Courses
The next intake is for Summer 2024. The program will run from Summer 2024 to Spring 2025. Courses have both synchronous and asynchronous components, including online (Zoom) class sessions. Dates and times are determined by the instructor.
Note: you must take a course in the term for which you apply. Course offerings are dependent upon sufficient enrollment.
Summer Term
EDU 541 Play and the Use of Playful Pedagogies in Early Childhood Education ★3
This course examines the concept of play as a pedagogical approach in early childhood education settings in relation to cultural, philosophical, and historical traditions, current practices and recent research. The course examines the concept of play as a pedagogical approach in early childhood education settings in relation to cultural, philosophical, and historical traditions, current practices and recent research.
Fall Term
EDU 540 Facilitating Young Children’s Mathematical Understanding ★3
This course examines current research, practices, policies, and curricula related to the learning and teaching of mathematics with young children. The course also emphasizes pedagogy relevant to young children’s learning of mathematics, including the role of playful pedagogies, and connection to other curriculum areas.
Winter Term
EDU 543 Supporting Languages and Literacies in Early Childhood for All Students ★3
This course focuses on oral language development, and teaching and learning of language literacy in Early Childhood settings. The course explores instructional strategies, and resources for creating language and literacy rich learning environments, and the complex ways that young children develop oral language and early literacy skills.
Spring Term
EDU 542 Schools as Welcoming and Inclusive Environments for All Students ★3
This course explores the complex issues of diversity and ideologies of difference as they relate to multiculturalism, inclusion, and Indigenous issues in early childhood education, through a variety of theoretical perspectives. It also investigates markers of difference, the right to be different, and agentive possibilities for creating teaching and learning contexts that position concerns of social justice, care and equity as central to early childhood education.