ECE370e Introduction to Edible Education for Children focuses on the development and evolution of edible education, especially for young children. Since food is in children’s everyday lives, consensus is growing in support of the study of food or edible education as a way for learners of all ages to engage their senses and learn about the history, sustainability, economics, bio-ecological relationships and cultures that surround the food that we eat. The course aims to include discussions that are relevant for adults working with infants, toddlers and preschoolers, although much of the curricular design component of this course targets toddlers and pre-schoolers. The course examines how food can be used as a medium to support learning across developmental domains and curricular areas. Besides the theory-based foundations for edible education, the course also emphasises concrete and practical strategies to support learning in classrooms, gardens, kitchens and cafeterias. Guidance is provided on how to set up safe kitchens and gardens for children as well as how to capitalize on existing community resources to create successful food-based programmes that go beyond instructing children the facts about healthy eating. The ultimate aim is for teachers to be able to apply the edible education learnings to their constructivist classroom practice no matter their work environment or context, to nurture in young children a healthy disposition towards eating, being independent, and responsible food-wise.
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ECE368 is an elective course that focuses on understanding Singapore as a changing society with changing family structures and values that impact on the nature of childhood. The course is framed by a sociological and international perspective and provides a platform for discussing and considering implications for effective and inclusive educational policy and practice in Singapore. Connections are once again made to the UNCRC to explore ways in which Singapore has catered to the best interests of young children through the provision of services, protection of children, and the encouragement of child participation in our society. Direct relevance to pedagogical considerations include, but are not limited to: teacher decisions about materials, curricula topics, language use, time use, routines and care practices, relationship building and collaborations with families, other health and educational professionals that support young children/families, and partnership with primary schools.