As a lecturer affiliated with the UBC Institute for Early Childhood Education & Research, I teach early childhood undergraduate and graduate courses on campus and on-line. I also teach courses for other programs and departments. These courses include inquiry-based seminars in the Elementary Teacher Education program and an early literacy course for the UBC Department of Language and Literacy Education. During my tenure at UBC, I have taught the following courses:
ECED 405 Foundations of Early Childhood Education
This course provides students with foundational knowledge on the principles of curriculum and instruction in early childhood education. In this course, the historical, philosophical, social, and cultural roots of early childhood programs will be critically analyzed and discussed. We will also address the values, practices, and principles involved in the development of a holistic learning approach for young children, including how this pedagogical approach relates to an inquiry-based, integrated curriculum.
ECED 406 Early Learning Curriculum in the Preschool Years (co-developed course)
This course explores the breadth and depth of research on early childhood pedagogy. This course introduces students to the changing role of the early childhood educator and the significance of valuing and including children’s voices in curriculum development. The course also focuses on children’s engagement with changing communication systems, their evolving identities, and the languages of assessment and evaluation for young learners.
ECED 407 Supporting Early Learning in the Preschool Years (co-developed course)
In this course we investigate the following concepts in relation to early childhood education: the importance of designing learning spaces with young children to meet their needs and interests; the involvement of children’s families in the learning program in authentic and meaningful ways; and the ways in which a project-based approach can be utilized in preschool settings.
ECED 417 Supporting Learning in the Kindergarten Year
This course examines the importance of developing stimulating, nurturing, and inspiring learning environments with Kindergarten children. This course also discusses developmentally-appropriate and culturally-relevant practices for young learners, and examines the ways that curriculum initiatives can be produced in collaboration with Kindergarten children. We will also investigate the multiple ways assessment can occur in the Kindergarten context, and critically reflect on the impact of globalization on Kindergarten children’s meaning making.
ECED 425/565 Advanced Studies in Early Childhood Education: Early Childhood Environments (developed course)
In this course we focus on the potential role children can assume in the design of indoor and outdoor learning spaces in early childhood settings. As a collective, we will reflect on society’s preconceived notions of children’s interests and capabilities, including how these understandings are often interpreted and represented in early learning indoor and outdoor contexts. In this course, we will read and examine the literature in the field, and discuss how we can share the ideas and theories outlined in the readings with early childhood colleagues, policy makers, and the broader early childhood community.
ECED 508 Review of Research in Early Childhood Education
This course examines a range of pertinent issues in early childhood education practice and research. In addition to enhancing our knowledge of research findings in the field of early learning, we will examine the types of research questions posed in early childhood studies, the perspectives that inform early childhood researchers, the multiple ways researchers design and execute their studies, and how researchers disseminate their findings. As a collective, we will ascertain the prominent issues, trends, and challenges in early childhood education.
ECED 585 Advanced Seminar in Early Childhood Education: Sociocultural Perspectives in Early Childhood (developed course)
This course examines the role sociocultural theory plays in young children’s learning and development. A sociocultural perspective recognizes that learning is a socially mediated process that is influenced by context, the forms of mediation available, and the nature of participation across various cultural practices (Razfar & Gutiérrez, 2003). Rogoff (1990) suggested that within a sociocultural framework, young children learn as apprentices alongside more experienced members of the culture. These mediators play an important role in initiating and guiding children into new practices. In this course, we will also examine the notion of “guided participation” (Rogoff, 1990; Stone, 1993), which recognizes that throughout the learning process, children take on and are given more responsibility. The purpose of this course is for students to broaden their thinking on young children’s development and learning from a sociocultural perspective, and reflect on how children’s relationships, experiences, and ways of knowing play a significant role in their identity construction.
ECED 590 Graduating Paper Seminar
In this seminar, Early Childhood Education M.Ed. students will receive support and guidance during the writing of their capstone paper and project. Students will receive support through large group seminars, small group discussions, and individual meetings. The components of the seminar include: identifying a topic; developing guiding questions; connecting theory to practice; APA formatting; writing a paper; and, developing a project (e.g., brochure, PowerPoint presentation, iMovie, children’s book).
EDUC 450 Inquiry Seminar I
In this course, teacher candidates will acquire an understanding of inquiry-based teaching that involves meaningful engagement with other members of the learning community (e.g., students, families, colleagues, administration). Students will be provided with opportunities to explore their own educational inquiries and they will individually and collectively engage in a cycle of questioning, reflection, and action. Teacher candidates will investigate practice from a critical viewpoint, address problems and issues from a variety of perspectives, and experiment with new or revised practices.
EDUC 451 Inquiry Seminar II
This course is designed to provide teacher candidates with an opportunity to engage in teacher inquiry centered on a particular theme, curriculum emphasis, or a broader educational issue that is of interest to the teacher candidate. The purpose of this course is for each teacher candidate to develop deeper understandings of a particular area of educational study with an emphasis on initiating change in his or her own current and future practice.
LLED 450 Teaching and Learning Language and Literacy: Kindergarten and Primary Grades
This course focuses on the learning and teaching of language and literacy in Kindergarten to Grade Three classrooms. In this course, we will examine a range of topics: early literacy development; phonological/phonemic awareness; fluency; comprehension; instructional and assessment strategies; family and community literacy partnerships; and, optimal literacy environments. We will also focus on how to translate research in these areas into classroom practice.