vid=1&hid=4207

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and implementing children’s rights? What is “quality” education?

Ontario Early Years Policy Framework Modernizing Child Care in Ontario Child Care and Early Years Act 2014 Student Voice Transforming Relationships, Capacity Building Series K-12, Secretariat Special Edition #34 Honouring Student Voice in the Mathematics Classroom (webcasts)

Gadda, A. (2008). Rights, Foucault and power: A critical analysis of the United Nations Convention on the Rights of the Child. Edinburgh Working Papers in Sociology, 31, 1-13.

Session 4 Sept. 28/29

Understanding Paradigms – Social-Cultural What are the origins of romantic notions of childhood and what are the implications for the ways in which adults view and program for children?

Kindergarten Program 2016, Ontario Ministry of Education, (2016), Retrieved from: https://files.ontario.ca/books/kindergarten-program-en.pdf?_ga=1.53417768.1876934883.1470077034 How Does Learning Happen? Think, Feel, Act Combined Grades: Strategies to Reach a Range of Learners in Kindergarten to Grade 6 Learning for All Realizing the Promise of Diversity

Ryan, P. (2008). How New Is the “New” Social Study of Childhood? The Myth of a Paradigm Shift. Journal of Interdisciplinary History, 38(4), 553-576. Retrieved from: http://www.jstor.org.proxy1.lib.uwo.ca/stable/20143705?seq=1#page_scan_tab_contents Woodhead, M. (2006). Changing perspectives on early childhood: theory, research and policy. International Journal of Equity and Innovation in Early Childhood, 4(2), 1–43. Retrieved from: http://unesdoc.unesco.org/images/0014/001474/147499e.pdf Hua Liu, C. and Matthews, R. (2005). Vygotsky’s philosophy: Constructivism and its criticisms examined, 6(3), 386-399. Retrieved from: http://files.eric.ed.gov/fulltext/EJ854992.pdf

Session 5 Oct. 5/6 Assignment 1 due October 14, 2016

Understanding Paradigms – Reconceptualist How might gender, race,

Kindergarten Program 2016, Ontario Ministry of Education, (2016), Retrieved from: https://files.ontario.ca/books/kindergarten-

Ryan, P. (2008). How New Is the “New” Social Study of Childhood? The Myth of a Paradigm Shift. Journal of Interdisciplinary History, 38(4), 553-576. Retrieved from: http://www.jstor.org.proxy1.lib.uwo.ca/stable/20143705?seq=1#page_scan_tab_contents

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Fall Reading Week October 11 – 14

class, sexuality, and other social and cultural positionings play out in early childhood and with what implications for social justice and equity in early childhood education? What might it mean to decolonize children and childhood?

program-en.pdf?_ga=1.53417768.1876934883.1470077034 How Does Learning Happen? Think, Feel, Act Student Identity and Engagement in Elementary Schools, Capacity Building Series, Secretariat Special Edition #20 Inquiry-based Learning On Transforming Wonder Into Knowledge, Capacity Building Series, Secretariat Special Edition # 32 Getting Started with Student Inquiry, Capacity Building Series, Secretariat Special Edition # 24

Woodhead, M. (2006). Changing perspectives on early childhood: theory, research and policy. International Journal of Equity and Innovation in Early Childhood, 4(2), 1–43. Retrieved from: http://unesdoc.unesco.org/images/0014/001474/147499e.pdf Pacini-Ketchabaw , V. and Pence, A. Contextualizing the Reconceptualist Movement in Canadian Early Childhood Education, Research Connections Canada (2005) Retrieved from: http://www.web.uvic.ca/~eyrd/pubs/01.Pacini_Pence_Contextualizing_2005.pdf Diaz Soto, L. and Blue Swadener, B. (2002). Toward liberatory early childhood theory, research and praxis: decolonizing a field, Contemporary Issues in Early Childhood,3(1), 38-65 Retreived from: http://cie.sagepub.com/content/3/1/38.full.pdf

Session 6 Oct. 19/20 Find and bring a copy of a worksheet to class

Environment – High Scope and Developmentally Appropriate Practice What is developmentally appropriate practice (DAP)? How might the historic and current social and cultural context influence our interactions with children on a daily basis in the classroom?

Kindergarten Program 2016, Ontario Ministry of Education, (2016), Retrieved from: https://files.ontario.ca/books/kindergarten-program-en.pdf?_ga=1.53417768.1876934883.1470077034 How Does Learning Happen? Think, Feel, Act Language Grades 1-8 Mathematics Grades 1-8

A position statement of the National Association for the Education of Young Children(2009): Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8 Retrieved from: https://www.naeyc.org/files/naeyc/file/positions/position%20statement%20Web.pdf Farnworth, M., Schweinhart, L. and Berrueta-Clemen. (1985). Preschool intervention, school success and delinquency in a high-risk sample of youth, American Educational Research Journal, 22(3), 445-464. Retrieved from: http://journals1.scholarsportal.info.proxy1.lib.uwo.ca/pdf/00028312/v22i0003/445_pissadiahsoy.xml

Session 7 Oct. 26/27

Environment – Montessori and

Kindergarten Program 2016, Ontario Ministry

Zimmerman, B. and Schunk. D. , Educational psychology : a century of contributions,

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Waldorf What is the role of nature and nurture in children’s learning and what is the relationship between nature and nurture in children’s learning? Why hands on learning?

of Education, (2016), Retrieved from: https://files.ontario.ca/books/kindergarten-program-en.pdf?_ga=1.53417768.1876934883.1470077034 How Does Learning Happen? Think, Feel, Act Science 1-8

Mahwah, N.J. : L. Erlbaum Associates, (2003) p. 171-188. What is Waldorf Early Childhood Education? http://www.iaswece.org/waldorf_education/what_is.aspx Pope Edwards, C. (2002). Three approaches from Europe: Waldorf, Montessori, and Reggio Emilia, Early Childhood Research and Practice, 4(1), 78-90 Retrieved from: http://www.gpo.gov/fdsys/pkg/ERIC-ED464761/pdf/ERIC-ED464761.pdf

Session 8 Nov. 2/3 Find and bring an image of a Reggio inspired learning environment

Environment – Reggio and Te Whariki How might children and teachers be co-researchers and how might children and families be curricular informants? How might the environment act as a third teacher? How might the child respond to the third teacher?

Kindergarten Program 2016, Ontario Ministry of Education, (2016), Retrieved from: https://files.ontario.ca/books/kindergarten-program-en.pdf?_ga=1.53417768.1876934883.1470077034 How Does Learning Happen? Think, Feel, Act The Third Teacher: Designing the Learning Environment for Mathematics and Literacy, K to 8, Capacity Building Series, Special Edition # 27

New, R. (2007).Reggio Emilia As Cultural Activity Theory in Practice, Theory into Practice, 46(1), 5–13. Retrieved from: https://reggioalliance.org/downloads/new:theoryintopractice.pdf Blaiklock, K. (2010). "Te Whariki", the New Zealand early childhood curriculum: is it effective?, International Journal of Early Childhood Education, 18 (3), 2010-212. Retrieved from: http://web.a.ebscohost.com.proxy1.lib.uwo.ca/ehost/pdfviewer/pdfviewer?sid=8acd7ce4-7914-4c9b-b394-e4e509e41997%40sessionmgr4002&vid=1&hid=4207

Session 10 Nov 9/10 Assignment 2 due November 11, 2016 Practicum Block 1 November 14 – December 9, 2016 Holidays

Content – Examining Early Childhood Curriculum in Canada Where do you see yourself and the child in the Ontario Curriculum? During your previous

Kindergarten Program 2016, Ontario Ministry of Education, (2016), Retrieved from: https://files.ontario.ca/books/kindergarten-program-en.pdf?_ga=1.53417768.1876934883.1470077034 Growing Success – The Kindergarten Addendum

Full-day Early Learning -Kindergarten Program 2010 Draft Version, Ontario Ministry of Education, (2010), Retrieved from: https://www.edu.gov.on.ca/eng/curriculum/elementary/kindergarten_english_june3.pdf Full-day Kindergarten Leads to Grade One Success Retrieved from: https://www.edu.gov.on.ca/kindergarten/fdk_eng.pdf Pelletier, J. (2013). Ontario’s full-day kindergarten: a bold public policy initiative, Public Sector Digest, Retrieved from: https://www.oise.utoronto.ca/atkinson/UserFiles/File/Publications/6-2014_-_Ontario_s_Full-day_Kindergarten_A_Bold_Public_Policy_Initiative.pdf

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December 12 – January 6, 2017

practicum, what did you notice, think and wonder about planning, assessment practices and reporting?

http://www.edu.gov.on.ca/eng/policyfunding/growingSuccessAddendum.html Primary Assessment Lessons Learned from Kindergarten/Grade 1 Collaborative Inquiry, Capacity Building Series, Secretariat Special Edition #15 Pedagogical Documentation Leading Learning in the Early Years and Beyond, Capacity Building Series, Secretariat Special Edition # 30 Pedagogical Documentation Revisited: Looking at Assessment and Learning in New Ways, capacity Building Series

Student Self-Assessment, capacity Building Series, Secretariat Special Edition #4 Asking Effective Questions, Capacity Building Series, Special Edition # 21

Carter, M. 2010. Using learning stories to strengthen teacher’s relationships with children, Exchange. Retrieved from: http://www.ecetrainers.com/sites/default/files/Using%20Learning%20Stories%20to%20Strengthen%20Teacher%20Relationships.pdf Hall, Eleen L and Jennifer Kofkin Rudkin. (2011) Seen & heard, children’s rights in early childhood education. London, ON, The Althouse Press. Langford, R. 2012. Recent Perspectives on Early Childhood Education and Care in Canada, Innovations in Provincial Early Learning Curriculum Frameworks, University of Toronto Press. Pp. 206-228

Session 11 Jan. 11/12 Happy New Year!

Content – Examining Early Childhood Curriculum in Canada Describe an emergent learner. What do I want my students to

New Brunswick Communication and Literacies

New Brunswick Communication and Literacies (Whitty) Retrieved from: https://www.gnb.ca/0000/ECHDPE/pdf/CommLiteracies-1.pdf Be Ready for Success: A 10 year Early Childhood Strategy for New Brunswick (2008). Retrieved from: https://www.gnb.ca/0000/ECHDPE/pdf/ELCCStrategy.pdf Putting Children First: Positioning Early Childhood for the Future, Department of Education and Early Childhood

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learn and why? How are the educator and child supported in the curriculum? Explain the assessment cycle. How is the child represented in the curriculum? What theories do you see in the background supporting this work? Why? How do different perspectives of childhood influence how literacy is viewed in the Early Years?

Development, 2012 Retrieved from: https://www.gnb.ca/0000/publications/comm/ChildhoodActionPlanReport.pdf Atlantic Canada English Language Arts Curriculum (Anglophone sector) Retrieved from: https://www.gnb.ca/0000/publications/curric/englangartsk-3.pdf Health Education Curriculum K-5 Retrieved from: https://www.gnb.ca/0000/publications/curric/healthk-5.pdf Completely Kindergarten: Kindergarten Curriculum Guide – Interim Edition, Newfoundland and Labrador, Department of education and Early Childhood development Retrieved from: http://www.ed.gov.nl.ca/edu/k12/curriculum/guides/earlybeginnings/index.html Social Media - New report card marking system creates controversy, Retrieved from: http://www.cbc.ca/news/canada/new-brunswick/new-report-card-marking-system-creates-controversy-1.2832204

Hall, Eleen L and Jennifer Kofkin Rudkin. (2011) Seen & heard, children’s rights in early childhood education. London, ON, The Althouse Press.

Session 12 Jan. 18/19 Bring an assessment tool or strategy from your practicum

Content – Examining Early Childhood Curriculum in Canada Describe the foundations within a project approach and how one might plan for and assess a focus area using a variety of assessment strategies.

Kindergarten Integrated Curriculum Document

Kindergarten Integrated Curriculum Document, Prince Edward Island, Education and Early Childhood Development, 2008. Retrieved from: http://www.gov.pe.ca/photos/original/k_doc.pdf Kindergarten Prince Edward Island Administrator’s Resource 2009 Retrieved from: http://www.gov.pe.ca/photos/original/edu_adminbook.pdf Every Child a Better Future: Report of the Public Kindergarten Commissioner, 2009 Retrieved from: http://www.gov.pe.ca/photos/original/edu_KinderRepor.pdf Prince Edward Island Mathematics Curriculum, Grade One, Retrieved from: http://www.gov.pe.ca/photos/original/edu_Gr1mathCG10.pdf Hall, Eleen L and Jennifer Kofkin Rudkin. (2011) Seen & heard, children’s rights in early childhood education. London, ON, The Althouse Press.

Session 13 Content – Early Childhood Kindergarten Program Statement 2008, Retrieved from:

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Jan. 25/26 Create a mind map in your duo-tang about your understandings of math concepts in early childhood education

Examining Early Childhood Curriculum in Canada What are the ways in which children make meaning of the world and share that meaning with others? What sign systems are privileged in early childhood education and with what implications for children’s communication options?

Service – Grade 3 Alberta Kindergarten Program Statement 2008

https://education.alberta.ca/media/312892/kindergarten.pdf Alberta Education, Kindergarten Overview, Retrieved from: https://education.alberta.ca/media/828326/kinderview.pdf English Language Arts Retrieved from: https://education.alberta.ca/media/450519/elak-9.pdf Mathematics Kindergarten to Grade Nine Retrieved from: https://education.alberta.ca/media/8775377/k_to_9_math_pos.pdf Alberta K – 9 MATHEMATICS Achievement Indicators, 2014 Retrieved from: https://education.alberta.ca/media/8775405/2014_k-9_math_achievement_indicators.pdf Hall, Eleen L and Jennifer Kofkin Rudkin. (2011) Seen & heard, children’s rights in early childhood education. London, ON, The Althouse Press.

Session 14 Feb. 1/ 2 Write this in your duo-tang: “If…then” how might you describe the BC Kindergarten curriculum with the child at the center

Content – Examining Early Childhood Curriculum in Canada Using an “If…then” how might you describe the BC Kindergarten curriculum with the child at the center What might you share with parents on a report card about a child’s progress? How is the child represented in report cards?

British Columbia Early Learning Framework

KINDERGARTEN Curriculum Package, British Columbia Ministry of Education 2010, Retrieved from: http://www.bced.gov.bc.ca/irp/curric_grade_packages/grkcurric_req.pdf Strong Start BC Evaluation Stage 1, Retrieved from: file:///C:/Documents%20and%20Settings/tv30825/My%20Documents/Downloads/strongstart_eval_stage1.pdf BC Performance Standards Reading Revised 2009, Retrieved from: http://www.bced.gov.bc.ca/perf_stands/reading_intro.pdf BC Performance Standards Reading Grade One Revised 2009, Retrieved from: http://www.bced.gov.bc.ca/perf_stands/reading_g1.pdf Worksheets for The BC Performance Standards, Retrieved from: http://www.bced.gov.bc.ca/perf_stands/worksheet_intro.pdf Worksheets and Standards Grades 1-3, Retrieved from: http://www.bced.gov.bc.ca/perf_stands/reading_worksheet.pdf Reporting Student Progress: Policy and Practice, Retrieved from:

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http://www.bced.gov.bc.ca/classroom_assessment/09_report_student_prog.pdf Foundations Skills Assessment, Retrieved from: http://www.bced.gov.bc.ca/assessment/fsa/translations/student_results/10_english.pdf Hall, Eleen L and Jennifer Kofkin Rudkin. (2011) Seen & heard, children’s rights in early childhood education. London, ON, The Althouse Press.

Session 15 Feb. 8/9 Assignment 3 due February 10, 2017

Philosophy of Teaching and Learning In Early Childhood – Why the Early Years Matter

Kindergarten Program 2016, Ontario Ministry of Education, (2016), Retrieved from: https://files.ontario.ca/books/kindergarten-program-en.pdf?_ga=1.53417768.1876934883.1470077034 Collaborative Teacher Inquiry New Directions in Professional Practice, Capacity Building Series, Secretariat Special Edition #16

Hyson, M. and Biggar Tomlinson, H., The early years matter: Education, care, and the well-being of children, birth to 8, 2014 pp. 42-54

Session 16 Feb. 22/23 Family Day February 20, 2017 Quick Write – my beliefs about my role in early childhood education and care

Philosophy of Teaching and Learning In Early Childhood – What is my role and how do my beliefs influence my work in relation to other professionals?

Kindergarten Program 2016, Ontario Ministry of Education, (2016), Retrieved from: https://files.ontario.ca/books/kindergarten-program-en.pdf?_ga=1.53417768.1876934883.1470077034

Code of Ethics and Standards of Practice Recognizing and Honouring Our Profession, 2011 Retrieved from: https://www.college-ece.ca/en/Documents/Code_Ethic_English_Web_August_2013.pdf Ontario College of Teachers: Standards of Practice, Retrieved from: http://www.oct.ca/public/professional-standards/standards-of-practice

Session 17 Mar. 1/2

Philosophy of Teaching and Learning In Early Childhood – Define inter-professional practices.

Kindergarten Program 2016, Ontario Ministry of Education, (2016), Retrieved from: https://files.ontario.ca/books/kindergarten-program-en.pdf?_ga=1.53417768.1876934883.1470077

Hall, P., 2005, Interprofessional teamwork: Professional cultures as barriers, Journal of Interprofessional Care, S1, 188-196. Retrieved from: http://journals1.scholarsportal.info.proxy1.lib.uwo.ca/pdf/13561820/v19is1/188_itpcab.xml Nisbet, G., Lincoln, M., and Dunn, S. (2013), Journal of Interprofessional Care, Informal interprofessional learning: an untapped opportunity for learning and change within the

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How is the child seen through the policy lens?

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workplace, 27(6), 469-475. Retrieved from: http://journals1.scholarsportal.info.proxy1.lib.uwo.ca/pdf/13561820/v27i0006/469_iilauolacwtw.xml Gananathan, R., 2011. Implications of full day kindergarten program policy on early childhood pedagogy and practice, International Journal of Child Care and Education Policy, 5(2), 33-45. Retrieved from: http://search.proquest.com.proxy1.lib.uwo.ca/docview/1656262589

Session 18 Mar. 8/9 Final Assignment due Mar. 10, 2017 Spring Break March 13 – 17 Practicum Block 2 March 20 – April 13

Philosophy of Teaching and Learning In Early Childhood – What is the vision?

Kindergarten Program 2016, Ontario Ministry of Education, (2016), Retrieved from: https://files.ontario.ca/books/kindergarten-program-en.pdf?_ga=1.53417768.1876934883.1470077034

Dietze, B. and Kashin, D., Empowering pedagogy for early childhood education, Pearson, Toronto, 2016, pp. 150-175

About the Course:

This course is a wonderful opportunity for you to explore the theories related to early childhood education and care. At Western, we are fortunate to be able to explore and discuss many topics with respect to early childhood education that encompasses the world of the child from birth to eight years of age. You have a wonderful opportunity to critically analyse information and relate this content to your own practice.

About the Instructor:

You are welcome to contact me through email. I check email on a regular basis throughout the day. Having said this, I am also a was a full time Early Learning Coordinator with Thames Valley District School Board and am transitioning into the role of a vice principal with additional duties and responsibilities to children, staff and families and therefore may be in meetings and learning opportunities throughout the day. I may not see your email until later in the day. However, I do make an attempt to read emails regularly. I do travel with my role and therefore, please be patient with the weather and my arrival. I have not missed a class yet.

Teaching Outline:

The course outline has been included in the additional information section. All the articles have links and may be easily copied and pasted into your search engine. Some readings will be scanned and posted on Sakai for your reading pleasure. Take some time to read the required readings (approximately one to two hours per week) and pose questions for us to discuss in class. You will only need to purchase one text, Seen and Heard and a duo-tang with paper for the first class.

Assignment Guidelines:

Rubrics are enclosed in this syllabus and discussed in class prior to the assignments due date.

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Readings:

WEEKLY READINGS ARE NOTED IN THE WEEKLY ADDITIONAL INFORMATION

The following are mandatory readings to support your understandings of the course content and

how the course was divided into sections.

Canadian Children’s Rights Council – UN Convention on the Rights of the Child (1989) http://www.canadiancrc.com/UN_CRC/UN_Convention_on_the_Rights_of_the_Child.aspx Prochner, L. (2009). A history of the early childhood education in Canada, Australia and New Zealand, Vancouver : UBC. (p. 1-11) Ryan, P. (2008). How New Is the “New” Social Study of Childhood? The Myth of a Paradigm Shift. Journal of Interdisciplinary History, 38(4), 553-576. Retrieved from: http://www.jstor.org.proxy1.lib.uwo.ca/stable/20143705?seq=1#page_scan_tab_contents Woodhead, M. (2006). Changing perspectives on early childhood: theory, research and policy. International Journal of Equity and Innovation in Early Childhood, 4(2), 1–43. Retrieved from: http://unesdoc.unesco.org/images/0014/001474/147499e.pdf Hall, Eleen L and Jennifer Kofkin Rudkin. (2011) Seen & heard, children’s rights in early childhood education. London, ON, The Althouse Press.

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References:

Alderson, P. and John, M. (2008), Young children's rights: Exploring beliefs, principles and practices,

Philadelphia: Jessica Kingsley. (p. 27-43)

MscNaughton, G. (2003). Shaping early childhood: learners, curriculum and contexts, London: McGraw-Hill

Education

Best Start Panel on Early Learning (2007). Early Learning for Every Child Today (ELECT)

http://www.children.gov.on.ca/htdocs/English/documents/topics/earlychildhood/early_learning_for_ever

y_child_today.pdf

Hewett, Valarie Mercilliott (2001). Examining the Reggio Emilia Approach to Early Childhood Education. Early

Childhood Eduation Journal, Vol. 29, No. 2, pp 95-100.

http://search.proquest.com.proxy1.lib.uwo.ca/docview/751805885?accountid=15115

Ministry of Education. CMEC Statement on Play-Based Learning (2010)

http://www.cmec.ca/Publications/Lists/Publications/Attachments/282/play-based-

learning_statement_EN.pdf

Ministry of Education, EduGAINS Classroom Resources, Making Learning Visible Videos:

http://www.edugains.ca/newsite/earlyPrimary/primaryresources/earlyprimaryresources.html

Flow of the Day

Inquiry

Observation and Documentation

Play Based Learning

Self Regulation

The Learning Environment

Literacy Through the Day

Numeracy Through the Day

Learning for All: A Guide to Effective Assessment and Instruction for All Students, Kindergarten to Grade

12 (2011) http://www.communitylivingontario.ca/sites/default/files/LearningforAll2011.pdf

Ministry of Education. (2007) Supporting English Language Learners in Kindergarten.

http://www.edu.gov.on.ca/eng/document/kindergarten/kindergartenELL.pdf

Ministry of Education. (2007) Many Roots, Many Voices: Supporting English language learners in every

classroom: A Practical guide for Ontario educators

http://www.edu.gov.on.ca/eng/document/manyroots/manyroots.pdf

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Ministry of Education, Capacity Building Series. Primary Assessment, Lesson Learning from

Kindergarten/Grade 1 Collaborative Inquiry.

http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/CBS_primaryassessment.pdf

Ministry of Education, Capacity Building Series. Maximizing Student Mathematical Learning in the Early

Years .

http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/CBS_Maximize_Math_Learning.pdf

Elementary Teachers’ Federation of Ontario (2010). Thinking It Through, Teaching and Learning in the

Kindergarten Classroom. Toronto: ETFO.

Hall, Eleen L and Jennifer Kofkin Rudkin. (2011) Seen & heard, children’s rights in early chilhood

education. London, ON, The Althouse Press.

McCain, Margaret Norrie and J. Fraser Mustard. (1999) Early Years Study, Reversing the Real Brain Drain

http://www.pcfk.on.ca/PDFs/Research_Ken/ReversingBrainDrain.pdf'

McCain, Margaret Norrie and J. Fraser Mustard. (2002) Early Years Study, Three Years Later

http://www.founders.net/fn/papers.nsf/0/39348cb576890e6685256c32005a7cb6/$FILE/EY/Review-

Aug2002.pdf