​

​

 

Each artifact within goal one connects to the importance of utilizing and understanding a holistic approach to children's education. Each artifact within this goal aims to promote an appreciation of a holistic approach to children's education amongst educators, parents, and other early childhood professionals, in an effort to shed light on the ways in which a holistic approach can lead to beneficial developmental and educational outcomes for children. Incorporating a holistic approach to education includes elements of a child's social, emotional, physical, spiritual, and mental health. When these five elements are equal and work together in unison, development can flourish. As well, BC’s Early Learning Framework Principles promote that learning is holistic, but further to this, within the Early Learning Framework, the First Peoples Principle of Learning promotes that “learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place)” (Government of British Columbia, 2019, p. 45). This definition of learning from the First Peoples Principle of Learning is truly beautiful, as it demonstrates the elements of a holistic learning environment that encompasses all levels of connectedness, from being connected to others, to ourselves, and to our environment.

 

Artifact One

Connect Extend Challenge: “Focusing on Typical and Atypical Development” from ECED 530:

Early Childhood Development, Intervention, and Inclusion in Early Childhood Programs with Dr. Lara El-Khatib 

​

​

​

This artifact includes literature from Cook, Klein, and Chen (2016) and from Kerpelman and Pittman (2018) that looks at Erikson's psycho-social stages of development in an effort to create connections between development and a holistic approach to education. While we can appreciate that each child learns and grows at their own pace, having a better understanding of the stages of development can help us use these stages as a guide rather than as a definitive rulebook. By utilizing a combination of several different theories as a guide rather than a rulebook, this helps to emphasize a holistic approach that pulls from theories of development, including Erikson's psycho-social stages of development. By incorporating different educational techniques and styles that each speak to an element of a child's development, we can help create an environment of holistic education.

​

Artifact Two

“The Role of Play and its Impact on Early Childhood Development” from ECED 400: Introduction

to Early Childhood Education and Care with Jane White

​

​

​

This artifact reviews the role of play in a child's education and looks at the impact of play on a child's development and educational outcomes in an effort to demonstrate a holistic approach to education. This artifact demonstrates the ways in which play has a beneficial impact on a child's education in the form of improved socio-emotional development, cognitive development, and skill development. One of the more significant findings of this artifact is that "in addition to the short-term effect of bringing happiness and a playful experience to young children...play [nourishes] every aspect of children’s development and it forms the foundation of intellectual, social, physical and emotional skills necessary for success in school and in life” (Keung & Cheung, 2019, p. 628).

​

Artifact Three

"The Benefits and Efficacy of Incorporating Technology in the Early Childhood Classroom

Environment" from ECED 508B: Review of Research in Early Childhood Education with Dr. Marlene Asselin

​

​

​

Artifact three identifies the role of incorporating technology into the early childhood classroom as a means of providing children with a holistic approach to education. Technology can contribute to holistic education in many ways, including for students who may have difficulties with English. Research from this artifact found that "with respect to children that are dual-language learners or that have English as a second language, “using [translation] apps can help teachers talk to their students, build relationships with children and families, and support bilingualism” (Lake & Beisly, 2019, p. 1). This demonstrates how incorporating teaching methods that go beyond traditional theories, such including introducing technology in educational setting, can contribute to holistic and inclusive education.

​

​

​

References 

​

Cook, R. E., Klein, M. D. & Chen, D. (2016). Adapting Early Childhood Curricula for Children with Special Needs (9th edition). Boston, MA: Pearson Ed.

​

Government of British Columbia. (2019). British Columbia Early Learning Framework. Victoria, BC: Ministry of Education, Ministry of Health, Ministry of      

           Children and Family Development, & Early Advisory Group. Available at:

           https://www2.gov.bc.ca/gov/content/education-training/early-learning/teach/early-learning-framework

​

Kerpelman, J. L., & Pittman, J. F. (2018). Erikson and the relational context of identity: Strengthening connections with attachment theory. Identity: An

           International Journal of Theory and Research. https://doi-org.ezproxy.library.ubc.ca/10.1080/15283488. 2018.1523726

​

Keung, C. P. C., & Cheung, A. C. K. (2019). Towards holistic supporting of play-based learning implementation in kindergartens: A mixed method study.

           Early Childhood Education Journal. https://doi-org.ezproxy.library.ubc.ca/10.1007/s10643-019-00956-2

​

Lake, V. E., & Beisly, A. H. (2019). Translation apps: Increasing communication with dual language learners. Early Childhood Education Journal.
           https://doi-org.ezproxy.library.ubc.ca/10.1007/s10643-019-00935-7