Kindergarten Part 1 will explore the development of kindergarten age children and the pedagogy for the creation of an inclusive and differentiated learning environment based upon various teaching/learning approaches suggested within the FDEL-K program. Critical to the success of this program is the role of the teacher as a reflective and intentional practioner who responds to the varied interests, strengths and needs of kindergarten learners in his or her classroom. Therefore, assessment and planning strategies addressed within the course will be child centred and reflective of a continuum of development. The framework used to assist candidates to further develop their professional practice will be teacher inquiry.
No offerings have been identified for this subject in 2019.
Ontario School of Education
Enrolment is restricted to Ontario College of Teachers accredited teachers and Early Childhood Educators teaching in full day kindergarten classrooms.
" theories of early childhood development within the context of global and diverse communities
" a variety of conceptual frameworks for early childhood education
" an awareness of current brain research regarding play and learning
" diverse theories in types and stages of play
" new theories in how young children contribute to their own learning and developing an awareness of the rights of the child
" the importance of exploration, active engagement, imaginative play and authentic opportunities for problem-solving in inquiry-based learning environments
" reflecting critically on teaching practice and engaging in professional dialogue on the relationship of theory and practice in the teaching of Kindergarten
" understanding developmentally appropriate expectations, teaching/learning, and assessment practices that are based on a developmental continuum
" understanding specific needs of individual children and characteristics of the kindergarten-learning environment
" creating learning communities that are sensitive to the cultural identities of the children and that foster strong cultural identities in young children
" exploring the stages of oral language, reading and writing development in young children
" understanding instructional implications for children whose first language is different from the language of instruction
For any enquiries about subject selection or course structure please contact Student Central or email@example.com or phone on 1800 275 278.
For further information about Charles Sturt University, or this course offering, please contact info.csu on 1800 334 733 (free call within Australia) or enquire online.
The information contained in the 2019 CSU Handbook was accurate at the date of publication: September 2018. The University reserves the right to vary the information at any time without notice.