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					First Nations Child Care


PROGRAM OVERVIEW                                        Career Opportunities: Graduates from the First
                                                        Nations Child Care program are trained to work in
First Nations of Saskatchewan are developing child      the child care field, both on-reserve and off-reserve.
and youth services to meet their specific community     Those who choose to work in their home
needs. The design of the First Nations Child Care       communities will be able to skillfully and sensitively
program is based on the following principles:           work with children in ways that are culturally
community-based programming prepares students           appropriate and acceptable to local families. Those
for the full range of occupations that make up the      who choose to work elsewhere will have the
profession of child and youth care, provides a career   knowledge, skills and self-awareness expected by
ladder and is intended to be delivered generatively.    agencies that employ child and youth care workers
The generative approach of program development          across Canada.
and delivery is a method of providing bicultural
education. Students learn the generally accepted        Practicum Requirements: For practicum purposes,
theories and practices of the child and youth care      child care centres licensed by Tribal Councils or the
field. At the same time, they also learn the values     Province require that individuals working with
and culture of the local community with regard to       children have a criminal record check. The fee for a
childcare.                                              criminal record check varies and is requested by the
                                                        student through the RCMP. Students may be
The Meadow Lake Tribal Council of Saskatchewan          required to submit an up-to-date immunization
and the School of Child and Youth Care, University      record, a TB test and/or a medical certificate.
of Victoria in British Columbia, were partners in the
development of the program under grants provided        Length of Program: Certificate (45 weeks, includes
by the Child Care Initiatives Fund, Health and          practicum). Diploma (35 weeks, includes practicum).
Welfare Canada (1990-1995). In 2001 and 2002,
course revision and course development occurred to      Graduation Document: Certificate or Diploma.
reflect changes in the field of Child Care.
                                                        For the Location and Start Date: Please contact
Entrance Requirements: Saskatchewan                     SIIT Admissions Department for details.
Grade 12 (no specific subjects required). Original
                                                        Program Courses
transcripts of high school and any previous post-
secondary education are required. Mature applicants     Certificate Level
who lack Grade 12 can be admitted under the SIIT
                                                        BEHV 140         Introduction to Human Behaviour
Mature Admission Policy. Applicants are required to
                                                        CARE 122         The Learning Environment
submit an updated resume and cover letter
specifying reasons for wanting to take this program,    COMM 130         Interpersonal Communications
highlighting any past experience in the field. Recent   CURC 120         Foundations of Curriculum Planning
criminal check required.                                DESN 121         Curriculum Design and Implementation
                                                        DEVL 141         Child Development I
                                                        DEVL 142         Child Development II
                                                        GUID 131         Communicating with Children and
                                                                         Guiding Children’s Behaviour
                                                        PLAY 119         Introduction to Play
                                                        PRAC 125         Practicum I
                                                        PRAC 126         Practicum II
                                                        PRAC 127         Practicum III




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     Health & Community Studies




     Diploma Level                                              CARE 122
     ADMN 235         Administration of Child Care Facilities   The Learning Environment
     COMM 231         Communications Skills for                 Contact Hours: 80 | This course prepares students
                      Professional Helpers                      to create supportive learning environments for
     HSNT 245         Health, Safety and Nutrition              young children. The focus is on day-to-day
     NEED 240         Children and Youth with Special Needs     operations of a child care centre.
     PLAN 230         Introduction to Planned Change            COMM 130
     PRAC 225         Practicum IV: Intervention Techniques     Interpersonal Communications
     PRAC 226         Practicum V: Professional Ethics          Contact Hours: 80 | This foundation course
     TODD 215         Caring for Infants and Toddlers           introduces students to interpersonal communication
                                                                concepts and skills. It emphasizes self-awareness,
     Practicum Options                                          relationships and interpersonal skills. Students
     PRAC 227         Practicum IV: Practicum                   recognize and apply, at an entry level, positive
                      with Infants and Toddlers                 empathic interpersonal communication skills.
     PRAC 228         Practicum V: Practicum in
                      Supported Child Care for                  COMM 231
                                                                Communications Skills for Professional Helpers
                      Children with Special Needs
                                                                Contact Hours: 80 | This course builds on
     COURSE DESCRIPTIONS                                        understanding acquired in Introduction to Planned
                                                                Change (PLAN 230). Students learn and practice
     ADMN 235                                                   skills necessary to the application of a model for
     Administration of Child Care Facilities                    helping, which is used by professional child and
     Contact Hours: 80 | The essentials of                      youth care workers to deal with medium
     administering a child care facility are explored,          intervention.
     including staffing management, program
                                                                CURC 120
     development, policy development and regulations
                                                                Foundations of Curriculum Planning
     governing child care facilities. Students examine
     contrasting policies of First Nation facilities and        Contact Hours: 80 | This course builds on
     build a set of policies and guidelines for a proposed      knowledge acquired in Introduction to Play (PLAY
     child care facility. An area of focus is the               119). Students are provided with the knowledge and
     professional practice of students within their own         skills needed to plan culturally and developmentally
     community.                                                 appropriate programs for young children. Students
                                                                are introduced to NAEYC’s guidelines for
     BEHV 140                                                   curriculum planning, study three common
     Introduction to Human Behaviour                            philosophies of program planning and practice
     Contact Hours: 80 | An overview of the principles          curriculum planning for young children.
     guiding the scientific study of human behaviour.
     Students learn terminology and theories that serve
     as a foundation for future course work in child and
     youth care.




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DESN 121                                                HSNT 245
Curriculum Design and Implementation                    Health, Safety and Nutrition
Contact Hours: 80 | This course builds on               Contact Hours: 80 | The course focuses on
knowledge acquired in Introduction to Play (PLAY        providing a healthy, safe environment for children
119) and Foundations of Curriculum Planning             and youth using a community well-being
(CURC 120). It provides students with experience in     perspective. It explores the needs of First Nation
designing and implementing program activities for       children in Canada, as well as educating and
early childhood education. Students further develop     working with parents, families and community
their philosophies of curriculum and program            members to ensure healthy environments. Health,
planning, and develop a set of criteria with which to   safety and nutrition guidelines and regulations for
judge materials and activities used in early            children and youth are introduced and critiqued
childhood programs.                                     from a multi-cultural perspective. Traditional ways
                                                        of ensuring health and safety are contrasted to
DEVL 141                                                currently available resources, particularly in the
Child Development I                                     context of the community in which the course is
Contact Hours: 80 | This course introduces              offered.
students to normative child development from
conception to toddlerhood. It includes theoretical      NEED 240
perspectives and research findings in the areas of      Children and Youth with Special Needs
physical, intellectual and psychosocial development.    Contact Hours: 80 | This course introduces
                                                        students to atypical child development. Students
DEVL 142                                                learn about many forms of exceptionality and
Child Development II                                    approaches to caring for children and youth with
Contact Hours: 80 | This course introduces              special needs.
students to normative child development from early
childhood to the end of adolescence. It includes        PLAN 230
theoretical perspectives and research findings in the   Introduction to Planned Change
areas of physical, intellectual, psychosocial and       Contact Hours: 94 | This course introduces
moral development of children and youth.                students to the components of a helping relationship
                                                        and to a model of helping used by professional child
GUID 131                                                and youth care workers.
Communicating with Children and Guiding
Children’s Behaviour                                    PLAY 119
Contact Hours: 80 | This course introduces              Introduction to Play
students to three theoretical approaches to child       Contact Hours: 80 | This course introduces
guidance: the behavioural, Rogerian and Adlerian        students to program planning for young children
approaches. Students learn to describe and defend       and the concept of learning through play. Students
the theoretical basis for their own styles of           consider the merits of self-paced, child-controlled
interacting with children.                              play. They also explore the relationship between play
                                                        and development, stages of children’s play, factors
                                                        that influence play, the role of adults in relation to
                                                        children’s play and issues in play.




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     Health & Community Studies




     PRAC 125                                                  PRAC 226
     Practicum I                                               Practicum V: Professional Ethics
     Contact Hours: 118 | An orientation for students          Contact Hours: 156 | This course provides
     in the field of child and youth care. Students have an    students with opportunities to observe school aged
     opportunity to meet local members of the profession       children and youth in a wide variety of settings. The
     and visit local programs and agencies serving             seminar component focuses on incident
     children, youth and their families. Structure of          intervention. Students learn and apply a model of
     services and supports to children, youth and families     helping used by professional child and youth care
     is explored within the context of a specific              workers to deal with crisis situations requiring
     community. Students learn and practice methods of         immediate intervention.
     obtaining information about children’s development
     through direct observation in formal and informal         PRAC 227
     settings.                                                 Practicum IV: Practicum with Infants and Toddlers
                                                               Contact Hours: 156 | This practicum gives
     PRAC 126                                                  students the opportunity to focus on infant and
     Practicum II                                              toddler care. Practical exercises focus on the
     Contact Hours: 168.5 | An opportunity for                 development of specialized skills to meet the
     students to participate with young children in early      developmental needs for these age groups. The
     childhood care and education settings. Students           development of resources and community contacts
     focus on observing young children in physical,            is an essential part of the practicum.
     emotional, social, cognitive and spiritual areas of
     development, and develop an understanding of how          PRAC 228
     to respond to children’s needs by planning and            Practicum V: Practicum in Supported Child Care
                                                               for Children with Special Needs
     implementing activities that are developmentally
     and culturally appropriate.                               Contact Hours: 156 | This practicum focuses on
                                                               supported childcare for children with special needs.
     PRAC 127                                                  Students focus on the development of specialized
     Practicum III                                             skills to meet the developmental needs for this
     Contact Hours: 168.5 | This practicum builds on           group of children. The development of resources
     earlier opportunities. Students take increasing           and community contacts is also an essential
     initiative and develop self-evaluative skills in          component of the practicum.
     planning and conducting activities and creating
     effective learning environments for children.             TODD 215
                                                               Caring for Infants and Toddlers
     PRAC 225                                                  Contact Hours: 52 | Students are introduced to the
     Practicum IV: Intervention Techniques                     development of programs and care routines, with
     Contact Hours: 156 | This course provides                 strong emphasis on exploring cultural ways of being,
     students with an opportunity to participate, under        through consultation with respected community
     supervision, in program delivery in an early              members. Students’ understanding of the typical and
     childhood care and education setting. The seminar         atypical is enhanced through development of
     component focuses on professional foundations for         routines and programs to support healthy
     child and youth care. Students examine their own          development. Health and safety issues are covered
     temperaments, personalities, beliefs, values and          along with models of service provision.
     ethics, as well as the application of selected codes of
     ethics to child and youth care practice.




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Description: first nations child care