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determines that the student is not capable of the required level of independent functioning, the student may be withdrawn from placement and may fail the course.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 in order to begin placement. Failure to provide these documents will delay the placement start date and missed days/hours will need to be made up.