ECE416 - Field Placement: Inclusive Community Environments

Outline information
Semester
Schools offering this subject
Last revision date 2024-02-09 08:45:23.675
Last review date 2024-02-09 08:45:23.675

Subject Title
Field Placement: Inclusive Community Environments

Subject Description

Subject Description

Students will complete two full days per week of field practice throughout the semester, in an inclusive early childhood field placement. Students will draw from their knowledge of child development and their insights into individual children to plan, implement and reflect on developmentally appropriate investigations for individuals and the entire group. Students will design environments and emergent curriculum that is inclusive, play-based, meaningful, and responsive to children's interests and ideas. The role of the reflective practitioner as researcher, collaborator, documenter, and supporter of learning will be practiced. Learning experiences that connect children with nature will be planned, implemented, and evaluated. Students must consistently demonstrate skills in professionalism, keeping children safe and healthy, appropriate program planning, facilitation of learning, problem solving, positive behaviour guidance, and effective communication with children, teachers, parents, and other adults.

If at any time a student jeopardizes the emotional well-being, health, or safety of a child through actions or behaviours and the supervising professor determines that the student is not capable of the required level of independent functioning, the student may be withdrawn from placement and may fail the course. The student may also be asked to leave the program.

FIELD PLACEMENT REQUIREMENTS

Students must have copies of their medical, standard first aid / CPR level C and Vulnerable Sector Screen to begin placement. Failure to provide these documents will delay the placement start date and missed days/hours will need to be made up.

Credit Status
ECE 416 is an Early Childhood Education Diploma Program prescribed subject.
To obtain credit, both ECE 416 and ECE 413 must be completed at a passing level.

Learning Outcomes
Upon successful completion of this subject the student will be able to:

 LEARNING OUTCOMES

This subject will be evaluated based on the student's active participation in field placement. The final grade in this subject will be SAT (satisfactory), UNSAT (Unsatisfactory) or INC (Incomplete). The criteria used to distinguish between (SAT, UNSAT OR INC) will be based on the learning outcomes.



SPECIFIC LEARNING OUTCOMES

Upon successful completion of this subject, the student will be able to:
 
1. Demonstrate professionalism while upholding ethical obligations to children, families, colleagues, communities, and the profession of early childhood education.
2. Utilize communication strategies that build rapport and maintain responsive relationships to practice respectfully as a Registered Early Childhood Educator.
3. Facilitate learning contexts that respect a variety of worldviews and respond to children's holistic development in ways that recognize individuals, their abilities, and identities.
4. Implement a range of inquiry and play experiences related to mathematics and literacies that align with inclusive practices.
5. Engage in critically reflective practice through the process of observation and the sharing of pedagogical documentation.
6. Facilitate relationships that model and support empathetic and socially just interactions to promote the well-being and holistic development of children.
7. Reflect on one's application of pedagogical practice to promote creating safe and brave spaces which support the inclusion of all children.
8. Practice reflection to increase self-awareness and support ethical and empathetic partnerships with families in a variety of professional contexts.


ECE VOCATIONAL LEARNING OUTCOMES
 
This Seneca program has been validated by the Credential Validation Service as an Ontario College Credential as required by the Ministry of Colleges and Universities.
 
As a graduate, you will be prepared to reliably demonstrate the ability to:
 

  • Create learning contexts to enable, build and maintain caring, responsive relationships in partnerships with children, families and communities that value and respect social, cultural and linguistic diversity including Indigenous peoples' worldviews and Francophone identity.
  • Co-create, facilitate and reflect upon inquiry and play-based early years and childcare programs and pedagogical approaches to support children's learning, holistic development and well-being following children's capabilities, interests, ideas and experiences. 
  • Co-design and maintain inclusive early learning environments to value and support equitable, accessible and meaningful learning opportunities for all children, their families and communities in a range of early years and childcare settings.
  • Collaborate with children, families, colleagues, agencies and community partners to create, maintain, evaluate and promote safe and healthy early learning environments to support independence, reasonable risk-taking and healthy development and well-being.
  • Use observation strategies to identify children's strengths and challenges and to ascertain when children and families might benefit from additional support or community resources.
  • Use professional communication in interactions with children, families, colleagues, employers, the regulatory body, government authorities and children's service agencies to meet legal and ethical standards of the early years sector. 
  • Act in accordance with relevant legislation, regulations, College of Early Childhood Educators Code of Ethics and Standards of Practice, agency policies and procedures and principles of evidence-informed practice and reflect upon their impact on one's own role in early years and childcare settings.
  • Identify, report and document when a child is in a situation of perceived risk for, or actual neglect or abuse, in accordance with legislation, the College of Early Childhood Educators Code of Ethics and Standards of Practice, policies and procedures.
  • Create and engage in partnerships with families, communities, colleagues, inter-disciplinary professionals, authorities and child service agencies to advocate for quality early years and childcare programs and services.
  • Engage in reflective practice and continuous professional learning in accordance with principles of lifelong learning, evidence-informed practices in the early years sector and requirements of the College of Early Childhood Educators.

Academic Integrity
Seneca upholds a learning community that values academic integrity, honesty, fairness, trust, respect, responsibility and courage. These values enhance Seneca's commitment to deliver high-quality education and teaching excellence, while supporting a positive learning environment. Ensure that you are aware of Seneca's Academic Integrity Policy which can be found at: http://www.senecapolytechnic.ca/about/policies/academic-integrity-policy.html Review section 2 of the policy for details regarding approaches to supporting integrity. Section 2.3 and Appendix B of the policy describe various sanctions that can be applied, if there is suspected academic misconduct (e.g., contract cheating, cheating, falsification, impersonation or plagiarism).

Please visit the Academic Integrity website http://open2.senecac.on.ca/sites/academic-integrity/for-students to understand and learn more about how to prepare and submit work so that it supports academic integrity, and to avoid academic misconduct.

Discrimination/Harassment
All students and employees have the right to study and work in an environment that is free from discrimination and/or harassment. Language or activities that defeat this objective violate the College Policy on Discrimination/Harassment and shall not be tolerated. Information and assistance are available from the Student Conduct Office at student.conduct@senecapolytechnic.ca.

Accommodation for Students with Disabilities
The College will provide reasonable accommodation to students with disabilities in order to promote academic success. If you require accommodation, contact the Counselling and Accessibility Services Office at ext. 22900 to initiate the process for documenting, assessing and implementing your individual accommodation needs.

Camera Use and Recordings - Synchronous (Live) Classes
Synchronous (live) classes may be delivered in person, in a Flexible Learning space, or online through a Seneca web conferencing platform such as MS Teams or Zoom. Flexible Learning spaces are equipped with cameras, microphones, monitors and speakers that capture and stream instructor and student interactions, providing an in-person experience for students choosing to study online.

Students joining a live class online may be required to have a working camera in order to participate, or for certain activities (e.g. group work, assessments), and high-speed broadband access (e.g. Cable, DSL) is highly recommended. In the event students encounter circumstances that impact their ability to join the platform with their camera on, they should reach out to the professor to discuss. Live classes may be recorded and made available to students to support access to course content and promote student learning and success.

By attending live classes, students are consenting to the collection and use of their personal information for the purposes of administering the class and associated coursework. To learn more about Seneca's privacy practices, visit Privacy Notice.