Overview Module Three

“Educators collaborate with children and their families as partners in research. This means educators are continually observing, listening, and experimenting with an openness to the unexpected. The role of the educator has shifted away from being a transmitter of knowledge toward being a collaborator who creates conditions so that children can invent, investigate, build theories, and learn. Educators work in relationship with children, and strive to ensure children feel safe, confident, motivated, and listened to" 

(Early Learning Framework, 2019, p.18).

In this course's final module, you will consider how to foster pedagogically responsive and intentional environments. You will explore ways to make a curriculum alongside children that allows children to feel seen, valued, and inspired to express themselves fully. 

You will explore co-Inquiry, co-Learning, co-Researching, and co-Imagining pedagogical approaches. Using the B.C. In the Early Learning Framework, you will consider how you can use critical reflection to support Philosophical and Pedagogical Change within the ECE context. 

Learning outcomes serve as a valuable resource to guide your learning journey and ensure you can maximize your learning experience. The primary purpose of this section is to clearly communicate the intended learning outcomes of Module Three: Fostering Pedagogically Responsive Curriculum. 

The learning outcomes for Module Three align with the content, activities, and assessments you will encounter throughout Module Three, enabling you to track your growth and identify improvement opportunities. 

After completing all activities and the reflective assessment within Module Three, participants will: 

• Drawing on previous modules, participants will consider what conditions are needed to support transformative pedagogical change in ECE settings.

Module Three Activities and Assessments

The activities within Module Three include:

• ACTIVITY 3.1 | Curriculum: Engaging in Curriculum MakingReflect on how curriculum is co-created in your context, considering opportunities for collaborative dialogue, co-learning, and co-imagining with colleagues and children.
• ACTIVITY 3.2 | Early Learning FrameworkConsider how to foster collaborative dialogue, support co-constructed learning, and make practice more visible within your early learning context. 
• ACTIVITY 3.3 | Common Worlding Explore Common Worlding research to reflect on how more-than-human perspectives can be woven into early learning environments, and consider ways to support educators in fostering practices of commoning through your programming..
• ACTIVITY 3.4 | Curriculum Making with Materials Critically examine pedagogical thought, the conditions needed to support children and educators in co-creating curriculum, and responsive pedagogical practices in context. 
• ACTIVITY 3.5 | Curriculum Making with Place Consider how place can connect children to nature and how centres can nurture their capacity to learn from the land where they play and grow.