Child Studies MA Courses
Required Courses
Description:
This course presents an overview of the theories that have helped to shape the field of child development. The impact of various theoretical approaches (e.g., psychoanalytic, cognitive, behavioral, social) is examined by providing perspectives on issues of both historical and contemporary importance.Component(s):
LectureDescription:
This course provides students with an overview of the field of child studies. Students are introduced to diverse issues through the work of program faculty, invited scholars and student initiatives.Component(s):
SeminarPrerequisite/Corequisite:
The following courses must be completed previously: EDUC 6000 ; EDUC 6001 or EDUC 6002 or equivalent.Description:
This course addresses a range of observational techniques for observing children in their natural environments (e.g., running records, time and event sampling, rating scales). Students learn to use a variety of observational methods, analyze the information, and write reports. Students spend approximately 2-3 hours weekly in an appropriate setting to conduct the observations.Component(s):
LectureNotes:
Students who have received credit for CHST 604 may not take this course for credit.
Elective CoursesThese courses focus on the child and the wider community. They are offered on a rotating basis.
Description:
This course provides an overview of the ways in which cognition has contributed to the understanding of how children engage in the content of school subjects, such as mathematics, science, literacy and history. Topics include general cognitive processes, such as memory, transfer, metacognition, and expertise, as well as those related to learning in specific content areas. The course examines ways in which theory and empirical findings can and have informed instructional practice.Component(s):
LectureDescription:
This course addresses issues regarding the development of critical social processes in the life of the child, which have implications for later functioning. Topics include the importance of early emotional development (e.g., attachment, temperament, emotional regulation) for social interaction, peer relations (e.g., friendships, bullying and victimization, prosocial behaviour), the development of self and social understanding, the role of play in development, and gender roles and socialization.Component(s):
LectureDescription:
This course examines a variety of extra-familial settings in which children and families function (e.g. child care, kindergarten, elementary school, after school programs, recreation programs, hospital settings, programs for children with special needs). Various aspects of these programs are examined such as mission statements, program philosophy, training requirements, regulations, and professional development requirements. Methods to evaluate the quality of the settings are presented. Students learn to analyze a specific program of their choosing and write a case study report. Guest lectures and field trips to different types of settings may form part of the course.Component(s):
LectureDescription:
This course introduces students to the topic of play with an emphasis on relating theory to practice. Historical and modern theories (e.g., psychoanalytic, cognitive, and social cognitive) of play are discussed. Various definitions and types of play that emanate from theoretical approaches and different approaches to measuring play are covered, as well as the relationship between children’s play and domains of development and culture, and curriculum and teaching. Issues related to designing developmentally appropriate play spaces and materials are examined.Component(s):
LectureDescription:
This course addresses major theoretical perspectives on family functioning and the nature of parenting (e.g., transitions to parenting, attachment, child rearing styles, parenting children with special needs) and family relationships (e.g., parent-child, sibling, grandparents). Issues related to the modern Canadian family are also discussed (e.g., single and adolescent parents, divorce and remarriage, parental employment, child care, transition to school, and diversity of family lifestyles).Component(s):
LectureDescription:
This course examines principles and models of curriculum in relation to a range of early childhood settings, including daycare, after school programming, kindergarten, and elementary school. The focus is on analyzing current curriculum models from different perspectives as well as identifying and discussing issues related to curriculum design and implementation. Student interests and areas of study are taken into account in the selection of the readings, interactive curriculum materials, and resources.Component(s):
LectureNotes:
Students who have received credit for CHST 601 may not take this course for credit.
Description:
In this course, students reflect on specific aspects of cognitive development and their impact on education. Topics are offered on a rotating basis and may include the development of language, literacy, numeracy and/or scientific reasoning. The literature on selected topics is examined, with particular emphasis on both classic and current research.Component(s):
LectureDescription:
This course examines theoretical issues in inclusive and special education and focuses on educational practices that provide all children with equitable access to learning. Curricula, policies and practices in educational settings are analyzed and provide students with an in-depth understanding so as to meet the needs of diverse learners.Component(s):
LectureInternship and Directed Study Courses
Prerequisite/Corequisite:
Permission of the Graduate Program Director is required.Description:
Students may enrol in a directed study under faculty supervision in order to undertake specialized study of theoretical or research-related topics.Component(s):
ReadingPrerequisite/Corequisite:
The following courses or equivalent must be completed previously: EDUC 6000; EDUC 6001 or EDUC 6002.Description:
The internship proposal prepares students to investigate an applied problem or topical issue in child studies through the internship field placement. Students formulate a written proposal for the internship project, including a literature review and plan, and may begin to address ethical considerations relative to the university and the fieldwork site.Component(s):
Thesis ResearchNotes:
- This course is graded on a pass/fail basis.
Prerequisite/Corequisite:
The following course or equivalent must be completed previously: CHST 690.Description:
Students integrate into the field placement. They are required to document steps taken towards integration via a system agreed upon with the internship supervisor (e.g., a journal or logbook). They may also prepare ethics protocols, begin consent processes, and refine their proposal as needed.Component(s):
Practicum/Internship/Work TermPrerequisite/Corequisite:
The following course or equivalent must be completed previously: CHST 691.Description:
Students complete their field placements. The field placement includes preparation directly related to carrying out the activities (e.g., observing at the site, preparing materials, honing professional skills via pathways agreed upon with the internship supervisor); conducting the internship project as described in the proposal; and maintaining a log of activities as well as a reflective journal. Students are required to spend 150 to 200 hours in these activities, as decided with the internship supervisor.Component(s):
Practicum/Internship/Work TermNotes:
- This course is graded on a pass/fail basis.
Prerequisite/Corequisite:
The following course or equivalent must be completed previously: CHST 692.
Description:
The final report is a detailed record of the internship project and includes a description and analysis of all work produced for the field placement. In addition, all instruments, curricular materials, journal entries, and other supporting documents are included in the final report.
Component(s):
ResearchNotes:
- This course is graded on a pass/fail basis.