In this course, our exploration of inquiry and play-based pedagogy, Prekindergarten to Grade 3, will be situated in the four Saskatchewan Ministry of Education principles of early learning: children as competent and capable, stimulating and dynamic environments, strong positive relationships, and holistic learning. We will examine these early years pedagogical approaches through philosophical and theoretical lenses, as well as through considerations of the enactment of inquiry and play in practice. In addressing developmentally appropriate curricular contexts and learning environments, we will explore intelligent materials, rhythms and interactions of children, role of the educator, teacher/parent knowledge, allocation of time, and the complex interplay of these variables. Attention will be given to First Nations, Métis, and Inuit perspectives and ways of knowing, and culturally responsive practices that integrate the out of school experiences of linguistically and culturally diverse children and families into classroom learning. Restriction(s): Restricted to students in the College of Education, or with special permission by the Department Head of Curriculum Studies. Prerequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.
In this course, our exploration of inquiry and play-based pedagogy, Prekindergarten to Grade 3, will be situated in the four Saskatchewan Ministry of Education principles of early learning: children as competent and capable, stimulating and dynamic environments, strong positive relationships, and holistic learning. We will examine these early years pedagogical approaches through philosophical and theoretical lenses, as well as through considerations of the enactment of inquiry and play in practice. In addressing developmentally appropriate curricular contexts and learning environments, we will explore intelligent materials, rhythms and interactions of children, role of the educator, teacher/parent knowledge, allocation of time, and the complex interplay of these variables. Attention will be given to First Nations, Métis, and Inuit perspectives and ways of knowing, and culturally responsive practices that integrate the out of school experiences of linguistically and culturally diverse children and families into classroom learning. Restriction(s): Restricted to students in the College of Education, or with special permission by the Department Head of Curriculum Studies. Prerequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.
