CBBC 專屬優惠👆
學校官網：https://www.cbbccareercollege.ca/
校區：哈利法克斯、達特茅斯、雪梨
Unit 100, 45 Alderney Dr, Dartmouth, NS B2Y 2N6, Canada
以下課程開課地點僅限CBBC Career College 校區
課程簡介
◆個人看護文憑 Continuing Care Assistant Diploma (CCA).
*本課程可拿到工作錄取(Job Offer)
- 25週研習課程 = 18週理論課程+6週無薪實習
提升學術與職場競爭力策略
Strategies for Academic and Professional Success
本課程專為成年學習者設計，旨在提升其學術技能與職場準備度。課程提供關鍵策略，幫助學習者在多元學習環境中取得成功，並培養專業職場應變能力。透過互動式討論、實務練習和自我反思，學員將建立信心與必要技能，無論在學業或職涯上都能蓬勃發展。修畢本課程後，學生將對自己的學習旅程更有掌控感，並為應對學術與專業領域的挑戰做好準備。
This course is designed for adult learners to enhance their academic skills and professional readiness. It prepares learners with essential strategies to succeed in a multifaceted learning environment and develop professional workplace readiness skills. Through interactive discussions, practical exercises, and self-reflection, participants will develop the confidence and skills necessary to thrive in both their studies and careers. By the end of this course, students will feel empowered in their learning journey and prepared to navigate both academic and professional landscapes.
LEAP – 居家服務員 (Personal Support Worker)
LEAP – Personal Support Worker
LEAP 居家服務員課程為線上自主學習模式，提供居家服務員和照護助理所需的關鍵能力，以提供緩和醫療照護服務。
LEAP Personal Support Worker is an online, self-learning course that provides personal support workers and care aides with the essential competencies to provide a palliative care approach.
食品從業人員衛生講習
Food Handlers Course
本課程探討食品安全處理原則，並深入研究如何維持安全衛生的食物製備環境之最佳實務。
This course reviews the safe handling of food, and investigates best practices in maintaining a safe and secure environment in which to prepare food.
急救與心肺復甦術 (CPR) C級證照
First Aid/CPR Level C
成功修畢本課程的學員將獲得標準急救與C級心肺復甦術證照。完成此工作坊後，學員將能順利達成聖約翰救護機構政府核准課程中所列的目標。
Learners who are successful in this course will be certified in Standard First Aid and Level C Cardiopulmonary Resuscitation. Upon completion of this workshop the participant will successfully complete the objectives outlined in the government approved curriculum offered by St. John Ambulance.
藥物管理
Medication
本課程旨在培養學生對藥物的認識，並了解照顧服務員 (CCA) 在支持個案需求中的角色。課程將根據《實務準則》和《照護框架》界定照顧服務員的藥物給予角色，學生將獲得親手操作的實務經驗，學習如何施用藥用與非藥用滴劑、藥膏和乳霜。學生將對藥物有基本了解，並認識其作用，以支持《實務準則》中規定的工作任務與責任。
This course allows the student to cultivate an awareness of medications and the role of the CCA in supporting the needs of a person. The SoP and the Framework identifies the role of a CCA in medication administration and students gain hands-on experience applying medicated and non-medicated drops, ointments, and creams. Students will gain a basic understanding of medications and the effects to support their tasks and responsibilities specified in the SoP.
餐點協助
Mealtime Assistance
本課程重點為基本營養學及餐點備製與烹飪的初階技能。學生將理解營養對健康與福祉的重要性，以及長期照護中常見的各類治療性與特殊飲食。學生將學習準備和烹飪基本餐點，培養初階烹飪技能。
The focus of this course is on basic nutrition and entry-level proficiency for preparing and cooking meals. The student will understand the role of nutrition to health and wellbeing and the various types of therapeutic and special diets common in Continuing Care. Students will demonstrate the preparing and cooking of basic meals developing entry-level cooking skills.
社會與心理健康
Social & Mental Wellbeing
本課程協助學生辨識並支持患有各種精神健康障礙的人士。課程內容涵蓋精神健康障礙的類型、其影響、神經肯定式照護，以及行為表現的預防與介入策略。本課程將延伸學生在第三單元「失智症：理解旅程」中學到的知識，提供行為表現的實際應用。
This course prepares students to recognize and support persons living with various mental health disorders. The course introduces types of mental health disorders, identifies impacts of mental health disorders, neuro-affirming care, and prevention and intervention strategies for behaviour expressions. This course extends the knowledge students acquired from Course 3 – DUTJ by providing practical application for behaviour expressions.
身體構造、功能與相關健康議題
Body Structures, Functions & Related Health Issues
本課程為長期照護中常見的基本身體構造、功能及相關健康議題的入門課程。學生將對身體系統的正常構造與功能有基本了解，並認識功能失調的徵兆與症狀、常見疾病/狀況，以及相關的照護涵義。本課程旨在連結人體解剖生理學與照顧服務員的技術技能和任務，將理論與照顧服務員角色的實際應用連結起來。
This is an introductory course of basic body structures, functions, and related health issues common within Continuing Care. The student will gain a basic understanding of the normal structure and function of the body systems and be introduced to signs and symptoms of ineffective functioning, common illnesses/conditions, and the related care implications. This course aims to connect body anatomy and physiology to the technical skills and tasks of a CCA to draw the connection between theory and practical application to the role of a CCA.
整合技能
Integrative Skills
這是一門實驗室與模擬課程，將整個課程的理論學習整合到實務經驗中。本課程的目標是提供真實世界的模擬情境，其中涵蓋盡可能多的照顧服務員能力和技能，貫穿完整的流程/任務序列。指導老師的主要目標是將第八單元「身體構造與功能」的理論學習連結到實際應用，將理論與實踐結合。這是一個「測試-嘗試」的學習環境，鼓勵指導老師在情境中暫停、改變狀態/狀況/疾病/需求，然後繼續。指導老師也可以暫停並重新開始情境。師生比將維持在1位指導老師對8位學生。本課程分為三個部分，提供整合性的技能發展學習方法。每個部分分散在課程中，為指導老師提供足夠的時間來發展情境和準備實驗室環境。
This is a lab and simulated course that integrates theoretical learning across the program into practical experience. The objective of this course is to provide real-world simulated scenarios that incorporate as many of the CCA competencies and skills across a full process/task sequence. The instructor’s main objective is to connect the theoretical learning from Course 8 Body Structures & Functions into application to draw the connections from theory into practice. This is a test-try learning environment where the instructor is encouraged to pause, change a status/condition/illness/need, and resume during a scenario. Instructors can also pause and restart scenarios. Ratio of supervision will be maintained at 1 instructor to 8 students. This course is segmented into 3 parts to provide an integrative skill development approach to learning. Each part is dispersed across the program to provide instructors with the time required to develop scenarios and prepare the lab environment.
實習
Practicum
第二階段 – 臨床實習： 學生將在長期照護機構中，在照顧服務員導師的監督與指導下，應用《實習指引：導師檢核表》中列出的技術與關鍵技能，以支持受照護者。學生將在長期照護機構中，由主要或次要指導老師直接監督下，展示《實習指引：技能評估》中列出的技術與關鍵技能。第四階段 – 導師輔導實習： 彈性開放；學生將在居家照護、長期照護或急性照護環境中，在照顧服務員夥伴的監督下，展示《實習指引：導師檢核表》中列出的初階技術與關鍵技能，以支持受照護者。
Segment 2 – Clinical Placement: The student will apply technical and essential skills identified in the Practicum Guide Mentorship Checklist for supporting persons in care with the oversight and guidance of a CCA Mentor within a Long-term Care facility. The Student will demonstrate technical and essential skills identified in the Practicum Guide: Skills Assessment within a Long-Term Care facility under direct supervision by a Primary or Secondary Instructor. Segment 4 – Mentorship Placement: Open; The student will demonstrate entry-level technical and essential skills as identified in the Practicum Guide: Mentorship Checklist Open for supporting persons in Home Care, long-term care, or acute care setting with the oversight of a CCA Buddy.
安全搬運與移動
Safe Handling & Mobility
本課程將向學生介紹在教室、實驗室和實習場所中，執行所有直接和間接協助活動時應遵循的身體動作與安全原則。學生將習得並展現確保個人安全以及協助個案擺位和轉移時所需的知識與技能。本課程的學習內容與PACE (個人照護卓越計畫) 相符並整合。
The student is introduced to the principles of body movement and safety to be followed during the performance of all direct and indirect assistance activities in the classroom, lab, and placement settings. The student will acquire and demonstrate the knowledge and skills necessary to ensure personal safety and that of the person when assisting with positioning and transferring. The learning of this course aligns and integrates with PACE.
個人照護
Personal Care
本課程介紹日常生活活動與個人照護的相關原則。學生將學習、練習並展示以尊重、安全和有效的方式提供個人照護所需的實務技能，透過有意義的互動並應用照護理念。
This course is an introduction to the principles relating to activities of daily living and personal care. The student will learn, practice, and demonstrate the practical skills necessary for respectfully, safely, and effectively providing personal care by providing meaningful engagement and applying the philosophy of care.
失智症：理解旅程
Dementia: Understanding the Journey
沒有兩個人經歷失智症的方式會完全相同，也沒有單一的方法可以支持失智症患者。本課程提供一系列資訊，可用來支持和提升學生的照護方法。每個單元環環相扣，共同支持合作性的照護實踐。關於行為的單元安排在課程接近尾聲。這樣做是希望學生作為照護提供者，能理解如果他們以適合且對失智症患者有意義的方式提供照護，就能減少或消除難以理解的行為。早期的單元提供建立關係、方法和環境的資訊，以最佳方式滿足失智症患者的需求。隨著課程的進展，將提供工具和方法來幫助學生認識何時應改變自己的看法和方法。課程最後一個單元專為學生作為照護提供者及其在照護團隊中的角色，以及他們可能遇到的障礙而設。
No two persons experience dementia in the same way, and there is no singular approach to supporting persons living with dementia. The course provides a range of information that should be used to support and enhance the student’s approach. Each of the sessions leads into the next, supporting the care practices collaboratively and collectively. The session addressing behaviours is situated toward the end of the course. In doing so, we want the student, as a care provider, to understand that if they approach care for persons with dementia in ways that are appropriate and meaningful for them, they can reduce the potential for, or eliminate, behaviours that are difficult to understand. Earlier sessions provide the information to set up relationships, approaches, and environments that best meet the needs of the person living with dementia. As the course progresses, tools and approaches are offered to assist the student in recognizing when to change their own perceptions and approach. The program finishes with a session dedicated to the student as the care provider and their role within a care team, as well as barriers they may encounter.
實習必備技能
Practicum Essentials
本課程中，學生將學習成功參與實驗室示範和實習所需的知識與技能。本課程著重於照顧服務員的基礎知識，透過探索和實踐照顧服務員的行為和關鍵技能，深化對《實務準則》和《照護框架》的理解。此外，學生將建立團隊合作、報告與記錄、感染控制和風險管理的基本知識，以發展理論基礎，指導並形塑他們的照護方法。
In this course students will gain the knowledge and skills needed to successfully participate in lab demonstrations and practicum placements. This course focuses on the fundamentals of a CCA deepening their understanding of the SoP and the Framework by exploring and practicing the behaviours and essential skills of a CCA. Additionally, students will build the foundational knowledge of teamwork, reporting & documenting, infection control, and risk management to develop the theoretical foundation to inform and shape their approach to care.
WHMIS (有害物質資訊系統) 與職業健康與安全
WHMIS & OH&S
學員將完成一份證書課程，介紹當今產業中使用的WHMIS標準安全概念和實踐。本課程的學生將學習關鍵的職業健康與安全議題、實踐和法規，包括他們作為員工在職場上的權利。
Learners will complete a certificate course that introduces the standard safety concepts and practices of WHMIS used within today’s Industry. Students in this course will learn about critical occupational health and safety issues, practices, and legislation, including their rights as employees in the workforce.
◆幼兒教育文憑 Early Childhood Education Diploma (ECE)
- 46週研習課程 = 33週理論課程+13週無薪實習
行政與管理
Administration & Management
有效的溝通和領導能力是幼兒教育行政人員不可或缺的技能。本課程將幫助學生培養專業的領導風格，以符合幼教機構行政人員的角色。學生將學習聘用、支持和留住優秀員工的技巧，引導和領導高品質的課程，並監督托育機構的有效營運。學生將運用《優質照護指南》(Quality Matters) 文件，探索行政人員在使用該計畫中的角色，並練習作為團隊成員進行持續品質改善 (CQI)。我們將探討領導力（專業、教學和行政）、人員配置（招募與留任、專業發展和參與）、學習環境（高品質和具包容性）以及關係（與兒童、家庭、員工、其他專業人士和社區的互動與合作）等相關議題。學生將學習預算管理、監控支出以及分析資金機會影響的技能。學生將認識問責制的影響，包括法規遵循（遵守新斯科細亞省的《托育法案》以及省級《托育法規》、政策、標準、許可和監管活動）、財務報告問責制（以及任何收到的公共資金）和計畫品質（透過實施《新斯科細亞省早期學習課程框架》以及發展、實施和評估《品質改善計畫》來維持）。學生將練習使用CQI的反思和規劃循環：計畫 (Plan)、執行 (Do)、檢視 (Review)、調整 (Adjust)。
Effective communication and leadership are essential skills for early childhood education administrators. In this course students will develop a professional leadership style appropriate to the role of an administrator in an ECE setting. Students will learn techniques to hire, support and maintain quality staff, guide and lead quality programming, and supervise effective operations of a child care facility. Making use of the Quality Matters document students will explore the administrator’s role in using the Quality Matters program, and to practice Continuous Quality Improvement as a member of a team. We will explore issues related to leadership (professional, pedagogical, and administrative), staffing (recruitment and retention, professional development, and engagement), learning environments (high quality and inclusive), and relationships (interactions and partnerships with children, families, staff, other professionals, and the community). Students will learn skills to manage budgets, monitor expenditures, and analyze the impacts of funding opportunities. Students will recognize the impact of accountability, including compliance (with provisions of Nova Scotia’s Day Care Act and with provincial Day Care Regulations, policies, standards, and licensing and monitoring activities), accountability (for financial reporting and respecting any public funds received), and program quality (to be maintained through the implementation of the Nova Scotia Early Learning Curriculum Framework and through the development, implementation, and assessment of Quality Improvement Plans). Students will practice using the CQI cycle of reflection and planning: Plan, Do, Review, Adjust.
職涯發展/就業準備
Career Building/Employment Readiness
成功修畢本課程後，學生將能夠製作一份能展現其技能、經驗和教育背景的履歷表。完成本單元後，學生將依據其專業領域，應用履歷建構、求職和後續追蹤的原則。
Upon successful completion, students will be able to create a resume representing their skills, experience, and educational background. Following this module, students will apply the principles relating to resume building, job search and follow up as it pertains to their field of practice.
兒童發展
Child Development
學生將透過研究影響認知能力的刺激與因子（包括環境和學習影響），深入了解兒童的成長與發展。課程將探討多種歷史理論取向，學生將深入了解兒童成長與發展理論如何影響當今的教育實踐。
Students will gain in-depth knowledge of childhood growth and development through study of factors that have a stimulus and impact on cognitive capacity – including environmental and learned influences. A number of historical theoretical approaches will be examined and students will gain insight into how theories on childhood growth and development influence today’s educational practices.
兒童引導1
Child Guidance 1
本課程旨在闡述符合發展階段的適宜做法和正向環境對兒童行為的積極影響。學生將學習如何透過探討遊戲的重要性、解讀兒童行為以及個別化與兒童的互動，來支持兒童的社交和情緒發展。學生將透過實證策略，探索影響幼兒學習環境中兒童互動和行為的各種因素，並建立適用於幼兒階段的行為引導原則的技能和知識。
This course is designed to demonstrate the positive influential effects of developmentally appropriate practice and positive environment on children’s behaviour. Students are instructed in how to support children’s social and emotional development through an examination of the significance of play, interpreting children’s behaviour and individualizing interactions with children. Students explore various factors that have influence on the interactions and behaviours of children in early learning environments through evidence-based strategies and build skills and knowledge of behaviour guidance principles applicable during the early years.
兒童引導2
Child Guidance 2
本課程著重於理解和提升幼兒的學習體驗。兒童在學習自我控制的同時保持自尊心，才能最佳地成長和發展其能力。作為幼兒教育工作者，學生有機會幫助兒童以積極的方式學習控制自己的行為。幫助兒童發展自我控制也將有助於為所有兒童創造一個積極的學習環境。本課程將延續「兒童引導」單元的內容，學生將繼續探索兒童引導的原則，並特別強調社會情緒學習。學生將學習引導與懲罰之間的區別，發展多種直接和間接的引導策略，並能描述預防紀律問題的有效做法，以及識別幫助兒童使用問題解決策略的技巧。學生將審閱與引導兒童行為相關的政策，包括中心政策和省級法規。
This course provides a focus for understanding and enhancing young children’s learning experiences. Children grow and develop their abilities best when they can learn self-control while maintaining their self-esteem. As an early childhood educator, students have the opportunity to help children learn to control their behaviour in a positive manner. Helping children develop self-control will also contribute to a positive learning environment for all children. Building on information covered in Child Guidance, students will continue to explore the principles of child guidance with an emphasis on social emotional learning. Learning the difference between guidance and discipline the students will develop a variety of direct and indirect guidance strategies and be able to describe effective practices for the prevention of discipline problems as well as identify techniques to help children use problem-solving strategies. Students will review policies as they relate to guiding children’s behaviour, including centre-based policies and provincial regulations.
電腦技能與溝通
Computer Skills & Communication
本課程學生將學習專業溝通所需的關鍵領域基本技能。畢業生將需要具備應用電腦技能以進行報告撰寫、簡報和網路研究的能力。重點領域包括口頭和書面溝通、電子郵件、網路瀏覽以及Microsoft Office Word、Excel和PowerPoint。
Students in this course will gain fundamental skills in key areas necessary for professional communication. Graduates will be required to have the ability to apply computer skills suitable for report writing, presentations, and internet research. Focus areas will include oral and written communications, email, internet navigation, and Microsoft Office Word, Excel, and PowerPoint.
多元與融合1：文化與家庭影響
Diversity & Inclusion 1: Cultural & Family Influences
幼兒教育工作者與家庭之間的關係對於支持兒童至關重要。深入了解多元家庭文化、價值觀和信仰的影響，使幼兒專業人員能夠建立牢固的夥伴關係。本課程提供學生與不同背景家庭合作所需的知識，並從生態學背景下審視家庭。學生將了解家庭的多元性質，可能阻礙家庭健康的議題與挑戰，以及如何協助建立協同合作的技能，以支持所有家庭。透過溝通、協作和理解以家庭為中心的實踐來與家庭合作。重點將放在建立學生的經驗和知識，以設計和實施計畫，並考慮其他專業人員在提供全面服務中的角色，以將所有兒童和家庭納入其實踐中。
The relationship between early childhood educator and families is crucial in supporting children. A deep understanding of the impact of diversity of family culture, values and beliefs enable the early childhood professional to develop strong partnerships. This course provides students the knowledge required to work with families of diverse backgrounds and examines families through in ecological context. Students will gain an understanding of the diverse nature of families, the issues and challenges that can be barriers to family health, and how to assist in building skills to work collaboratively to support all families. Working with families through the development of skills in communication, collaboration and understanding of family-centered practice. Emphasis will be on building students’ experience and knowledge to design and implement programs as well as considering the roles of other professions in providing comprehensive services to include all children and families in their practice.
多元與融合2：環境
Diversity & Inclusion 2: The Environment
「特殊需求」的定義隨著時間演進，逐漸發展出更全面的取向。認識到兒童的生活經驗以及在社會、身體、認知、健康和福祉等領域的發展能力等因素。具包容性的環境必須包括、回應並尊重所有兒童以及他們帶到環境中的多樣性。將有不同/特殊需求的兒童納入幼兒教育計畫的能力與計畫品質直接相關。本課程探討包容性的理論和實踐原則，以促進自尊和自我調節，並促進所有兒童的充分參與。課程探討如何設計和/或調整目標和目的、物理和社會環境、方法、材料和學習經驗，以創造包容性、個別回應的計畫。重點放在幼兒專業人員在規劃、實施和評估包容性實踐方面所需的特定能力。
The definition of special needs has evolved over time as a more holistic approach has emerged. Recognizing that factors such as the child’s lived experiences and developmental competencies in the areas of social, physical, cognitive, health and well-being. Inclusive environments must include, respond to and respect all children and the diversity they bring to a setting. The capacity to include children with diverse/special needs in an early childhood education program is directly linked to program quality. This course addresses theoretical and practical principles of inclusion in order to promote self-esteem and self-regulation and facilitate the full participation of all children. It examines ways to design and/or adapt goals and objectives, physical and social environments, methods, materials and learning experiences to create inclusive, individually responsive programs. Emphasis is placed on the specific competencies of the early childhood professional essential for planning, implementing and evaluating inclusive practices.
萌發課程與教學文件
Emergent Curriculum & Pedagogical Documentation
認識到學習需要反覆練習，學生將了解到，透過持續規劃和實施能以考慮每個孩子個別能力的方式來挑戰孩子的經驗，興趣才能得以維持。一旦技能熟練，學習興趣便會透過添加新的材料來豐富，這些材料會建議或支持新的想法。在這個階段，教師會為孩子提供學習鷹架，將他們帶到新的理解層次。這只有在孩子表現出發展準備好向前邁進時才能做到。除了在整個課程中提供持續的遊戲探索機會外，萌發課程還要求教育工作者記錄學習的展開過程。記錄學習經驗有助於教師了解他們過去的經驗，並激發課程下一步可能走向何方的想法。它還有助於孩子記住和理解自己學習的過程，並為家長提供孩子發展成長的具體呈現。學生將學習到記錄的形式多樣，包括使用書面觀察（記錄在計畫本中）、進度報告、照片、作品集和日誌。本課程將促進課程交付的彈性，以考慮兒童不斷變化的需求和興趣，讓學生獲得鼓勵創造性和開放式思維的技能，學生將被期望清晰理解反思性實踐和探究作為教學工具。本課程的這部分將為學生提供一個機會，證明他們已學會應用文件記錄過程的工具。
Recognizing that learning requires repeated practice, students will become aware that interests are sustained through the continued planning and implementation of experiences that challenge each child in a manner that is mindful of his/her individual ability. Once skill mastery has been achieved, learning interests are enriched through the addition of new materials that suggest or support new ideas. At this stage, the teacher scaffolds the child’s learning to bring him/her to a new level of understanding. This is done only when a child has demonstrated a developmental readiness to move forward. In addition to providing ongoing opportunities for play-based exploration across the curriculum, emergent curriculum also requires educators to document learning as it unfolds. Documenting learning experiences helps teachers understand where they have been and inspires ideas for where the curriculum might go next. It also helps children remember and understand the process of their own learning and gives parents concrete representations of their children’s developmental growth. Students will learn that documentation takes many forms and includes the use of written observations (recorded in planning books), progress reports, photographs, portfolios and journals. This course will promote flexibility in program delivery in consideration of children’s changing needs and interests, allow students to gain skills to encourage creative and open-ended thinking, and students will be expected to demonstrate a clear understanding of reflective practice and inquiry as instructional tools. This section of the course will provide an opportunity for students to demonstrate they have learned to apply the tools of the documentation process.
急救與心肺復甦術(CPR)
First Aid & CPR
完成本工作坊後，學員將成功達成聖約翰救護機構所提供的標準級急救和C級心肺復甦術課程預定課程大綱中列出的目標。
Upon completion of this workshop the participant will successfully complete the objectives outlined in the predetermined curriculum for the courses offered by St. John Ambulance for the Standard Level First Aid and the Level C CPR.
幼兒教育課程基礎
Foundations of ECE Curriculum
本課程介紹影響幼兒教育理念與實踐的理論、課程框架和方法。課程重點為主要理論觀點和生命全程發展原則，並進一步探討這些觀點如何影響行為的解釋，以及對社會實踐和自我理解的影響。課程將探討個體和群體行為、其發生的廣泛社會背景以及對身份和經驗形成的影響之間的相互關係。學生將透過評估和反思這些方法如何影響其教學實踐並維持優質課程交付，來檢視幼兒教育中的各種方法。學生將審閱《有能力、有自信、好奇：新斯科細亞省早期學習課程框架》，以支持當前社會和教育中直接影響新斯科細亞省當代幼兒教育計畫的辯論和未來趨勢。
This course provides an introduction to the theoretical and curriculum frameworks and approaches that influence philosophy and practice in early childhood education. Major theoretical perspectives and principles of life-span development are a focus, with additional inquiry into how these perspectives influence the way behaviour is explained and the implications for social practice and self-understanding. Interrelationships between individual and group behaviours, the broader social context within which they occur and influences on the formation of identity and experience are explored. Students will examine a variety of approaches in early childhood education by evaluating and reflecting on how these approaches inform their pedagogical practices and sustain quality program delivery. Students will examine Capable, Confident and Curious: Nova Scotia’s Early Learning Curriculum Framework to support current debates and future trends in society and education that directly impact contemporary early childhood education programs in Nova Scotia.
透過觀察與評量學習
Learning Through Observation and Assessment
有意識地觀察兒童是提供優質托育服務的重要組成部分。了解如何正確觀察和記錄觀察結果，將有助於學生理解兒童的優勢和能力。課程將探討各種觀察方法和目的，同時考量環境對兒童的影響。本課程將檢視文化、經驗、傳統、個人歷史和偏見在記錄和解釋兒童行為時的影響。學生將學習透過書寫、收集和注意想法來觀察和傾聽。學生將練習解釋他們的觀察結果並規劃回應。學生將發展使用各種觀察工具進行正式和非正式觀察的技能，並將使用客觀觀察來評估兒童在各個發展領域的進度。課程將介紹真實性評量，以捕捉兒童的想法、學習和遊戲。
Intentionally observing children is an essential component of providing quality child care. Knowing how to observe and document observations properly will assist students in understanding child’s strengths and capacities. Various methods and purposes of observation will be examined while considering the impact of the environment on the child. This course will examine the effects of culture, experiences, traditions, personal history and biases when recording and interpreting children’s behaviours. Students will learn to observe and listen by writing, collecting, and noticing ideas. Students will practice interpreting their observations and planning responses. Students will develop skills in both formal and informal observations using a variety of observation tools and will use objective observations to assess children’s progress across developmental domains. Students will be introduced to authentic assessment to capture children’s ideas, learning, and play.
職業健康與安全
Occupational Health & Safety
確保員工熟悉環境與勞動部關於職業健康與安全 (OHS) 的指南。
To ensure that employees are knowledgeable in the Department of Environment and Labour’s guidelines for Occupational Health & Safety (OHS).
遊戲式學習 1
Play-Based Learning 1
本課程強調透過遊戲促進學習的環境的理論、設計原則和資源。課程討論促進兒童發展和有效互動的遊戲風格和類型。學生將檢視材料在規劃學習經驗中促進各領域發展的有效性，並評估從出生到十二歲兒童的學習環境。學生將熟悉《新斯科細亞省早期學習課程框架》的學習目標和目的，並將其原則應用於課程規劃和學習環境設計。學生將學習遊戲在幼兒技能和能力發展中的作用，並著重於遊戲在幼兒發展課程中的價值，以及幼兒教育工作者在所有課程領域（音樂、藝術、科學、數學和識字）中擴展兒童遊戲機會的角色。學生將認識到戶外空間是室內教室的延伸，並將識別在戶外環境中支持遊戲式學習的機會。課程將介紹各種課程方法，並著重於萌發課程，學習如何跟隨兒童的興趣和想法，創造有意義的學習和遊戲體驗。
Theories, design principles and resources for creating environments that promote learning through play are highlighted. Play styles and types of play that facilitate children’s development and effective interactions are discussed. Students examine the effectiveness of materials in planning learning experiences that promote development in all domains and evaluate learning environments for children from birth to twelve years. Students become familiar with Nova Scotia’s Early Learning Curriculum Framework learning goals and objectives and apply the principles in program planning and the design of learning environments. Students will learn about the role of play in the development of skills and abilities of young children and will focus on the value of play in early childhood development programming and the role of the early childhood educator in expanding the play opportunities for children in all curriculum areas – music, art, science, math and literacy. Students will recognize how the outdoor space is an extension of the indoor classroom and will identify opportunities to support play-based learning in an outdoor environment. Students will be introduced to various curriculum approaches and will focus on emergent curriculum, learning how to follow children’s interests and ideas to create meaningful learning and play experiences.
遊戲式學習 2
Play-Based Learning 2
本課程將探討嬰幼兒社會、健康和發展性遊戲議題。學生將檢視遊戲的理論理解、影響遊戲的主要因素以及在幼兒時期支持和促進遊戲的實用方法。整合《有能力、有自信、好奇：新斯科細亞省早期學習課程框架》的要素，學生將學習如何將框架的學習目標和目的應用於課程規劃和學習環境設計，包括戶外遊戲空間。學生將開始檢視轉銜，著重於室內和室外學習環境之間的轉銜。具體而言，學生將在幼兒教育計畫中，在以下課程領域促進遊戲式學習：積木遊戲、感官遊戲（包括沙水遊戲）、識字（寫作）和木工。學生將開始參與反思性實踐，並看到探究式教學的優勢。學生將認識自己作為教育工作者在支持兒童遊戲中的角色，以及他們對材料和環境設計的使用如何影響兒童的行為、想法和遊戲。特別強調在支持兒童遊戲中使用鬆散零件和自然材料。
This course will examine the social, heath and developmental play issues for children from infancy through early childhood. Students examine theoretical understandings of play, major influences of play, major influences affecting play and practical approaches for supporting and facilitating play during the early years. Integrating the elements of Capable, Confident and Curious: Nova Scotia’s Early Learning Curriculum Framework, students will learn to apply the framework’s learning goals and objectives to program planning and the design of learning environments, including outdoor play spaces. Students will begin to examine transitions, focusing on transitions between the indoor and outdoor learning environment. Specifically, students will promote play-based learning in the following curriculum areas in an early childhood education program: block play, sensory play (including sand and water play), literacy (writing), and wood working. Students will begin to engage in reflective practice and will see the advantages of inquiry-based instruction. Students will recognize their own role as educators in supporting children’s play and how their use of materials and environmental design impacts children’s behaviour, ideas, and play. Particular emphasis will be placed on the use of loose parts and natural materials in supporting children’s play.
遊戲式學習 3
Play-Based Learning 3
遊戲是兒童所有學習的基礎。在本課程中，學生將檢視在整個課程中，結合語言、識字、音樂和律動等關鍵概念，來發展、實施和評估遊戲式課程的原則。學生將學習理論並獲得實用知識，以規劃幼兒探索聲音、動作、音樂、藝術、故事、戲劇和初步識字等活動，並將其融入兒童的整體課程中。學生將更深入地探討反思性實踐，並進一步了解將「探究」作為學習工具的使用。
Play is the foundation of all learning in childhood. In this course students examine the principles to develop, implement, and evaluate a play-based program with key concepts in language and literacy and music and movement across the curriculum. Students learn theory and gain practical knowledge to plan activities in which young children can explore sound, movement, music, art, stories, drama, and beginning literacy, within the context of the whole program for children. Students will delve deeper into reflective practice and will gain further knowledge in the use of “inquiry” as a learning tool.
遊戲式學習 4
Play-Based Learning 4
本課程提供學生將理論與實踐連結的機會，為出生至十二歲的兒童提供符合發展階段且有效的學習環境和經驗。參考《有能力、有自信、好奇：新斯科細亞省早期學習課程框架》，學生將在規劃遊戲經驗時連結相關的學習目標和策略。課程將著重於身體素養和戶外學習環境。學生將連結當前關於體育活動在腦部發展中的作用、兒童的健康成果以及幼兒計畫中所有參與者的福祉的研究。學生將學習認識鬆散零件遊戲為兒童非結構化遊戲體驗帶來的重要性和價值，如何在風險管理角度下實施此類遊戲，並將被期望展現對反思性實踐和探究作為教學工具的清晰理解。
This course offers students the opportunity to connect theory with practice when providing developmentally appropriate and effective learning environments and experiences for children aged birth to twelve years. Referencing the Capable, Confident and Curious: Nova Scotia’s Early Learning Curriculum Framework students will connect relevant learning goals and strategies as they plan play experiences. Emphasis will be placed on physical literacy and outdoor learning environments. Students will draw links to current research on the role of physical activity in brain development, healthy outcomes for children, and well-being for everyone involved in early childhood programs. Students will learn to recognize the importance and value that loose parts play adds to children’s unstructured play experiences, how to respond to the need to implement this kind of play within a risk-management lens, and will be expected to demonstrate a clear understanding of reflective practice and inquiry as instructional tools.
遊戲式學習 5
Play-Based Learning 5
本課程建立在兒童發展和課程規劃的知識基礎之上，將為學生提供各種適合從出生到12歲兒童的語言和識字體驗。學生將回顧語言發展，並獲得規劃的堅實理論基礎。透過積極參與，學生將學習實用方法來支持語言的萌發。課程將介紹選擇兒童文學和使用書籍來支持幼兒學習環境中語言和識字發展的方法。重點將放在幼兒教育工作者在符合發展階段的環境中促進語言和識字的角色。學生將以文化回應的視角，學習如何選擇方法和材料，以在多元的包容氛圍中支持反偏見的方法。
Building on knowledge of child development and curriculum planning, this course will provide students with a variety of language and literacy experiences appropriate for children from birth to age 12. Students will review language development as well as gain a sound theoretical basis for planning. Through active participation, students will learn practical methods to support the development of language as it emerges. Students will be introduced to methods of selecting children’s literature and using books to support the development of language and literacy in early learning environments. Emphasis will be placed upon the early childhood educator’s role in promoting language and literacy in a developmentally appropriate setting. Students will use a lens of cultural responsiveness and learn how to choose methodologies and materials that support an anti-bias approach within an inclusionary atmosphere of diversity.
遊戲式學習 6
Play-Based Learning 6
更深入地思考環境，可以使教師將自己的角色視為與孩子共同建構知識、探索工作理論和興趣領域的夥伴，而不是一個控制團體的老師。本課程將使學生能夠透過改善物理環境，並反思核心課程如何支撐學習，來鼓勵幼兒的探索和遊戲行為，這將極大地改變兒童的學習體驗。課程將強調兒童是其環境中的主動參與者，並透過接觸各種玩具/經驗來學習，這些玩具/經驗將挑戰他們的思維能力並支持學習過程。學生將學習設計有目的、精心設計的空間的策略，以支持兒童的文化認同、世界觀、社會成功和整體學習。
Undertaking deeper consideration of the environment can enable teachers to conceptualize their role less as a teacher controlling the group, and more as a partner with the children in the social construction of knowledge, and the exploration of working theories and areas of interest. This course will enable students to encourage exploration and play behaviours in young children by enhancing the physical environment and reflecting on the ways in which the core curriculum underpins learning can dramatically alter children’s learning experiences. Emphasis will be placed on the knowledge that children are active agents in their environment and learn by being exposed to a variety of toys/experiences that will challenge their thinking skills and support the process of learning. Students will learn strategies for designing purposeful, and well-designed spaces that support children’s cultural identity, concepts of the world, social success, and holistic learning.
實習 1
Practicum 1
實習經驗將與課堂學習緊密結合，學生將被期望將理論應用於實踐。初次實習將在學院舉行一整天的迎新會，讓學生充分了解實習期望和預期成果。學生將被鼓勵在實習期間進行反思性實踐，並發展自己的專業風格和教學與學習的哲學觀點。在這次初次實習中，學生的重點是在幼兒環境中獲得經驗，展現專業行為，並運用觀察技能來發展和練習基本技能，同時將其不斷增長的兒童知識應用於托育環境。學生將被期望完成與第一學期主題直接相關的各項作業。課程教師和指導人員將定期溝通學生進度，每個實習都包含一個評估過程，這將影響課堂學習和實務經驗。
Practicum experiences will be closely tied to classroom learning and students will be expected to apply theory into practice. An initial full-day orientation session will be held at the college site so students in this initial placement will have the opportunity to become fully aware of placement expectations and expected outcomes. Students will be encouraged to engage in reflective practice throughout the work experience and develop their own professional style and philosophical views of teaching and learning. In this first placement, the focus for students will be to gain experience in an early childhood setting, to demonstrate professional behaviour and to use observation skills to develop and practice basic skills, as well as apply their developing knowledge about children to the child care setting. Students will be expected to complete various assignment directly related to the first semester topics. Program faculty and supervising staff will communicate regularly regarding student progress and each placement includes an evaluation process which will affect classroom learning and practical experience.
實習 2
Practicum 2
實習經驗將與課堂學習緊密結合，在這次實習中，學生將把理論整合到實踐中。學生將被期望應用班級管理和正向兒童引導技巧、課程規劃、互動策略以及與兒童、家長和同事的專業溝通策略。將更著重於學生運用兒童發展知識和觀察技能。學生將積極參與所有活動（小組、集合時間、轉銜、午餐、遊戲場時間等），並將被期望在引導兒童行為和在指導下實施簡單活動中扮演更積極的角色。學生將被期望完成與本學期學習主題直接相關的各項作業。
Practicum experiences will be closely tied to classroom learning, and in this placement, students will integrate theory into practice. Students will be expected to apply techniques of classroom management and positive child guidance, program planning, interaction strategies as well as professional communication strategies with children, parents and co-workers. Greater emphasis will be placed on students using child development knowledge and observation skills. Students will actively participate in all activities (small group, circles, transitions, lunch, playground time, etc.) and will be expected to take a more active role in guiding children’s behaviours and to implement simple activities with guidance. Students will be expected to complete various assignments directly related to the semester learning topics.
實習 3
Practicum 3
在先前實習經驗的基礎上，學生現在積極地在有監督的實踐情境中與兒童互動，重點放在觀察、閱讀技能、規劃和課程發展。學生現在展現對受規範托育機構結構和運作的理解。他們將展示與同儕在課程/計畫規劃、觀察和解釋行為、管理轉銜和常規、自我評估以及作為專業團隊成員工作方面的積極參與和技能。
Building on previous practicum experience, students are now actively working with children in a supervised practice situation with emphasis on observation, reading skills, planning and program development. Students now demonstrate understanding of the structure and functioning of a regulated child care facility. They will demonstrate active engagement and skills working with peers related to curriculum/program planning; observing and interpreting behaviour; managing transitions and routines; self-evaluation and working as a member of a professional team.
實習 4
Practicum 4
實習期望將與課堂主題和先前的學習緊密結合。學生在本次實習中將參與他們最後一次實習，這將提供更廣泛的融合、行政和以家庭為中心實踐的機會。學生將能夠根據自己的興趣和未來目標，選擇在早期介入、家庭資源計畫或托育行政領域進行實習。學生將進一步發展成為一名有能力、有知識的幼兒教育工作者，並在最少的支持下承擔越來越多的責任。學生將完成與當前學期主題直接相關的作業。
Practicum expectations will be closely tied to classroom topics and prior learning. Students in this placement will participate in their last placement that will allow for a wider range of opportunities in inclusion, administration and family-centered practice. Students will be able to accept placement within early intervention, family resource programs or child care administration depending on their interests and future goals. Students will further develop as a competent, knowledgeable early childhood educator and take on increasing responsibility with minimal support. Students will complete assignments directly related to current semester topics.
實習回顧研討會
Practicum Review Seminar
本課程期間是一個專屬資源，讓學生能夠參加一次全面的課程回顧會議，涵蓋實習經驗的所有方面。這三天將包括回顧所有四次實習會議中涵蓋的主題。
This program period is a dedicated resource that allows students to attend an overall program review session which will cover all aspects of the practicum experience. These three days will include review of topics covered in all 4 practicum sessions.
實習研討會
Practicum Seminar
這四次研討會旨在支持學生在實習期間的經驗。學生將會認識研討會的經驗，並討論他們在實習期間的角色和參與程度。引導研討會的指導老師將提供具體的回饋，以便將實習經驗置於正確的背景中。將審查實習要求，例如保密、主管聯繫方式、日誌要求和其他作業。學生將積極參與實習研討會，透過引導式討論和活動與同儕分享想法和經驗。促進式研討會將使學生能夠交流與幼兒合作的想法，並練習人際交往技能以發展專業學習。學生還將有機會開發和分享資源，以支持他們與兒童和家庭的工作。實習研討會將在四個實習階段中的每個階段進行到一半時舉行，以便學生能夠及時獲得回饋。
These four seminars are meant to support student’s experiences during field placement. Students will be introduced to the seminar experience and discuss their roles and involvement during placement. The instructor guiding the seminar will provide specific feedback so placement experiences can be put into proper context. Requirements for placements will be reviewed, such as confidentiality, supervisor contacts, journal requirements, and other assignments. Students will actively participate in practicum seminars where they will share ideas and experiences with their peers through guided discussion and activities. Facilitated seminars will allow students to exchange ideas for working with young children and practice interpersonal skills to develop professional learning. Students will also have opportunity to develop and share resources to support their work with children and families. The practicum seminar will be held part-way through each of the four practicum placements so students can receive timely feedback.
健康、安全與營養原則
Principles of Health, Safety, & Nutrition
本課程著重於對兒童健康與福祉產生深遠影響的元素，特別是幼兒時期，此時兒童最容易受到環境影響 (新不倫瑞克大學早期兒童研究與發展團隊 2008, p. 14)。學生將學習辨識虐待徵兆，並接受社區服務部制定的兒童虐待處置協議的指導。良好的營養和精心規劃的作息對於兒童的健康發展至關重要。學生將學習如何規劃和評估健康的餐點和點心，引進新食物，並在托育環境中實施有效的作息。學生將接受《新斯科細亞省受規範托育環境食物與營養手冊》的指導，為在實習期間應用這些技能做準備。
This course focuses on elements which have a profound influence on children’s health and well-being, particularly in the early years when children are most vulnerable to environmental influences (University of New Brunswick Early Childhood Research and Development Team 2008, p. 14). Students will learn to recognize signs of abuse and will receive instruction in child abuse protocols developed by the Department of Community Services. Good nutrition and well-planned routines are essential to children’s healthy development. Students will learn how to plan and assess healthy meals and snacks, introduce new foods and implement effective routines in a child care setting. Students will receive instruction in the Nova Scotia Manual for Food & Nutrition in Regulated Child Care Settings to prepare for application of these skills during the practicum sessions.
專業認同、倫理與人際關係技能
Professional Identity, Ethics, and Interpersonal Skills
本課程介紹幼兒教育工作者的專業面向。學生將探討幼兒教育領域中的倫理議題和倫理決策。學生將發展其專業知識和技能，並發現與兒童、家庭和社區建立夥伴關係是確保所有兒童都能獲得正向學習機會的最佳方式。學習重點將放在溝通風格、情緒智能、衝突解決、團隊合作和影響他人，以及職場多元化和跨文化溝通。
This course introduces students to the professional aspect of an early childhood educator. Students explore ethical issues and ethical decision making in the field of early childhood education. Students will develop their professional knowledge and skills, and discover that working in partnership with children, families, and communities is the best way to ensure that all children experience positive learning opportunities. Learning will target communication styles, emotional intelligence, conflict resolution, working with teams and influencing others, and workplace diversity and intercultural communication.
幼兒環境中的回應式關係
Responsive Relationships in Early Childhood Settings
本課程提供一個框架，用於與嬰幼兒至學齡兒童進行回應式照護，並提供學生展示和評估他們在規劃和實施符合發展階段的活動中獲得的技能、策略和知識的機會，並與兒童進行有意義和積極的互動。以回應式照護為基礎，學生將檢視遊戲體驗、反思性實踐和探究，並將其與幼兒工作理論和方法聯繫起來。
This course offers a framework for engaging in responsive caregiving with children from infancy through school age and provides the student with the opportunity to demonstrate and evaluate skills, strategies and knowledge they have acquired in the planning and implementing of developmentally appropriate activities and engage in meaningful and positive interactions with children. Using responsive caregiving as a foundation, students will examine play experiences, reflective practice, and inquiry, in relation to theories and methods of working with young children.
包容與支持策略
Strategies for Inclusion and Support
本課程為基礎課程，旨在讓學生熟悉包容領域的歷史和新興觀點、挑戰以及方法/框架。學生將有機會研究和挑戰各種包容方法，並探索選擇和使用適合特殊需求兒童的評估材料和介入技巧。課程將採取以家庭為中心的方法，重點在於促進兒童之間的社會互動。課程將探討特殊才能的各種發展特徵和關於特殊需求的觀點。本課程將向學生介紹促進、預防和介入實踐的分級公共衛生模式，並將著重於實施有針對性的社會情緒支持和密集介入。學生將重新認識社區服務部制定的兒童虐待處置協議。
This course is foundational in familiarizing the student with historical and emerging perspectives, challenges, and approaches/frameworks within the field of inclusion. Students will have the opportunity to research and challenge a variety of approaches to inclusion and explore the selection and use of appropriate assessment materials and intervention techniques for working with children who have special needs. A family-centered approach, which focuses on promoting social interactions among children will be taken. A variety of developmental characteristics of exceptionalities and perspectives regarding special needs will be explored. This course will introduce students to the tiered public health model of promotion, prevention, and intervention practices, and will focus on implementing targeted social emotional supports and intensive intervention. Students will be reintroduced to child abuse protocols developed by Department of Community Services.
