A framework and process for educating students to apply developmental theory in child and youth care practice

Abstract

In this paper, we describe a course in which students learn to apply developmental theory and an ecological framework to their everyday child and youth care practice. The educational philosophy of the School of Child and Youth Care at the University of Victoria is presented as the context in which this course meets both programmatic and course-related objectives. The philosophy, content, and students' evaluations of the course are discussed. The role of group work in course learning is also explained along with a perspective of students as partners in the teaching-learning process. The connection between course content and principles and guidelines for child care personnel preparation programs (VanderVen, Mattingly, & Morris, 1982) is made; we argue that more College, University and in-service and continuing education courses should focus on helping child and youth care students and front line workers learn to apply developmental theories and an ecological perspective to everyday practice.