ECE316 - Field Placement: birth to 3 years
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|Last revision date||Oct 1, 2013 3:38:55 PM|
|Last review date||Dec 11, 2013 12:02:31 PM|
Field Placement: birth to 3 years
Students will be placed in sites where they will be able to integrate learning from all their classes. They will have the opportunity to practice skills required for the care and teaching of children birth to 3 years. On placement they will be mentored and receive feedback, see professionals on the job and experience the multifaceted work involved in facilitating the optimal growth and development of young children.
If at any time a student jeopardizes the emotional well-being, health or safety of a child through actions or behaviours and the supervising professor determines that the student is not capable of the required level of independent functioning, the student may be withdrawn from placement and may fail the course. The student may also be asked to leave the program.
FIELD PLACEMENT REQUIREMENTS
Students must have copies of their medical, standard first aid / CPR ? level C and Vulnerable Sector Screen in order to begin placement. Failure to provide these documents will delay the placement start date and missed days/hours will need to be made up.
ECE 316 is an Early Childhood Education Diploma Program prescribed subject. To obtain credit, both ECE 316 and ECE 313 must be completed at a passing level.
Upon successful completion of this subject the student will be able to:
SPECIFIC LEARNING OUTCOMES:
Upon successful completion of this subject, the student will be able to:
1. Identify potential or actual health and safety hazards, indoors or outdoors, and to take appropriate action to address them.
2. Model good hygiene, safety, health and nutrition practices to infants and toddlers.
3. Provide supervision that is appropriate to the child's developmental levels.
4. Maintain an awareness of the whole group when working with an individual child or small group.
5. Recognize symptoms that may indicate illness, allergy, injury or common childhood diseases and respond appropriately to each when detected.
6. Respond appropriately and sensitively to children's verbal and non-verbal expressions of need and their attempts to communicate.
7. Acknowledge and respond to each child's and to the group's behaviour, interests and ideas attentively, sensitively, respectfully and consistently.
8. Demonstrate respect for children's unique personalities, temperaments and their individual needs, cultures, and family contexts.
9. Support, comfort and encourage children who are experiencing difficulties and help them to understand and handle their feelings.
10. Establish realistic expectations and clear, developmentally appropriate limits and boundaries for children's behaviour.
11. Promptly acknowledge children who are behaving in a positive fashion and clearly identify for them the specific behaviour that they should continue or repeat.
12. Plan and provide active and quiet experiences, solitary and group experiences, and indoor and outdoor experiences.
13. Demonstrate positive interaction with others in day-to-day activities.
14. Plan an environment and set up activities that support and encourage positive social interaction among infants and toddlers.
15. Identify opportunities and set up play-based experiences that encourage children to develop their listening and understanding skills.
16. Model good use of language (good grammar, no slang or swear words).
17. Offer developmentally appropriate experiences related to language, social/emotional and cognitive development in infants and toddlers.
18. Demonstrate ethical behaviour and decision-making processes.
19. Encourage and support children's efforts to try new activities, to develop their own ideas and to use materials, toys and equipment in their own ways.
20. Show appreciation of and encourage children's creative expression.
21. Introduce music, creative movement, art, dramatic play, stories and songs that reflect and affirm the cultures and interests of the children in the setting and to incorporate these activities as an on-going part of the program.
22. Use observation in an objective, non-judgmental way to assess children's skills, abilities and interest.
23. Clearly describe their own role and responsibilities and those of others working in the setting.
24. Communicate information to others clearly and concisely.
25. Discuss issues arising from diverse perspectives and experiences or differences of opinion in an open, frank and respectful manner.
ECE VOCATIONAL OUTCOMES:
The following are the Early Childhood Education Program Vocational outcomes. The outcomes listed in bold font indicate which outcomes are focused on in this subject.
The graduate has reliably demonstrated the ability to:
1. Plan curriculum that is based on a thorough understanding of child development.
2. Plan and implement individual programs and curriculum to meet the developmental needs of children.
3. Utilize a variety of observation techniques to enhance work with children, families, and co-workers.
4. Maintain responsive relationships with individual children and groups of children.
5. Establish and maintain safe and healthy environments which best meet the requirements of current legislation, regulatory bodies, and program policies.
6. Develop and maintain effective written, oral, nonverbal, and electronic communications with children, families, co-workers, employers, and individuals/agencies.
7. Apply relevant legislation, policies, procedures, and regulations to early childhood education programs and settings in a changing social context.
8. Apply a personal philosophy of early childhood education within the framework of ethical and professional standards.
9. Act in a manner consistent with principles of fairness, equity, and diversity to support the development and learning of individual children, within the context of his/her family, culture, and society.
Essential Employability Skills
Communicate clearly, concisely and correctly in the written, spoken and visual form that fulfils the purpose and meets the needs of the audience.
Respond to written, spoken, or visual messages in a manner that ensures effective communication.
Apply a systematic approach to solve problems.
Use a variety of thinking skills to anticipate and solve problems.
Analyze, evaluate, and apply relevant information from a variety of sources.
Show respect for diverse opinions, values, belief systems, and contributions of others.
Interact with others in groups or teams in ways that contribute to effective working relationships and the achievement of goals.
Manage the use of time and other resources to complete projects.
Take responsibility for one's own actions, decisions, and consequences.
Cheating and Plagiarism
Each student should be aware of the College's policy regarding Cheating and Plagiarism. Seneca's Academic Policy will be strictly enforced.
To support academic honesty at Seneca College, all work submitted by students may be reviewed for authenticity and originality, utilizing software tools and third party services. Please visit the Academic Honesty site on http://library.senecacollege.ca for further information regarding cheating and plagiarism policies and procedures.
All students and employees have the right to study and work in an environment that is free from discrimination and/or harassment. Language or activities that defeat this objective violate the College Policy on Discrimination/Harassment and shall not be tolerated. Information and assistance are available from the Student Conduct Office at email@example.com.
Accommodation for Students with Disabilities
The College will provide reasonable accommodation to students with disabilities in order to promote academic success. If you require accommodation, contact the Counselling and Disabilities Services Office at ext. 22900 to initiate the process for documenting, assessing and implementing your individual accommodation needs.