Infant/Toddler Preceptorship Practicum
Curriculum guideline
Effective Date:
Course
Discontinued
No
Course code
ECED 2482
Descriptive
Infant/Toddler Preceptorship Practicum
Department
Early Childhood Education
Faculty
Applied Community Studies
Credits
5.00
Start date
End term
202030
PLAR
Yes
Semester length
6 weeks Flexible delivery ranging over 1 to 15 weeks
Max class size
24 ratio 1/15
Contact hours
Seminar 10 hours
Practicum 100 hours
Unsupervised Practicum 90 hours
200 total hours
Method(s) of instruction
Seminar
Practicum
Learning activities
- Observation of practitioners
- Participation in program
- Practicum seminars
- On-going feedback from centre staff and faculty
- Self-reflection of professional skills using journal, planning forms and practicum booklet
Course description
This practicum is a preceptorship experience, with placements in infant and toddler centres. Under the mentorship of experienced field personnel and Douglas College faculty, students will have the opportunity to increase their knowledge of development in the early years, while expanding and refining their skills for working with young children.
Course content
The following global ideas guide the design and delivery of this course:
- Learning from experience is a characteristic of exceptional early childhood educators. Learning in a practicum setting provides opportunities to examine assumptions and explore creative modes of inquiry that are not available in classroom settings.
- Quality practice in early childhood programs grows out of reflective and interpretive understanding of the connection between research and practice in key developmental areas, such as communication, social competence and peer relationships, play skills and temperament.
- The family centred care philosophy drives the individualized approach to the care and learning of each child in the program. The collaborative relationship between staff and families depends upon effective communication skills (oral and written), creativity, and flexibility on the part of the early childhood educator.
- A major priority for early childhood programs is the inclusion of all children.
- The effective early childhood educator has positive personal attitudes toward diversity in ethnicity, class, age, race, ability, temperament and culture.
- Social competence and peer relationships are central features of inclusive programs which aim at helping all children gain the skills they need to make friends.
- The early childhood educator regularly observes and documents the development of each child’s skills and interests as shown in play and social situations. These observations/documentations inform the curriculum planning and serve as a means to communicate with families.
- Early childhood educators work collaboratively when planning experiences for children. Families and teachers share practical information on ways to individualize routines and practices. Curriculum is based on the child’s demonstrated interests, information from the family and mutual support between staff and families.
- Effective communication is important to the operation of an infant/toddler program. To work effectively in the setting, early childhood educators need to utilize the skills required to establish relationships, communicate information and resolve conflicts.
Learning outcomes
Upon successful completion of this course, the student will be able to:
- Act and continue to develop professionally
In cooperation with others, the student will take responsibility for the following when working with infants and toddlers in group settings:- Demonstrate personal accountability, including:
- attending regularly and being punctual
- using sound judgement
- showing enthusiasm
- demonstrating empathy
- Take initiative:
- demonstrating cultural competence and awareness of opportunities for inclusion
- dealing with time and stress related pressures
- assuming responsibility willingly and working beyond minimum expectations
- adhering to ethics and confidentiality policies
- relating curriculum practices and interactions with children and families to current ECE theory
- Demonstrate personal accountability, including:
- Communicate and collaborate with families, community and colleagues
In cooperation with others, the student will take responsibility for the following when working with infants and toddlers in group settings:- Demonstrate personal effectiveness
- Effectively collaborate and communicate with parents and staff in the practicum setting
- Observe, assess, plan for and guide the development of infants and toddlers, individually
In cooperation with others, the student will take responsibility for the following when working with infants and toddlers in group settings:- Promote healthy development in infants and toddlers
- physical
- social/emotional
- intellectual
- language
- Guide children’s learning and behaviour
- Contribute to curriculum by:
- observing, documenting and communicating the interests, ideas and abilities of the children
- incorporating observation information when initiating learning experiences for children
- collaborating and reflecting with staff and families when planning curriculum
- providing a wide variety of creative, sensory experiences for children to explore during play
- using individual care routines as learning opportunities for infants/toddlers
- Promote healthy development in infants and toddlers
- Ensure safety, monitor and promote health and nutrition
- Take responsibility for children’s safety when preparing environments and during constant daily supervision
- Learn the health policies and procedures currently required for centres in British Columbia and participate with staff in their implementation
- Learn the nutrition standards and practices for infant and toddler centres and participate with staff in their implementation
Means of assessment
This course will conform to Douglas College policy regarding the number and weighting of evaluations.
This is a Mastery/Non-Mastery course.
- Practicum evaluation booklet
- Daily journal
- Learning plans
- Practicum project
Textbook materials
T.B.A.