CONTACT CSU

No offerings have been identified for this subject in 2018

EDU108 Kindergarten Part 2 (0)

Abstract

Kindergarten Part 2 focuses on the principles and intent within the Ontario Full Day Early Learning Kindergarten Program. Students will engage with the subject matter through an inquiry-based model. The subject will provide the opportunity for students to re-engage with the foundations of the Full Day Early Learning Program and specifically: the domains of child development in order to examine beliefs about key concepts of the view of the child; and the role of the educator and the learning environment that support children’s growth within a play-based kindergarten. Students will be provided an opportunity to implement a student-led inquiry and explore how to guide learning through documentation and feedback, use questioning and conversation strategies, while intentionally using materials to extend learning. This subject also provides an opportunity for students to, through the creation of a documentation panel, reflect on their beliefs about pedagogy and synthesize new beliefs into the narrative of the panel.

+ Subject Availability Modes and Location

Continuing students should consult the SAL for current offering details prior to contacting their course coordinator: EDU108
Where differences exist between the handbook and the SAL, the SAL should be taken as containing the correct subject offering details.

Subject information

Duration Grading System School:
One session.SY/USOntario School of Education

Assumed Knowledge

EDU195 Kindergarten Part 1.

Enrolment restrictions

Enrolment is restricted to Ontario College of Teachers accredited teachers and Early Childhood Educators teaching in full day early kindergarten classrooms.

Learning Outcomes

Upon successful completion of this subject, students should:
  • understand the implementation of Ontario Ministry of Education curriculum, policies and guidelines.
  • be able to integrate First Nations, Métis and Inuit (Aboriginal) ways of knowing and perspectives into the curriculum.
  • be able to use theoretical understanding to design, implement and assess programs and/or practices.
  • demonstrate and be able to implement curriculum expectations, strategies and assessment practices in response to the individual needs of students, and the promotion of student success .
  • be able to apply principles of holistic learning environments (intellectual, social, emotional, physical, environmental, linguistic, cultural, spiritual and moral) .
  • be able to apply strategies for collaboration with in-school personnel, parents/guardians and the community .
  • be able to integrate a variety of appropriate resources, including technological and communication resources, to enhance professional knowledge in support of student learning .
  • be able to examine and refine professional practice through ongoing inquiry, dialogue and reflection.
  • model ethical practices and address ethical issues.
  • be able to explore strategies to encourage participation in professional learning communities to enhance professional knowledge and support student learning.
  • be able to explore innovative approaches for integrating environmentally respectful perspectives and practices.
  • be able to explore innovative strategies to create and sustain safe, healthy, equitable and inclusive learning environments that honour and respect diversity.
  • be able to implement and refine an inquiry and play-based approach.

Syllabus

The subject will cover the following topics:
  • The view of the child, brain-based learning and teaching/learning approaches with a lens to understanding a small group of learners through ongoing observation and documentation.
  • The principles of differentiated instruction, universal design and emergent curriculum will inform the co-planning of this student-led inquiry.
  • Student-led inquiry: documenting the student learning, their responsive teaching and how this process unfolds.
  • Critical analysis using a documentation panel.

Back

The information contained in the 2018 CSU Handbook was accurate at the date of publication: 13 October 2017. The University reserves the right to vary the information at any time without notice.