Early Childhood Education Part-time Practicum III

The following global ideas guide the design and delivery of this course:

1. Learning from experience is a characteristic of exceptional early childhood educators. Learning in a practicum setting provides opportunities to examine assumptions, practice professional skills, and explore creative modes of inquiry that are not available in classroom settings.
2. Early childhood educators work cooperatively with others (both children and adults) as listener, communicator, supporter, facilitator, guide and problem-solver. The development of effective skills for relating interpersonally is essential to becoming a reflective practitioner. With experience, the educator develops and demonstrates qualities of an effective leader.
3. By observing and assessing children on a regular basis and relating the observations to developmental psychology theory, the early childhood educator is able to plan and implement an integrated program that is age-appropriate, culturally sensitive, and able to meet the individual needs and interests of each child in inclusive early childhood programs. Regular observation and documentation also provide information about each child’s development; information which can be shared with the family.
4. The early childhood educator works collaboratively and/or takes responsibility for the design, implementation and evaluation of developmentally appropriate programs for groups of young children. The curriculum reflects a strong play-based philosophy, in which children’s play is supported and promoted through the early childhood educator’s role as facilitator and teacher. A project approach to curriculum that is based on the interests of the children and the knowledge/direction of the teacher ensures individual and group learning.
5. The early childhood educator guides a child or group of children in a manner consistent with an understanding of individual needs and the context of the situation. The situation is assessed and preventive measures used whenever possible. The goal is promotion of a strong sense of self esteem within each child which will act as a strong foundation for the development of autonomy. Ongoing analysis of children’s challenging behaviours with colleagues reflects good observation and problem solving skills, flexibility, and use of creative, preventive guidance strategies.
6. The early childhood educator enacts her/his role as a member of a professional education team by demonstrating team skills. This involves establishing a trusting relationship with co-workers through frequent and open communication based on recognition of the complexity of all the relationships with the centre. Sharing responsibilities, keeping to established time lines and supporting colleagues are ways the early childhood educator engenders mutual respect. Through practice, the early childhood educator determines how and when to take initiative within the context of the team approach.
7. The early childhood educator recognizes the importance of parent professional relationships and takes opportunities to sensitively and respectfully communicate with and educate parents.
8. Early childhood educators take responsibility for initiating regular evaluations, including self assessment, to gain insight into their continued progress, skills and abilities as professionals. They set goals and identify and participate in relevant professional development activities, seeking to contribute to the learning of others as well as their own.