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EDU195 Kindergarten Part 1 (0)

Abstract

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.

+ Subject Availability Modes and Location

Continuing students should consult the SAL for current offering details prior to contacting their course coordinator: EDU195
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 sessionSY/USOntario School of Education

Enrolment restrictions

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

Learning Outcomes

Upon successful completion of this subject, students should:
• understand and interpret Ontario Ministry of Education curriculum, policies and guidelines
• demonstrate an awareness of First Nations, Métis and Inuit (Aboriginal) ways of knowing and perspectives
• apply the theoretical understanding necessary to implement and assess programs and/or practices related to Kindergarten
• integrate expectations, strategies and assessment practices in response to the individual need students, and the promotion of student success
• appreciate holistic learning environments (intellectual, social, emotional, physical, environmental, linguistic, cultural, spiritual and moral)
• use strategies for collaboration with in-school personnel, parents/guardians and the community
• demonstrate knowledge of a variety of appropriate resources, including technological and communication resources, to enhance professional knowledge in support of student learning
• demonstrate knowledge of professional practice through ongoing inquiry, dialogue and reflection
• understand and explain ethical practices
• understand the role of professional learning communities in enhancing professional knowledge and supporting student learning
• integrate environmentally respectful perspectives and practices
• create and sustain safe, healthy, equitable and inclusive learning environments that honour and respect diversity
• implement an inquiry and play-based approach

Syllabus

The subject will cover the following topics:
• 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
 

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The information contained in the 2018 CSU Handbook was accurate at the date of publication: 24 November 2017. The University reserves the right to vary the information at any time without notice.