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by CFBCWebadminJune 1, 2017 Teacher Education, Teacher Education Associate Degrees0 comments

Associate Degree in Early Childhood Education

 

COURSE CODE: JBTE/ECCD 101

COURSE TITLE: Child Development: Birth through Eight-Years-Old

YEAR:  1

SEMESTER:  1

CREDITS:  3

DURATION:  45 hours

PRE-REQUISITE: College Matriculation

 

INTRODUCTION

Developmentally appropriate practice in the socialization and education of young children derive from principles of child growth and development that are firmly grounded in theoretical concepts and empirical research. Such knowledge includes the nature of developmental and behavioral characteristics at different ages and stages of the growth and maturation process.

This course places emphasis on the inter-relatedness of developmental domains to enable  student-teachers to see the child, including the child with special needs, as a “whole” person and to understand how holistic growth can be fostered in the early childhood classroom. Play is promoted as an inherently natural childhood activity that stimulates growing and learning. The course also introduces key research and emerging issues relevant to the Eastern Caribbean context, and encourages student-teachers to reflect on their own experiences of childhood, as well as to relate theoretical concepts to real-life situations.

 

RATIONALE

The appropriate training and education of early childhood teachers can make a significant contribution to children’s growth, development, and learning. If teachers are to be effective in their roles as facilitators of the total development and learning of young children, they must understand the normal milestones and processes of development and thus be able to detect and act on early signs of possible emerging developmental challenges in children.

Teachers must also understand the important features of the environmental contexts that surround the developing child, e.g., physical, socio-cultural, economical, and moral, and how these contexts inter-act in shaping the emerging personality of the child. Teachers must be constantly award of how their own attitudes and behavior can impact the learning outcomes of each with whom they come in contact. Each teacher will be better able to relate and respond appropriately to the needs and sensitivities of each child by honing this knowledge and reflecting on personal experiences. This course provides the teacher with adequate knowledge, skills, and dispositions to demonstrate the necessary competencies for promoting and advancing young children’s holistic growth.

ECLA 101         Revised July 2013

PROGRAMME: Associate Degree in Early Childhood Education

COURSE CODE:  JBTE/ECLA 101

COURSE TITLE:  Early Language Acquisition and Literacy Development

YEAR: 1

SEMESTER: 1

CREDITS: 3

DURATION: 45 hours

PRE-REQUISITE: College Matriculation

 

INTRODUCTION:

This course focuses on theories of language and early literacy development and how these theories inform practice in early childhood education, particularly as they apply to children birth through age 8. The acquisition of the sounds, syntax, and meanings of language (both lexical and pragmatic) as well as the relation between oral language development and concepts of print, emergent literacy, family and community contexts are examined along with issues stemming from language diversity. Also covered is the body of research in basic science and pedagogy, which undergirds both the knowledge of early childhood development as well as designing effective curriculum and instruction in a variety of early childhood and primary classroom settings. We will focus on several theories of language development and early literacy and how these theories inform practice in early childhood education for children birth through age 8.

Specifically, we will study the acquisition of the sounds of language, the syntax and meanings of language (both lexical and pragmatic), the relation between oral language growth, and concepts of print and emergent literacy within the contexts of home, family, community and school.  Additionally, we will examine issues of the relationship between language and literacy and characteristics of effective curriculum and instruction based on current educational research and teachers’ action research in various early childhood and classroom settings.

 

RATIONALE:

The purpose of this course is to provide student teachers with the knowledge and skills to explore and understand different aspects of language development, emergent literacy, developmentally appropriate assessment practices, and research-based design principles that guide curriculum development and instruction.

 

 

ECPF 101  Revised July 2013

PROGRAMME: Associate Degree in Education (Early Childhood Education)

COURSE CODE:  JBTE/ECPF 101

COURSE TITLE:  Introduction to Philosophical and Historical Foundations of Early

Childhood Education

YEAR: 1

SEMESTER: 1

CREDITS:  3

DURATION: 45 hours

PRE-REQUISITE: College Matriculation

INTRODUCTION:

This course aims to help student teachers acquire the knowledge and skills to become sensitive and competent classroom practitioners, capable of creating appropriate and effective learning environments for young children.  Student teachers will acquire knowledge and understanding of the early foundations of early childhood education and contemporary trends in early childhood curriculum practice. Key theories and perspectives of teaching and learning with particular emphasis on childhood studies, constructivist and developmentally appropriate approaches and strategies for teaching at the early childhood level will be carefully studied. Student teachers will be expected to reflect on the theories and their own beliefs and experiences of teaching and learning, with a view to developing a personal philosophy that is consistent with appropriate and best practices in early childhood education in Eastern Caribbean and global contexts.

 

RATIONALE

Early Childhood Education in the Eastern Caribbean has been influenced by a variety of philosophical orientations. An understanding of these beginnings can help inform current practices. This course therefore aims to encourage student teachers to become reflective practitioners as they continually seek to identify and apply principles which can positively impact their teaching.

 

ECCP 101  Revised December 2013    R

PROGRAMME:  Associate Degree in Early Childhood Education

COURSE CODE:   JBTE/ECCP 101

COURES TITLE:  Classroom Processes and Instruction in the Early Childhood Classroom

YEAR:  I

SEMESTER:  II

CREDITS:  3

DURATION:  45 hours

PRE-REQUISITE:  NONE

INTRODUCTION:

This course provides an introduction to the cognitive and behavioural processes associated with meeting the needs of young children and their families. The course content is organized around four major strands: (1) observing in classrooms; (2) child guidance and classroom management; (3) differentiated instructional strategies–developmentally appropriate practices and approaches; and (4) planning.  Student teachers will be able to display comprehensive knowledge of thedifferent ways children learn (e.g., learning styles, learning modalities) relevant to learning and

planning goals. The four strands are integrated into each of the units.

 

RATIONALE:

The overall purpose of this course is to enable student teachers to know and be able to use the best practices of the profession. Additionally, student teachers will gain in-depth knowledge and planning strategies necessary to recognize and anticipate classroom dilemmas and problems and construct adequate solutions to these problems.

 

 

ECEA 101  REVISED DECEMBER 2013

PROGRAMME:  Associate Degree in Early Childhood Education

MODULE:  Methods of Educational Assessment in the Early Childhood Classroom

COURSE NUMBER:   JBTE/ECEA 101

YEAR:  I

SEMESTER:  II

CREDITS:  3

DURATION:  45 hours

PRE-REQUISITE:  NONE

INTRODUCTION:

This course is designed to investigate the theoretical concepts of assessment in early childhood education (birth through age 8) and to apply this knowledge to the practical use of early childhood assessment methods.

RATIONALE:

Good teaching in any setting requires that the instructor follow an instructional model (Oaksford, I., & Jones, L., 2001) that begins and ends with assessment and integrates assessment throughout the instructional process. At the beginning of a unit, assessment provides the teacher with an inventory of students’ prior knowledge, zone of proximal development (Vygotsky, 1978), and interests. This enables the teacher to plan learning experiences and environments that address specific learning needs of individual children. Integrating assessment throughout the instructional process provides teachers with the opportunity to review and refine their learning goals and instructional strategies based on children’s progress and needs. Assessing at the end of the unit helps teachers determine what was learned by

students as well as what was not. These findings help the teacher prepare the next unit as well as afford

her/him an opportunity to reflect on her/his own practices.

 

 

ECMT 101  Revised Jan 2014

PROGRAMME: Associate Degree in Early Childhood Education

COURSE CODE:  JBTE/ECMT 101

COURSE TITLE:  Teaching Mathematics to Young Children

YEAR: I

SEMESTER: II

CREDITS: 3

DURATION: 45 hours

PRE-REQUISITE: NONE

INTRODUCTION:

This course will cover the following elements of mathematics: number concepts, patterns, spatial sense, measurement, data collection, and data representation. Student teachers will learn how to plan and execute developmentally appropriate math lessons that integrate into other areas of the curriculum. Inquiry-based, hands-on learning will be emphasized as will research-based teaching strategies.

RATIONALE:

The goal of this course is to give student teachers developmentally appropriate methods for teaching mathematics to young children. This is accomplished by exploring how children in ECE grades make sense of mathematic concepts through experiential and integrated learning opportunities. Student teachers should leave this course with an understanding of the development of young children’s mathematical thinking, and a repertoire of ideas about how to nurture and promote the growth of the natural curiosity that young children have for mathematical ideas.

 

 

ECRD 101  Under Revision (Jan 2014)

PROGRAMME:  Associate Degree in Early Childhood Education

COURSE CODE:  JBTE/ECRD 101

COURSE TITLE:   Language Arts and Reading in ECE Classrooms

YEAR:  I

SEMESTER:  II

CREDITS:  3

DURATION:  45 hours

PRE-REQUISITE:  NONE

Introduction:

This course begins by reviewing the development of oral and written language in young children and moves toward helping student teachers apply this knowledge to the exploration of teaching and learning reading as children develop. Attention will be given to both culturally responsive and developmentally appropriate approaches for young children. Through the use of current research, emphasis is placed on process oriented, contextualized, and integrated ways of teaching the language arts.

 

RATIONALE:

Teachers of young children must understand the development of the language arts throughout early childhood. Their understandings, coupled with current research-based, appropriate methods and approaches, ensure that young children will become competent, critical readers who can decode and also make sense of the written word.

 

ECSH 101  UNDER REVISION (Jan 2014)

PROGRAMME:  Associate Degree in Early Childhood Education

MODULE:   Early Childhood Science and Health

COURSE NUMBER: JBTE/ECSH 101

YEAR:  I

SEMESTER:  II

CREDITS:  3

DURATION:  45 hours

PRE-REQUISITE:  NONE

INTRODUCTION:

 

This course will give student teachers the knowledge to encourage young children’s natural curiosity about how the world works. Student teachers will be given opportunities to explore concepts first as learners. Subsequently, they will take the knowledge and concepts they learn in the university classroom and apply them in early childhood settings to offer children developmentally appropriate, hands-on science and health curricula. Student teachers will learn current research-based strategies that promote young children’s inquiry and learning. Activities culturally relevant to the Eastern Caribbean environment will be stressed.

 

RATIONALE:

In order for teacher education students to implement developmentally appropriate, inquiry-based curricula, they need to experience what they are asked to teach. The experiential nature of science must be emphasized. This is done best through doing. By promoting the natural inquiry of educators and young children, science can become relevant and meaningful in and outside of the classroom. The thirst for knowledge is further quenched by exploring our Eastern Caribbean environments — what the children see and touch on a day-to-day basis. Science can become a life-long pursuit, by creating a positive learning environment where inquiry is supported and encouraged.

 

 

PROGRAMME: Associate Degree in Early Childhood Education

COURSE CODE: JBTE/ECCA 101

COURSE TITLE: Creative Arts for the Young Child

YEAR:  II

SEMESTER:  I

CREDITS:   3

DURATION:  45 hours

PRE-REQUISITE: NONE

 

INTRODUCTION:

The purpose of this course is to familiarize student teachers with approaches to the creative arts as they may be applied in early childhood settings. Student teachers will learn about visual arts, drama, music, and movement activities for young children. Additionally they will learn how the creative arts foster total development. The teacher’s role in planning developmentally appropriate creative arts curriculum is emphasized throughout the course. Student teachers will have opportunities to design, implement, and participate in various creative arts projects. While the primary focus of the course is learning to foster creativity in young children, the secondary focus is demonstrating of the integration of the arts with all of the content specific areas.

 

RATIONALE:

Artistic expression in early childhood is important for a number of reasons. Developmentally, artistic expression is the precursor for many skills; from drawing emerges writing, and from “reading” pictures, comes reading words. Drama teaches children how to solve problems and work together, while music has a direct correlation to math concepts. Dance and movement allow children to discover spatial relationships. Most importantly, art is a way for young children to express thoughts, feelings, and ideas they may not be able to express in any other way. Art also offers young children ways to represent their learning.

 

 

ECCL 101  Reformatted August 2014

PROGRAMME: Associate Degree in Early Childhood Education

COURSE CODE:  JBTE/ECCL 101

COURSE TITLE:  Children’s Literature in the Early Childhood Classroom

YEAR: II

SEMESTER: I

CREDITS: 3

DURATION: 45 hours

PRE-REQUISITE: NONE

INTRODUCTION:

The primary intent of this course is to explore international literature for young children. This is a survey course of children’s literature and the resource materials related to that literature. We will closely examine visual images, as they convey meaning to young children. We will read and respond in various ways to many children’s books, with a primary focus on picture books. We will engage in dialogue and hands on activities in small groups as we think about reading. There will be many opportunities for informal interactions including sharing literature through small group and whole class experiences.

Literature will be critiqued from multicultural and global perspectives in order to expand pre-service teachers’ understandings of the cultural pluralism in children’s lives and throughout the world. Pre-service teachers will practice using children’s books to teach reading and writing as well as critical thinking skills to young children.

 

RATIONALE:

The purpose of this course is to give participants an opportunity to explore:

  • the many excellent books available throughout the world for young children
  • the authors, illustrators, and poets who write for young children and
  • the resources available on children’s literature.

These experiences will provide a foundation for using children’s literature in early childhood settings as a way to teach early reading and writing, integrate other content areas, and as a vehicle for teaching young children about the larger world.

 

 

ECSN 101  Reformatted August 2014

PROGRAMME: Associate Degree in Early Childhood Education

COURSE CODE: JBTE/ECSN 101

COURSE TITLE: Inclusion of children with special needs in the early childhood classroom

YEAR:   II

SEMESTER:  I

CREDITS:  3

DURATION:  45 hours

PRE-REQUISITE: NONE

 

INTRODUCTION:

The purpose of this course is to provide early childhood educators with a foundation of best educational practices for including children with diverse abilities in the early childhood classroom. Student teachers taking this course will gain an understanding of the characteristics of children with diverse learning needs, including children who are developing typically and those with varying developmental, sensory, physical, and/or behavioral challenges. This course presents specific information, techniques, and methods for developing age-appropriate and meaningful programming within typical early childhood settings for students who have varying exceptionalities such as autism, multiple disabilities, cognitive disabilities, and emotional and behavioral disorders.

The focus of the course includes understanding and utilizing collaborative service delivery as a means for addressing children’s varying exceptionalities. Functional assessment strategies will be taught and paired with practical assignments such as task analysis and ecological inventories. Student teachers will apply strategies for on-site practical experiences.

 

RATIONALE:

 

Children with developmental delays, sensory, physical, and/or behavioral challenges may need specific interventions to enhance their cognitive development. In a child’s youngest years, it is critically important for teachers and caregivers to know how to meet the needs of diverse learners and to recognize when a child may require an evaluation by experts to determine a child’s specific needs. The earlier an intervention is applied, the more likely the child’s academic success.

 

 

ECSS 101  Reformatted August 2014

PROGRAMME: Associate Degree in Early Childhood Education

COURSE CODE:  JBTE/SSEC

COURSE TITLE:  Social Studies Methods in the Early Childhood Classroom

YEAR: II

SEMESTER: I

CREDITS: 3

DURATION: 45 hours

PRE-REQUISITE: NONE

INTRODUCTION:

 

This course will provide pre-service teachers with the developmentally appropriate strategies, content knowledge, and skills for basic social studies concepts required to teach children from birth through 8-years-old. Student teachers will learn how to plan and integrate social studies concepts throughout the early childhood curriculum using inquiry-based, hands-on activities.

 

RATIONALE:

The purpose of this course is to provide student teachers s with the knowledge and skills to plan and implement culturally and developmentally appropriate social studies curriculum to young children.

General Requirements

Applicants applying to the Division of Teacher Education must submit the following documents below.

1. 500 words essay entitled, “Why I would like to become a train teacher” concluding with a teacher education philosophy.
2. Certified copies of certificates and awards obtained in the informal sector (eg. on the job training/ courses).
3. Two letters of recommendation, one of which must be from professional educators or supervisors if you are a current teacher.
4. Police Record.

Entry Requirements

The following represents the minimum entry requirements for admission to the Associate Degree in Teacher Education  Programme.

ENTRY REQUIREMENT FOR TEACHERS PURSUING THE  EARLY CHILDHOOD & PRIMARY PROGRAMME:

Entry requirements for the Associate Degree in Early Childhood Education

A minimum of five (5) CSEC subjects at General Proficiency Grades I, II or III; or five (5) GCE
Ordinary level passes. These subjects should include:
(i) English A
(ii) Mathematics
(iii) Social Studies or History or Geography
(iv) Science – Integrated Science or Human & Social Biology or Agricultural Science or Pure Science
(v) One (1) additional subject.

General Education 6

  • English for Communication I  3
  •  English for Communication II  3

Education Foundations (9 CREDITS) 54

  • Child development   3
  • Philosophical foundations   3
  • Introduction to Social & Cultural
  • Foundations of Education   3

Curriculum & Instruction (45 CREDITS)

  • Area of Focus (ECE) (8 courses)  24
  •  Instruction & Assessment (2 courses) 6
  • Inclusion in ECE classrooms  3
  • Classroom Investigation   3
  • Teaching Practicum   9

Electives 6

Two (2) electives

 Selected from, for example:

  • Physical Education   3
  • Health and Family Life Education  3
  • Facilitating Democracy in the Classrooms 3
  •  Drama and Theatre Education  3
  • Guidance and Counselling   3
  • Matriculation French   3
  • Matriculation Spanish   3

TOTAL NUMBER OF CREDITS 66

Division of Teacher Education Fees

Year One Semester One
Registration Fee $430 EC
UWI Exam Fees $300.00 EC

Year One  Semester Two
Registration Fee $395 EC
UWI Exam Fees $300.00 EC

Year One Summer Semester
Registration Fee $395 EC
TED Summer Class $163 EC

Year Two  Semester One 
Registration Fee $395EC
UWI Exam Fees $300.00 EC

Year Two Semester Two
Registration Fee $395 EC
UWI Exam Fees $300.00 EC

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by CFBCWebadminMay 31, 2017 Associate Degrees, Division of Teacher Education0 comments

Associate Degree in Teacher Education ( Secondary)

 

The secondary programme (Regular) include the following areas of specialization:

  • Business Studies
  • English Language
  • Social Studies
  • Foreign Languages
  • Science
  • Geography
  • History
  • Mathematics 

The General courses are:

  • English for Communications 1 &2
  • Psychology ( 2 courses)
  • Principles of assessment for secondary teachers
  • Reading and writing across the curriculum
  • Techniques in classroom investigation

General Requirements

Applicants applying to the Division of Teacher Education must submit the following documents below.

1. 500 words essay entitled, “Why I would like to become a train teacher” concluding with a teacher education philosophy.
2. Certified copies of certificates and awards obtained in the informal sector (eg. on the job training/ courses).
3. Two letters of recommendation, one of which must be from professional educators or supervisors if you are a current teacher.
4. Police Record.

Entry requirements for the Associate Degree in Secondary Education

The minimum entry qualifications are five (5) CSEC subjects at General Proficiency Grades I, II, or III, or the equivalent GCE Ordinary level passes, including English A.

In addition, specific entry requirements for specialization in the various subject areas will be:
– GCE Advanced level passes, or CAPE – 2 Units or an Associate Degree in the specialist subject (Major)
– GCE Advanced level, or CAPE – 2 Units or an Associate Degree in the specialist subject (Minor)

Social Studies is not done at GCE Advanced level and as such the following passes will be accepted as its requirement: GCE Advanced level Geography or History, OR CAPE – 2 units in either Geography or History or Sociology.

In instances where the applicant has no qualifications at CAPE or GCE Advanced Level, but has some other qualification, an assessment should be made to determine eligibility for entry to the programme.

Division of Teacher Education Fees

Year One Semester One
Registration Fee $430 EC
UWI Exam Fees $300.00 EC

Year One  Semester Two
Registration Fee $395 EC
UWI Exam Fees $300.00 EC

Year One Summer Semester
Registration Fee $395 EC
TED Summer Class $163 EC

Year Two  Semester One 
Registration Fee $395EC
UWI Exam Fees $300.00 EC

Year Two Semester Two
Registration Fee $395 EC

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by CFBCWebadminMay 31, 2017 Teacher Education, Teacher Education Associate Degrees0 comments

Associates Degree in Primary Education

PROGRAMME OVERVIEW

In the modern education climate, more and more of the responsibility for planning instructional programmes is being placed on the schools and the teachers.  This is because emphasis is focused on the individual learners and their specific needs.

COURSE OBJECTIVES

This course is designed to:

  1. raise awareness of curriculum issues related to language and literacy in the Caribbean
  2. explore considerations for developing curricula / programmes in language and literacy in the Caribbean
  1. provide practical guidelines for planning for instruction in language and literacy in the Caribbean

General Requirements

Applicants applying to the Division of Teacher Education must submit the following documents below.

1. 500 words essay entitled, “Why I would like to become a train teacher” concluding with a teacher education philosophy.
2. Certified copies of certificates and awards obtained in the informal sector (eg. on the job training/ courses).
3. Two letters of recommendation, one of which must be from professional educators or supervisors if you are a current teacher.
4. Police Record.

Entry Requirements

The following represents the minimum entry requirements for admission to the Associate Degree in Teacher Education  Programme.

Entry requirements for the Associate Degree in Primary Education

A minimum of five (5) CSEC subjects at General Proficiency Grades I, II or III; or five (5) GCE
Ordinary level passes. These subjects should include:
(i) English A
(ii) Mathematics
(iii) Social Studies or History or Geography
(iv) Science – Integrated Science or Human & Social Biology or Agricultural Science or Pure Science
(v) One (1) additional subject.

Division of Teacher Education Fees

Year One Semester One
Registration Fee $430 EC
UWI Exam Fees $300.00 EC

Year One  Semester Two
Registration Fee $395 EC
UWI Exam Fees $300.00 EC

Year One Summer Semester
Registration Fee $395 EC
TED Summer Class $163 EC

Year Two  Semester One 
Registration Fee $395EC
UWI Exam Fees $300.00 EC

Year Two Semester Two
Registration Fee $395 EC

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by CFBCWebadminMay 31, 2017 Teacher Education, Teacher Education Post Graduate Diploma in Education0 comments

THE POST GRADUATE DIPLOMA IN EDUCATION

 PROGRAMME DESCRIPTION

The Post Graduate Diploma  in Education (Secondary) is  an In – Service programme for  secondary teachers who possess a first degree but have not been exposed to any  professional training in teaching.  The major emphasis in the programme is to  help teachers, through exposure to a range  of  relevant experiences and processes, to function with a high degree of effectiveness in the classroom  in the context of rapidly changing global, regional and school environments.  At the same time, equal emphasis will be placed on helping the teacher develop as a high quality, discerning professional who recognises the importance of lifelong learning, self-assessment and continuous professional development. Integration of Theory and Practice will be emphasized in this programme.

 

PROGRAMME OBJECTIVES

This programme is designed to help  teachers

  1. develop and demonstrate in the classroom and in the school, an understanding of critical philosophical, sociological and psychological   factors which affect the learning and development of children and adolescents;
  2. examine the ways in which the educative environment contributes to growth and development of children;
  3. analyse the values and implications  associated with current educational practices  and, on the basis of this analysis, develop  a philosophical  platform for action in the classroom, school and educational system;
  4. improve their understanding of Caribbean educational systems and their organisation, as well as their implications for teacher functioning at the secondary level;
  5. develop the basic skills necessary for reading and interpreting research data and for conducting action research;
  6. appropriately diagnose the instructional needs of  individuals    within a class setting and design instructional programmes relevant  to these needs;
  7. use a variety of learner-centred  instructional approaches which  promote conceptual understanding, as well as critical thinking  and social skills on the part of students, in an holistic manner;
  8. explore, in collaborative contexts, a range of approaches which can be used in order to integrate new technologies across the curriculum at the secondary level;
  9. develop the basic skills necessary for conducting formative and summative assessments in classroom  settings and employ appropriate feedback strategies to assist learners in  addressing challenges encountered;
  10. improve their understanding of self and others and  develop   high quality communication and interpersonal skills;
  11. develop a critical and inquiring attitude to teaching and to their own learning, as evidenced by a predisposition to constructive self analysis and  openness to feedback  from peers and supervisors.

 

ADMISSION REQUIREMENTS

Applicants must have a university degree or its equivalent in the specialisation which they teach with a G.P.A of at least 2.0.  This specialisation must be clearly identifiable (based on  official transcript details) and would be evidenced by proof of successful completion of at least eight courses, (equivalent of 24 credits)  in the specialisation.  The candidate must teach in the specialisation for the full duration of the programme.

Applicants for admission who are not graduates of the University of the West Indies must, at the time of their application, arrange for the submission of official transcripts of their university record to the Campus Registrar.

Programme Objectives

This programme is designed to help  teachers

  1. develop and demonstrate in the classroom and in the school, an understanding of critical philosophical, sociological and psychological   factors which affect the learning and development of children and adolescents;
  2. examine the ways in which the educative environment contributes to growth and development of children;
  3. analyse the values and implications  associated with current educational practices  and, on the basis of this analysis, develop  a philosophical  platform for action in the classroom, school and educational system;
  4. improve their understanding of Caribbean educational systems and their organisation, as well as their implications for teacher functioning at the secondary level;
  5. develop the basic skills necessary for reading and interpreting research data and for conducting action research;
  6. appropriately diagnose the instructional needs of  individuals    within a class setting and design instructional programmes relevant  to these needs;
  7. use a variety of learner-centred  instructional approaches which  promote conceptual understanding, as well as critical thinking  and social skills on the part of students, in an holistic manner;
  8. explore, in collaborative contexts, a range of approaches which can be used in order to integrate new technologies across the curriculum at the secondary level;
  9. develop the basic skills necessary for conducting formative and summative assessments in classroom  settings and employ appropriate feedback strategies to assist learners in  addressing challenges encountered;
  10. improve their understanding of self and others and  develop   high quality communication and interpersonal skills;
  11. develop a critical and inquiring attitude to teaching and to their own learning, as evidenced by a predisposition to constructive self analysis and  openness to feedback  from peers and supervisors.

Admission Requirements

Applicants must have a university degree or its equivalent in the specialisation which they teach with a G.P.A of at least 2.0.  This specialisation must be clearly identifiable (based on  official transcript details) and would be evidenced by proof of successful completion of at least eight courses, (equivalent of 24 credits)  in the specialisation.  The candidate must teach in the specialisation for the full duration of the programme.

Applicants for admission who are not graduates of the University of the West Indies must, at the time of their application, arrange for the submission of official transcripts of their university record to the Campus Registrar.

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by CFBCWebadminMay 29, 2017 ACE Associate Degrees0 comments

ACE Associate Degrees

CAPE Associate Degree

To qualify for the CAPE Associate Degree, at least eight units must be successfully completed (with passes at grades I to V), including both General Education (Compulsory) courses—Integrated Mathematics, Communication Studies and Caribbean Studies.  Units for the Associate Degree are typically acquired over a three year period but may be acquired over a maximum period of five years.

 

CXC EXAMINATIONS

Registration and fee payment for CXC examinations (both CSEC and CAPE) is scheduled in November.

 

CXC – CAPE ASSOCIATE DEGREES

Duration: 3 to 5 academic years

 

Associate of Arts in Business - ACCOUNTS

  GENERAL EDUCATION COURSES

(COMPULSORY)

 CORE COURSES

(BASED ON SPECIALIZATION)

 ELECTIVE
Communication Studies Management of Business I One unit chosen from any other CAPE offerings
Caribbean Studies Management of Business II
Integrated Maths Accounting I
Accounting II
CREDITS 27 36 9

 

Associate of Arts in Business - ENTREPRENURSHIP

 

  GENERAL EDUCATION COURSES

(COMPULSORY)

 CORE COURSES

(BASED ON SPECIALIZATION)

 ELECTIVE
Communication Studies Management of Business I One unit chosen from any other CAPE offerings
Caribbean Studies Management of Business II
Integrated Maths Entrepreneurship I
Entrepreneurship II
CREDITS 27 36 9

Associate of Arts in Humanities – SOCIOLOGY

  GENERAL EDUCATION COURSES

(COMPULSORY)

 CORE COURSES

(BASED ON SPECIALIZATION)

 ELECTIVE
Communication Studies Sociology I One unit chosen from any other CAPE offerings
Caribbean Studies Sociology II
Integrated Maths History I
History II
CREDITS 27 36 9

Associate of Arts in Humanities – TOURISM

Caribbean Studies Tourism II
Integrated Maths EITHER Entrepreneurship I & II
OR Management of Business I & II
CREDITS 27 36 9

 

Associate of Arts in Humanities – HISTORY

  GENERAL EDUCATION COURSES

(COMPULSORY)

 CORE COURSES

(BASED ON SPECIALIZATION)

 ELECTIVE
Communication Studies History I One unit chosen from any

other CAPE offerings
Caribbean Studies History II
Integrated Maths Law I
Law II
CREDITS 27 36 9

Associate of Arts in Humanities – LAW

  GENERAL EDUCATION COURSES

(COMPULSORY)

 CORE COURSES

(BASED ON SPECIALIZATION)

 ELECTIVE
Communication Studies Law I One unit chosen from any other CAPE offerings
Caribbean Studies Law II
Integrated Maths Literatures in English I
Literatures in English II
CREDITS 27 36 9

 Students may take as many courses as the schedule permits.  Courses are scheduled for periods ranging from 1 to 12 weeks.  Course offerings are usually advertised at the start of each semester, and are subject to change.

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by CFBCWebadminMay 29, 2017 Courses, Division of ACE0 comments

ACE Short Courses

 OVERVIEW

The Division of Adult and Continuing Education (ACE) provides learning opportunities for adult learners, including those who do not meet the minimum qualification for entry into CFBC.  It offers a range of programmes designed to meet the needs of individuals who wish to improve their qualifications, update their skills, improve themselves, or retrain for a new line of work.  With regard to older students/retirees, the Division offers programmes that cross traditional academic boundaries to include recreational activities.

 

ENTRY REQUIREMENTS

There are no entry requirements for ACE.  However, CAPE applicants are advised to sit the CSEC Principles of Accounts and Mathematics examinations before taking the related CAPE courses.

 

GRADUATION REQUIREMENTS

ACE students who complete the CAPE programme qualify for graduation.  Students are required to pass all internal coursework as well as the CAPE examinations in order to qualify for graduation.

 

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by CFBCWebadminMay 29, 2017 Teacher Education, Teacher Education General Courses0 comments

English and Communications I

COURSE TITLE: JBTE/COM100: English and Communications I
CREDITS: 3
DURATION: 45 Hours
PREREQUISITES: CXC English A, General Proficiency, Grades I, II or III
COURSE DESCRIPTION
This course aims to enhance students’ information gathering and processing skills. It focuses on both the reading and listening skills required for basic research, effective comprehension and
assimilation and summary of information. The course is designed to alert students to the processes involved in reading and listening and the strategies that could aid those processes. Students are expected to utilize the available technology as well as all library resources.

RATIONALE
The post-CXC student is expected to interact with more sophisticated levels of language in the pursuit of academic knowledge at a tertiary institution. The student must meet the challenge of
converting information in the form of lectures and reading materials, into clear and accurate notes and points. Preparation for the roles and responsibilities of a citizen also requires the
student to employ sound reasoning and judgemental skills in weighing oral or written rhetoric.  Consequently, he/she must draw increasingly on higher-level comprehension skills that will
facilitate effective critical interaction with oral and written language. In order to use language proficiently, students must first be cognizant of the nature of language itself and recognize its
various functions. Analytical awareness of language eventually translates (through the type of practice provided in Communications II), into proficient language production.

OBJECTIVES
This course is designed to enable students to:
 demonstrate an understanding of the nature and function of language.
 recognise and appreciate the variety of ways in which writers and speakers use language.
 utilise basic study and research skills and strategies.
 respond critically and creatively to samples of spoken and written material.
 select, retrieve, evaluate and combine information from a variety of textual and oral
sources.

Unit 1

The Communication Process
1 Elements of the Process (Sender Message Receiver)
2 Describing the Process
i. Conceptualisation, Encoding, Selecting Channels, Decoding,
Interpretation, Feedback.
3 Achieving effective Communication
(i) Audience, Purpose, Context
(ii) Barriers to Effective Communication
4 Forms of Communication
i Verbal
ii Non-verbal

Unit 2

Understanding Language
A The nature and purposen and development of language
(i) Systematic, Symbolic, Dynamic Nature of Language
(ii) Social, Political, Ethical and Psychological Roles of Language
(iii) The standardisation of language
B Language varieties:
(i) Standard versus non-standard
(ii) Caribbean standard versus other standards
(iii) Creoles: definition
(iv) Caribbean Creole(s) – specific history, variety; characteristics.
(v ) Social varieties – dialects, slang, jargon, dialects
C Language Use
(i) Factors influencing choice of variety
(ii) Written versus spoken language
(iii) Register (Frozen to intimate)
Unit 3: Comprehension Skills
1 Skimming and Scanning
2 Identifying Main Idea
3 Identifying Supporting Details
4 Understanding Idea Linkages
5 Determining Author/speaker Intent
6 Outlining, Note-taking, Condensing, Semantic Mapping
3
7 Language Usage
(a) Figurative Language
(b) Rhetorical Devices
(c ) Tone and Allusion
(d) Idioms and Clichés
8 Diction (word choice)
(a) Denotation and Connotation
Unit 4: Study Skills
1 Summary Writing
i. Outlining
ii. Note-taking from Spoken and Written Sources
2 Basic Research Skills
i. Locating Information
ii. Citing Sources
iii. Documentation Styles

Assesment

COURSE WORK 60%
i Listening and writing exercise e.g. the critique of a film/drama 20%
– recognition of:
subject, theme, thesis, literary & rhetorical devices,
comment on audience, purpose, context, suitability, effectiveness
ii Mid-term Comprehension exercise 20%
Outlining
Summary
Recognition and selection of details
iii. Portfolio e.g. assignments related to specific content topics. 20%
EXAMINATION 40%
i. Reading comprehension with summary
4
READING LIST
Required Texts
Rehner, Jan. (1994). Practical strategies for critical thinking. Houghton Mifflin.
Simmons-MacDonald, H., Fields, L. & Roberts, P. (1997). Writing in English: A coursebook for
Caribbean students. Ian Randle.
Wyrick, Jean. Steps to Writing Well: With Additional Readings. Seventh Edition.
Boston:Thomson Wadsworth, 2008.
Recommended
Wingersky, joy, Jan Boermer, and Diana Holguin-Balogh. Writing Paragraphs and Essays:
Integrating Reading, Writing and Grammar Skills. Fifth Edition. Thomson/Wadsworth
Kennedy, X..J., Dorothy M. Kennedy, Sylvia A. Holladay. The Bedford Guide for College
Writers (with Reader and Research Manual). Sixth Edition. Boston: Bedford/St.
Maritn’s, 2002
Supplementary Reading Materials/Resources
Atkinson, R. H. & Longman, D.G. (1992). Reading enhancement & development. West
Publishing Company.
Jacobus, L.A. (1995). Developing college reading. Harcourt College Publishers.
Johnson, B.E. (1998). Stirring up thinking. Houghton Mifflin.

Delivery Strategies

Lecture; discussion; audio and videotape evaluation; field trips (library, House of Parliament,
law courts etc.); student presentations; use of ALL language genres as stimulus material.

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Introduction to the Social and Cultural Foundations of Education

PROGRAMME
COURSE CODE: JBTE/EDSF 101/201
COURSE TITLE: Introduction to the Social and Cultural Foundations of Education
YEAR: 1
SEMESTER: 1
CREDITS: 3
DURATION: 45 hours
PRE-REQUISITES: Programme Matriculation

COURSE DESCRIPTION
This introductory course examines philosophical, historical, social and cultural perspectives that impact educational policies and practices. The course aims at providing teachers with the knowledge, skills and techniques necessary for them to reflect on issues that have practical import in the classroom and school system. It therefore seeks to provide students with a critical understanding of:
1. the nature and philosophical underpinnings of education
2. the development of Caribbean education systems
3. the impact of contemporary issues in society on education
4. major determinants of academic achievement

 

OBJECTIVES
The course will:
1. Critically examine major theoretical assumptions about the role of education in society.
2. Assist students in creating a plan of instruction to demonstrate the utilization of knowledge of the social and cultural context of education in the Caribbean.
3. Assist students in creating an awareness of how to demonstrate and display appropriate pedagogical methods to actively engage their students in addressing issues affecting Caribbean society and education systems.
4. Assist students in demonstrating appreciation for the social and cultural foundations of Caribbean education by evaluating how these factors affect teachers’ classroom practices.
5. Enhance students’ learning of ways of effectively engaging all stakeholders in the education process.

Programme Outline

1. The Purpose of Education
a. Schooling versus education
b. Freedom and access, personal development, civic responsibility, economic engagement
c. Overview of traditional vs. contemporary perspectives on education
d. Formal, informal and non-formal education
e. Structure of education in the Caribbean
f. Universal access to education
2. The Development of Caribbean Education Systems
a. History of education in the Caribbean
b. Education policy and development
i. Education Act of each country
ii. Foundation for the future
iii. Education papers relevant to each country
c. Teaching as a profession
3. Contemporary Issues in Education
a. Violence among the youth
b. Youth subculture
c. HIV/AIDS and sexuality
d. Mass media
e. Substance abuse
4. Determinants of Academic Achievement
a. Gender
i. Achievement differences between males and females
ii. Feminization of the teaching profession
iii. Issues of socialization
iv. Pedagogical methods used in classrooms
v. Single sex vs. coed schooling and/or classrooms
b. Inequality in society and schools
i. Socio-economic differences
ii. Teacher expectations
iii. Religious and cultural diversity
iv. Streaming
v. Elitism in education
vi. Language and social class
c. Exceptional learners
i. Children with special needs
ii. Gifted students
iii. Physically challenged learners
3
d. Parental involvement
i. Relationships between teachers and parents
ii. Involving parents beyond the PTA
iii. Rights and responsibilities of parents in their children’s education

Assesment

This course will be assessed through Course Work (100% of course grade)
Two assignments are required which may include:
 Group Presentation, and/or
 Essay – on an issue, and/or
 Research/Lit Review
Below are examples of assignments:
a. Group presentation on an issue in Caribbean education, including measures the teacher could use to address the issue at the classroom level. (30%)
b. Essay on the development of education in the Caribbean, including discussion on how teachers’ knowledge of this development could inform methodologies intended to help students gain maximum benefits from their school experiences. (30%)
c. Activity addressing “Inequality in Education”. Students have to interview an elderly person in their family or community and prepare a report based the answers to the following questions. (30%)
Criteria: person should be 70 years of older, can be from any walk of life.
Some questions include:
 Name
 Age
 Family relationship (if any)
 Which country are you from?
 Did your parents attend school? If not, why not?
o If yes, how far did they go in their education – primary, secondary, tertiary?
 Did your grandparents attend School? If not, why not?
o If yes, how far did they go in their education – primary, secondary, tertiary?
4
 Did you attend school? If not, why not?
o If yes, how old were you when you attended school?
 How far was your home from your school?
 Did you walk to school or were you driven to school?
 How far did you go in your education?
 Who was your best teacher and why?
 Who was your worst teacher and why?
 What was your favourite subject?
 Tell me something you still remember about going to school?
 Tell me about your job history. What were some of the jobs you held?
 What was the job you held the longest?
 How soon after finishing school were you able to get a job?
 Did you have to stop going to school in order to go to work?
d. Activity Addressing “Parental Involvement”. As a teacher, you have discovered that parental support is lacking among the students. Discuss two projects in which you would engage your students that would encourage parents to become involved. (30%)
e. Site visits, interviews, surveys, case studies, role play. (30%)
NB: The 60% weighting will be converted to 100% at the end of the course.

COURSE READINGS

Required
1. Haralambos, M. & Holborn, M. (2008). Sociology: Themes & Perspectives. London: Collins Educational – Seventh Edition.
2. Fuller, B (1986). Raising School Quality in Developing Countries. What Investments Boost Lending? Washington: World Bank.
3. The Education Act of your country.
4. Barrow, C. (1998). Family in the Caribbean: Themes & Perspectives. Kingston, Jamaica: Ian Randle.
5. Darling-Hammond, L., French, J. and Garcia-Lopez, S. P., (Eds) (2002). Learning to Teach for Social Justice. NY: Teacher College Press.
Recommended
1. The Philosophy and Opinions of Marcus Garvey (1986). (Chapters 1 & 2) – compiled by Amy Jacques Garvey. Dover, Mass: The Majority Press.
2. Jules, D. Development of a CARICOM Strategic Plan for Primary and Secondary Education Services in the CARICOM Single Market and Economy (CSME), a Concept Paper. Sponsored by Arthur Lok Jack, Graduate School of Business, The University of the West Indies, St. Augustine Campus.

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Associate Degree in Early Childhood Education

COURSE CODE: JBTE/ECCD 101
COURSE TITLE: Child Development: Birth through Eight-Years-Old
YEAR: 1
SEMESTER: 1
CREDITS: 3
DURATION: 45 hours
PRE-REQUISITE: College Matriculation

INTRODUCTION
Developmentally appropriate practice in the socialization and education of young children derive from principles of child growth and development that are firmly grounded in theoretical concepts and empirical research. Such knowledge includes the nature of developmental and behavioral characteristics at different ages and stages of the growth and maturation process.
This course places emphasis on the inter-relatedness of developmental domains to enable student-teachers to see the child, including the child with special needs, as a “whole” person and to understand how holistic growth can be fostered in the early childhood classroom. Play is promoted as an inherently natural childhood activity that stimulates growing and learning. The course also introduces key research and emerging issues relevant to the Eastern Caribbean context, and encourages student-teachers to reflect on their own experiences of childhood, as well as to relate theoretical concepts to real-life situations.

RATIONALE
The appropriate training and education of early childhood teachers can make a significant contribution to children’s growth, development, and learning. If teachers are to be effective in their roles as facilitators of the total development and learning of young children, they must understand the normal milestones and processes of development and thus be able to detect and act on early signs of possible emerging developmental challenges in children.
Teachers must also understand the important features of the environmental contexts that surround the developing child, e.g., physical, sociocultural, economical, and moral, and how these contexts inter-act in shaping the emerging personality of the child. Teachers must be constantly award of how their own attitudes and behavior can impact the learning outcomes of each with whom they come in contact. Each teacher will be better able to relate and respond appropriately to the needs and sensitivities of each child by honing this knowledge and reflecting on personal experiences. This course provides the teacher with adequate knowledge, skills, and dispositions to demonstrate the necessary competencies for promoting and advancing young children’s holistic growth.

General Objectives

To enable student-teachers to:
1. Appreciate the value of studying children and acquire beginning skills in observation for the purpose of child study.
ECCD 101 Revised July 2013
2. Increase their knowledge and awareness of the rights of children as ratified by the Convention on the Rights of the Child (CRC) and how these rights are reflected in the context of Early Childhood Education.
3. Understand the nature and general patterns of child growth and the concept of holistic development.
4. Become knowledgeable of key theories of child development
5. Understand the different stages and developmental characteristics of the child from conception through age eight, in the context of theories of development.
6. Understand the central role of play in holistic development/learning.
7. Understand the teacher’s role in promoting good health practices of children.

COURSE MODULES/UNITS: (Detailed outlines attached)
Unit 1: Introduction to Child Study and Theories of Child Development (15 hours)
1. Why study child development?
2. Key terms in child development
3. Goals for children’s development (human rights for children)
4. Observing children’s development
5. Theories of child development
Unit 2: Stages and Theories of Child Development (15 hours)
1. Stages of development.
2. Psycho-motor domain – physical growth and motor coordination
3. Cognitive domain – intellectual development and language
4. The Affective domain – social, emotional, moral development.
5. Self-concept and self-esteem in child development.

Unit 3: The Role of Play in Development ( 15 hours)
1. What is play?
2. Stages of play
3. The value of play in promoting physical, social, emotional and intellectual development and well-being.
4. Gender issues in children’s play

Scheme of Assessment

Course Work: 50% of course grade (1 written paper + class activities /assignments)
Examination: 50% of course grade
ECCD 101 Revised July 2013
REQUIRED READINGS:
Essa, Eva (2011). Introduction to Early Childhood Education, Annotated Student’s Edition (6th Ed). Belmont, CA: Wadsworth.
NAEYC (2010) Standards for Initial & Advanced Early Childhood Professional Preparation Programs http://www.naeyc.org/ncate/files/ncate/file/faculty/Standards/NAEYC%20Initial%20and%20Advanced%20Standards%203_2012.pdf
ADDITIONAL READINGS:
Marion, M. C. (2010). Introduction to early childhood education: A developmental perspective. Pearson. (Can be accessed as an on-line text) Ozretich, R., Burt. L Doescher, S.M., and Foster, M. (2010). Case studies in early childhood education: Implementing developmentally appropriate practices Pearson (Can be accessed as an on-line text).
ECCD 101 Revised July 2013

Unit 1

Introduction to Child Study and Theories in Child Development
Time: 15 hours
Instructional Objectives:
At the end of the unit student-teachers should be able to:
1. Give valid reasons why teachers should develop a personal, comprehensive view of young children.
2. Define and explain key terms used in the study of child development
3. Explain the main principle of selected theorists
4. Show understanding of various learning theories and how they relate to young children
5. Compare and contrast behaviorist and constructivist theories of development and their implications for teaching and learning
6. Suggest experiences and teaching practices that support different theoretical principals in the learning environment
7. Demonstrate specialized knowledge base, care competencies and skill while conducting child study.
Content
I. Why study child development?
Suggested Activities:
 Brainstorm and share personal views regarding why studying child development is important
 Read and discuss in class articles available on this topic
 Find and present articles of personal interest relating to theories of development and childhood studies
II. Key Terms in Child Development
Suggested Activities:
 Research the definitions and descriptions of the various terms and discuss these in class, guided by the tutor/lecturer
 Share personal understandings of the meanings of the different terms. Discuss how these are different from the textbook.
III. Goals for Children’s Development (Human Rights for Children)
Suggested Activities:
 Research relevant texts and prepare a list of universal development goals for children
 Review child rights and universal goals
 Review relevant aspects of the CRC document and discuss in class: Should children have these rights?
 Share personal views on “child rights”
ECCD 101 Revised July 2013
5
I. Observing Children’s Development
Suggested Activities:
 Participate in tutor-led lecture discussion on the value of and basic skills and ethics of observing children
 Review different types of observation instruments
 Practice observing a child and using a developmental checklist appropriately
 Tutor led discussion on criteria for preparing child study
II. Theories of Child Development
a. Psycho-sexual and Psycho-social (Freud, Erickson)
b. Cognitive (Piaget, Vygotsky)
c. Social Learning (Bandura)
d. Ecological (Bronfenbrenner)
e. Childhood Studies (Cannella)
Suggested Activities:
 Research information on individual theorists and present in class
 Reflect on and compare the perspectives taken by the different theories
 Compare personal views with those of the theorists
 Write a critique of one theory
 Create own personal “eclectic” theory and share this with the class
 Debate the pros and cons of chosen theorist
ECCD 101 Revised July 2013

Unit 2

Stages and Theories of Child Development
Time: 15 hours
Instructional Objectives:
At the end of the unit student-teachers should be able to:
1. Give valid reasons why teachers should develop a personal, comprehensive view of young children.
2. Describe and sequence the general mile stones of child growth and development from conception through age eight (8), relative to the domains of development, viz. psychomotor, cognitive, and affective.
3. Identify and explain the effects social and cultural factors impact on children’s growth and development from conception onward.
4. Explain the concept of socialization and its influence on personality and the social development of children
5. Explain the meaning of the terms: self-concept and self-esteem and how children can be helped to develop these two attributes positively.
6. Reflect on own life’s journey and the influences that shaped your personal development.
Content:
I. Stages Of Development
a. Different stages and schooling levels traditionally observed in the Eastern Caribbean
i. 0-2+: Day care/Child Care
ii. 3-5 years : Preschool
iii. 5-8 years Lower Primary
Suggested Activities:
 Compare different ideas on developmental stages
II. Psycho-Motor Domain – Physical Growth and Motor Coordination
a. Motor development and abilities, gender differences
Suggested Activities:
 View appropriate films/audio visuals/transparencies
 Prepare assigned reading for discussion
 Observe similarly aged children of both genders and keep a log of differences noted on their physical development
 Note children’s skills and abilities in motor development
III. Cognitive Domain – Intellectual Development and Language
a. Research on brain development
b. Sensitive periods in development of the brain (see Hinde’s theory)
c. Development of cognition and perception (see Piaget’s theory and relevant stages)
d. Sensory-perceptual development (visual, auditory, olfactory, tactile, gustatory)
ECCD 101 Revised July 2013
7
e. Language development relevant stage characteristics and abilities
f. Vygotsky’s perspective on language development
g. Absence of male role models at home and school
Suggested Activities:
 Read assigned texts on cognitive development at this stage
 View and discuss visuals and articles on brain development
 Discuss the concept of “sensitive” periods in development
 Conduct some of Piaget’s cognitive experiments with one or more infants in the first two years of life. Compare your findings with Piaget’s and prepare a short written report
 Read relevant articles/chapters from texts/journals on Piaget’s theory and discuss and share opinions
 Participate in tutor-led discussion on Vygotsky’s theory and perspectives on language development
 Discuss language concerns of children (include discussions on developmental delays in language development, second language acquisition, and dialect differences)
 Brainstorm creative suggestions for promoting children’s language development e.g., create ‘on-the-spot’ rhymes, jingles, songs for children
IV. The Affective Domain – Social, Emotional, and Moral Development
a. Attachment in infancy (bonding)
b. Temperament (the easy child, the difficult child, the slow-to warm up child)
c. Effects of temperament on adult/child relationships (research)
d. Erikson’s stage theory emphasis on first four (4) stages
e. Piaget’s theory – stranger anxiety
Suggested Activities:
 Reflect on own experiences with infants and young children of different temperaments
 Discuss personal views on research findings about the effects of temperament on adult/child bonding and attachment
 Discuss factors that contribute to development of basic trust or mistrust according to Erikson
 Test Piaget’s stranger anxiety theory
 Construct matrix of skills/abilities of children in each developmental domain (0-8 years)
V. Self-Concept and Self-Esteem in Child Development
a. Meaning of self-concept
b. Meaning of self-esteem
c. Importance of self-concept and self-esteem in personality development
d. Factors that contribute to development of negative and positive self-concepts
e. Practical tips for building children’s positive self-concept and self-esteem
Suggested Activities:
 Discuss personal understandings of the terms self-concept and self-esteem
ECCD 101 Revised July 2013
8
 Reflect on your own personality traits. How would you rate your own self-concept and level of self-esteem? Share feelings with each other in dyads or triads. Discuss the importance of self-concept and self-esteem in personality development.
 Form two groups: Group A discusses and develops a list of behaviors that typify “negative self-concept and low self-esteem.” Group B discusses and develops a list of behaviors that typify “positive self-concept and high self-esteem.” Generate two posters (using the computer) and mount on classroom walls.
 Role-play and discuss types of teacher behaviors and attitudes that influence how children’s self-concepts and self-esteem may develop.
ECCD 101 Revised July 2013

Unit 3

The Role of Play in Development
Time: 15 hours
Instructional Objectives:
At the end of the unit student teachers should be able to:
1. Define play.
2. Identify and describe types and stages of play.
3. Discuss the importance of play in the holistic development of children.
4. Develop an effective play environment to accommodate individual differences among children.
5. Incorporate play into learning goals and teaching plans
6. Demonstrate an ability to facilitate and support children’s play in an environment that is free from stereotyping (e.g. class, gender, ability, etc.)
Content:
I. What is play?
Suggested Activities:
 Participate in tutor-led lecture discussion on play
II. Stages Of Play
a. Solitary
b. Onlooker
c. Parallel
d. Associative
e. Co-operative
Suggested Activities:
 Research, read and report on articles, text passages on play
 Engage in structured observations of children of different ages at play; relate observations to Parten’s stages of play. To what extent are the principles of her theory evident in play activities observed?
III. The Value of Play in Promoting Physical, Social, Emotional and Intellectual Development and Well-Being.
Suggested Activities:
 Identify and discuss various ways that play strengthens children’s coping abilities
 Research and read articles on play promotion and enhancement and try out strategies with children
IV. Gender Issues in Children’s Play
a. Attitudes to girls’ and boys’ in play activities
b. Gender stereotyping in play.
c. What can teachers do to promote gender-balanced approaches to play?
ECCD 101 Revised July 2013
10
Suggested Activities:
 Review and reflect on one journal article on a particular gender issue e.g. stereotyping in toy selection
 Discuss how to create play spaces that are gender neutral
ECCD 101 Revised July 2013
11

SCHEME OF ASSESSMENT AND COURSE ASSIGNMENT
Course work (50% of the grade)
30% for written assignment
20% for classroom exercises/activities, etc.
Course Assignment
Child Study
At the site where you will conduct field observations during Year I Semester I, you will choose one child to observe. This is your opportunity to actually see child development in action. You should plan to observe the selected child on at least THREE (3) different occasions.
Observed the child selected for a minimum of THREE (3) hours, using an approved observational instrument. During the observation, you should:
 Collect evidence on the ways in which the child displays the different developmental stages (cognitive, affective, psychomotor) discussed in class;
 paying careful and close attention to the kinds of play in which the child engages.
In the final paper, you will be required to write:
(1) A description of the child studied (demographics)
(2) A discussion of the child’s:
a. development characteristics in relation to the stages of development studied (e.g. physical, social);
b. behaviour in relation to the three domains (cognitive, affective, psychomotor);
c. play activities that shed light on his or her dominant stage of play based on Parten’s stages
(3) Identify from the above an area in which the observed child can be assisted to improve. Describe TWO (2) activities/strategies that can be used to help the child in this area

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by CFBCWebadminMay 24, 2017 ASGS Division Associate Degrees0 comments

Associate of Science – Environmental Studies

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Environmental Studies (A.S)

Environmental Science is an interdisciplinary branch of science that deals with the interactions among physical, chemical, and biological components of the environment. The subject employs qualitative and quantitative approaches to the study of environmental systems.

The CAPE Environmental Science Syllabus provides opportunities for students to acquire knowledge and skills to identify, prevent and solve problems and prepares them for careers in diverse fields related to environmental management and to sustainable development of the Caribbean Region. The aims of the syllabus include development of an understanding of the interdisciplinary and holistic nature of the environment and the interactions between people and the environment.

 

Communication Studies

COMM1001 Module 1 – Gathering and Processing Information
COMM1002 Module 2 – Language and Community
COMM1003 Module 3 – Speaking and Writing

Caribbean Studies

CCST1181 Module 1 – Caribbean Society and Culture
CCST1182 Module 2 – Issues in Caribbean Development
CCST1183 Module 3 – Investigating Issues in the Caribbean

Integrated Maths

CMTH1331 Module 1 – Foundations of Mathematics
CMTH1332 Module 2 – Statistics
CMTH1333 Module 3 – Calculus

Core Courses

Environmental Science UNIT 1: Ecology, Human Population and Natural Resources

EVSC1191 Module 1 Fundamental Ecological Principles
EVSC1192 Module 2 Human Population and the Environment
EVSC1193 Module 3 Sustainable Use of Natural Resources

Environmental Science UNIT 2: Agriculture, Energy and Environmental Pollution

EVSC2191 Module 1 Agriculture and the Environment
EVSC2192 Module 2 Energy and the Environment
EVSC2193 Module 3 Environmental Pollution

Geography Unit 1: Population Geography, Geomorphic Processes and Hazards

CGEO1081 Module 1 Population and Settlement
CGEO1082 Module 2 Hydrological, Fluvial, Coastal and Limestone Environments
CGEO1083 Module 3 Natural Events and Hazards

Geography Unit 2: Climate, Economic Activity and Development

CGEO2081 Module 1 Climate, Vegetation and Soils
CGEO2082 Module 2 Economic Activity
CGEO2083 Module 3 Development and Disparities in Development

Electives
Choose one Unit from any other CAPE® syllabus

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