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Course Outline

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

Academic Period: 2023 - 2024

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 Sciences and Wellness
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:
Modesta Colalillo

James Bulger

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.

  • A white tree with roots, branches, and leaves appearing in an orange and green circleEquity, Diversity, Inclusion & Belonging
  • A white butterlfy flying into the centre of a blue circleSustainability
  • A white beaver appearing in a purple circleSystems Thinking
  • A white turtle appearing in an orange circleIndigenous Ways of Being Knowing and Doing (IWBKD)
  • A white canoe rowing into a red circleCritical Thinking
  • A white bee walking towards the centre of an orange circleCollaboration
  • A white howling coyote in a green circleCommunication
  • A white bat in flight and sound waves fly in from the left side into the centre of a blue circleDigital Fluency
  • A white sun spinning into an orange circleInnovation
  • Multiple white clouds appearing, then 1 remains in a blue circleLeadership
  • A white soaring eagle flying into the centre of a blue circleProfessionalism
  • A white beaver falling from the top of a purple and yellow circle to the centre of the circleStrategic Problem-Solving

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)

  1. 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

  2. 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

Learning Outcomes

  • Construct an understanding of the importance of play and a play-based approach to development and 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
  • 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
  • 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.

Assessment Weighting

Assessment Weight
In-class Activity 15%
Reflective Activity 5%
Authentic Assessment 20%
Applied Project 25%
Demonstration 35%
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 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. (2023). Playing and Learning in Early Childhood Education. (3rd ed.). Pearson.     

Additional readings as assigned by professor

  • Play History
  • Reflection on Play Perspectives
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. (2023). Playing and Learning in Early Childhood Education. (3rd ed.). Pearson.     

Additional readings as assigned by professor

  • Outdoor Play
  • Responsive Inclusive Play Experience
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. (2023). Playing and Learning in Early Childhood Education. (3rd ed.). Pearson.     

Additional readings as assigned by professor

  • Curriculum Contribution
  • Playful Applications
  • Final Reflection

Required Resources

Name

Dietze, B. & Kashin, D. (2023). Playing and Learning in Early Childhood Education. (3rd ed.). Pearson.          

 

Ontario Ministry of Education. (2014). Excerpts from “elect”: Foundational knowledge from the 2007 publication of early learning for every child today: A framework for Ontario early childhood settings. Government of Ontario. Retrieved from https://www.edu.gov.on.ca/childcare/ExcerptsFromELECT.pdf. Archived at https://web.archive.org/web/20150602223722/http://www.edu.gov.on.ca/childcare/ExcerptsFromELECT.pdf.

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

Name

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

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 • 2023/2024.