Course Outline

Course Name: Children, Play and Creativity (ECE 113)

Academic Period: 2022 - 2023

Faculty:

Faculty Availability:

Associate Dean:
James Bulger
james.bulger@humber.ca

Schedule Type Code:

Land Acknowledgement

Humber College is located within the traditional and treaty lands of the Mississaugas of the Credit. Known as Adoobiigok [A-doe-bee-goke], the “Place of the Alders” in Michi Saagiig [Mi-Chee Saw-Geeg] language, the region is uniquely situated along Humber River Watershed, which historically provided an integral connection for Anishinaabe [Ah-nish-nah-bay], Haudenosaunee [Hoeden-no-shownee], and Wendat [Wine-Dot] peoples between the Ontario Lakeshore and the Lake Simcoe/Georgian Bay regions. Now home to people of numerous nations, Adoobiigok continues to provide a vital source of interconnection for all.

Equity, Diversity and Inclusion Statement

Humber College and the University of Guelph-Humber (Humber) are leaders in providing a learning, working and living environment that recognizes and values equity, diversity and inclusion in all its programs and services. Humber commits to reflect the diversity of the communities the College serves. Students, faculty, support and administrative staff feel a sense of belonging and have opportunities to be their authentic selves.

Faculty or Department	Faculty of Health & Life Sciences
Program(s)	Early Childhood Education (07911)
Course Name:	Children, Play and Creativity (ECE 113)
Pre-Requisites	none
Co-Requisites	none
Pre-Requisites for	none
Equates	none
Restrictions	none
Credit Value	3
Total Course Hours	42

	Developed By:	Prepared By:	Approved by:
		Bora Kim	James Bulger

Humber Learning Outcomes (HLOs) in this course.

The HLOs are a cross-institutional learning outcomes strategy aimed at equipping Humber graduates with the employability skills, mindsets, and values they need to succeed in the future of work. To explore all the HLOs, please consult the Humber Learning Outcomes framework.

Course Description

Play is the foundation of all learning in childhood. Healthy development is dependent on the opportunities presented to children in responsive, inclusive, play-based programs. Observation is a valuable tool for understanding and interpreting play and the holistic development of children. Historical and current theories and research will explore how the early childhood educator fosters the development of creativity and emergent literacy through play.

Course Rationale

Children learn naturally through play. This is a well-documented and evidenced understanding of children’s development. This course supports students in understanding the value and complexity of play in children’s lives. Students are better able to understand how learning environments and experiences meet professional standards once a foundational understanding of play is established.

Program Outcomes Emphasized in this Course

Early Childhood Education (07911)

co-create, facilitate and reflect upon inquiry and play-based early years and child care 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 child care settings

Course Learning Method(s)

Action Learning
Collaborative Learning
Simulations
Lecture
Inquiry Based Learning
Cooperative Learning

Course Learning Outcomes (CLO)

Learning Outcome	Learning Objectives	Summative Assessments
Construct an understanding of the importance of play and a play-based approach to development and learning to inform views of the whole child to inform views of the whole child	Define what play is Explain the relationship of the United Nations Convention on the Rights of the Child to play Describe how early experiences and play impacts brain development Discuss how children’s play contributes to their learning Define what is meant by inquiry-based learning Explain how observing, documenting and interpreting play promote inquiry-based learning Identify a variety of societal issues that influence children’s play opportunities and experiences Identify what responsive and inclusive play is Discuss how diversity is supported through play	Play History
Compare and contrast theories and worldviews of play including characteristics, types, functions, and stages of play to facilitate environments and experiences that encourage exploration and learning	Explain how various theories and worldviews describe the purpose of play Outline common characteristics of play and phases in the play process Describe how play experiences are classified	Play History Sensory Play
Deconstruct how one's own perspectives of play shape attitudes towards learning through play and creativity to inform an understanding of the role of the educator	Discuss and explain how attitudes, beliefs and behaviour are formed Identify factors that influence attitudes, beliefs and behaviours	Play History
Apply current research to understand that quality play-based responsive and inclusive experiences rely on practices that are relevant and evidence-based	Discuss current standards as they relate to play Describe characteristics of effective and responsive play spaces Discuss how design features of responsive play spaces support children’s play Outline inclusive and responsive teaching strategies Identify the principles of universal design for learning	Outdoor Play
Apply an understanding of key components of a play-based approach to inform the design and implementation of play and learning experiences for indoor, outdoor, and natural environments	Describe how play spaces influence children’s learning, health, and wellness Evaluate quality indoor, outdoor, and natural learning environments Define loose parts and the theory of loose parts Examine how loose parts influence children’s play experiences Identify ways that family can use loose parts to extend play and learning in home environments Apply the principles of universal design for learning to the design of learning materials and experiences Discuss the role of educators in designing environments with loose parts	Outdoor Play
Apply play-based experiences to understand the importance of nurturing the creative process in children and adults	Explore a variety of play-based experiences that nurture the creative process in children and adults Design play-based experiences that promote the development and appreciation of creative arts Identify ways that family can extend play and learning in home environments	Playful Learning Experience Playful Applications
Apply inclusive and responsive teaching strategies to enhance spontaneous and planned experiences, considering indoor, outdoor, and natural environments.	Apply inclusive and responsive teaching strategies to design play-based experiences that are spontaneous and planned	Playful Learning Experience Playful Applications

Assessment Weighting

Assessment	Weight
Authentic Assessment
Play History	20%
Applied Project
Playful Learning Experience	30%
Demonstration
Sensory Play	10%
Outdoor Play	25%
Playful Applications	15%
Total	100%

Modules of Study

Module	Course Learning Outcomes	Resources	Assessments
The Foundation of Play	Construct an understanding of the importance of play and a play-based approach to development and learning to inform views of the whole child to inform views of the whole child Compare and contrast theories and worldviews of play including characteristics, types, functions, and stages of play to facilitate environments and experiences that encourage exploration and learning Deconstruct how one's own perspectives of play shape attitudes towards learning through play and creativity to inform an understanding of the role of the educator	Dietze, B. & Kashin, D. (2019). Playing and Learning in Early Childhood Education. (2nd ed.). Pearson. Additional readings as assigned by professor	Play History Sensory Play
Play Spaces and Materials	Apply current research to understand that quality play-based responsive and inclusive experiences rely on practices that are relevant and evidence-based Apply an understanding of key components of a play-based approach to inform the design and implementation of play and learning experiences for indoor, outdoor, and natural environments	Dietze, B. & Kashin, D. (2019). Playing and Learning in Early Childhood Education. (2nd ed.). Pearson. Additional readings as assigned by professor	Outdoor Play
Play-based Experiences	Apply play-based experiences to understand the importance of nurturing the creative process in children and adults Apply inclusive and responsive teaching strategies to enhance spontaneous and planned experiences, considering indoor, outdoor, and natural environments.	Dietze, B. & Kashin, D. (2019). Playing and Learning in Early Childhood Education. (2nd ed.). Pearson. Additional readings as assigned by professor	Playful Learning Experience Playful Applications

Required Resources

Title	ISBN
Dietze, B. & Kashin, D. (2019). Playing and Learning in Early Childhood Education. (2nd ed.). Pearson. Print ISBN: 9780134639277, 0134639278 eText ISBN: 9780134857411, 0134857410
Ontario Ministry of Education (2014). Excerpts from “ELECT” [NOTE: Original publication prepared by the Best Start Expert Panel, 2007].
Ontario Ministry of Education. (2014). How does learning happen? Ontario's pedagogy for the early years: A resource about learning through relationships for those who work with young children and their families. https://www.ontario.ca/page/how-does-learning-happen-ontarios-pedagogy-early-years

Supplemental Resources

Title	ISBN
Haig, J., Raikes, G., & MacMillan, V. (2021). Cites & sources: An APA documentation guide. (6th ed.). Nelson.

Resource(s):

Course material costs can be found through the Humber Bookstore.

Additional Tools and Equipment

This is a course that is delivered both indoors and outdoors. Students will require clothing that is appropriate for the weather (boots for rain and snow, warm clothing, hat and water bottle for warm weather).

Essential Skills

Section	Skills	Measurement	Details
Critical Thinking and Problem-Solving	Analysing Synthesizing Evaluating Decision-Making Creative and Innovative Thinking	Teach and measure	In-class group discussions, hands-on & applied experiences, reflection activities Evaluated through all the assessments
Communication	Reading Writing Speaking Listening Presenting Visual Literacy	Teach and measure	Lecture, readings and other class materials (videos, etc.), in-class hands-on & applied play experiences in groups Evaluated through all the assignments
Interpersonal Skills	Teamwork Relationship management Conflict resolution	Teach and measure	In-class hands-on & applied experiences in groups In-class hands-on & applied experiences
Information Management	Gathering and managing information Selecting and using appropriate tools and technology for a task or project	Teach and measure	Lectures, in-class group discussions, hands-on & applied experiences Evaluated through all the assignments

Prior Learning Assessment & Recognition (PLAR)

Prior Learning Assessment and Recognition (PLAR) is the formal evaluation and credit-granting process whereby candidates may obtain credits for prior learning. Prior learning includes the knowledge competencies and skills acquired, in both formal and informal ways, outside of post-secondary education. Candidates may have their knowledge, skills and competencies evaluated against the learning outcomes as defined in the course outline. Please review the Assessment Methods Glossary for more information on the Learning Portfolio assessment methods identified below.

The method(s) that are used to assess prior learning for this course may include:

Challenge Exam (results recorded as a % grade and added to student’s CGPA)

Please contact the Program Coordinator for more details.

Academic Regulations

It is the student's responsibility to be aware of the College Academic Regulations. The Academic Regulations apply to all applicants to Humber and all current students enrolled in any program or course offered by Humber, in any location. Information about academic appeals is found in the Academic Regulations.

Anti-Discrimination Statement

At Humber College, all forms of discrimination and harassment are prohibited. Students and employees have the right to study, live and work in an environment that is free from discrimination and harassment. If you need assistance on concerns related to discrimination and harassment, please contact the Centre for Human Rights, Equity and Inclusion or the Office of Student Conduct.

Accessible Learning Services

Humber strives to create a welcoming environment for all students where equity, diversity and inclusion are paramount. Accessible Learning Services facilitates equal access for students with disabilities by coordinating academic accommodations and services. Staff in Accessible Learning Services are available by appointment to assess specific needs, provide referrals and arrange appropriate accommodations. If you require academic accommodations, contact:

Accessible Learning Services

North Campus: (416) 675-6622 X5090

Lakeshore Campus: (416) 675-6622 X3331

Academic Integrity

Academic integrity is essentially honesty in all academic endeavors. Academic integrity requires that students avoid all forms of academic misconduct or dishonesty, including plagiarism, cheating on tests or exams or any misrepresentation of academic accomplishment.

Disclaimer

While every effort is made by the professor/faculty to cover all material listed in the outline, the order, content, and/or evaluation may change in the event of special circumstances (e.g. time constraints due to inclement weather, sickness, college closure, technology/equipment problems or changes, etc.). In any such case, students will be given appropriate notification in writing, with approval from the Senior Dean (or designate) of the Faculty.

Copyright

Copyright is the exclusive legal right given to a creator to reproduce, publish, sell or distribute his/her work. All members of the Humber community are required to comply with Canadian copyright law which governs the reproduction, use and distribution of copyrighted materials. This means that the copying, use and distribution of copyright- protected materials, regardless of format, is subject to certain limits and restrictions. For example, photocopying or scanning an entire textbook is not allowed, nor is distributing a scanned book.

See the Humber Libraries website for additional information regarding copyright and for details on allowable limits.

Humber College Institute of Technology and Advanced Learning • 2022/2023.