Early Childhood Education

Admission Requirements
Ontario Secondary School Diploma (OSSD).
Grade 12 English (C, U) (Minimum 60% GPA required).

Computer proficiency in Microsoft Office (word processing, spreadsheets), web search engines and e-mail systems. Students may assess whether or not they meet the computer proficiency expectations for this program by taking the free online assessment at Computer Self Assessment Tool.

Or equivalent

Or mature student status (an applicant who does not have a high school diploma or equivalent, and will have reached the age of 19 years on or before the start of the program). Mature students must undergo academic testing prior to admission into a program and demonstrate equivalency with admission English requirement. Call the Admissions Office at 705-235-7222 for more details. Note: Academic prerequisites for this program may be obtained free of charge through Academic Upgrading.

Additional Admissions Requirements / Other Requirements for Admission to Field Work Placement

International students require a criminal reference check from their home country on top of their criminal reference check in Canada in order to be able to go on placement.

In order to prepare you for fieldwork placement, you will be required to have a current resume and cover letter. Fieldwork placement (FWP) agencies may require additional documentation in order for you to begin FWP.  The specific documents will be made know to you in your Reflective Practice course. A recent criminal reference check – (within 3 months) maybe required prior to the start of classes in September.

Students who do not comply with the immunization requirements may not be allowed into the field work settings and as such may not be able to complete the placements and practicums required for graduation from the program. CPR re-certification, WHMIS, criminal reference checks and immunization updates are required annually. Students will not be allowed on placement lab component if documentation is not completed.

To be eligible for participation in field work practice, students must not have been convicted of any criminal offence for which that person has not been pardoned. An unpardoned criminal record may result in inability to participate in fieldwork practice courses and will prevent the student from graduating. Any costs for these tests/certifications will be the responsibility of the applicant.

It is important to note that this program requires a field work component. While the intent is for placements to be arranged in the student’s own community, when this is not possible, alternate communities will need to be considered. Students are responsible for the costs of travel to and from field work placement sites, parking costs, etc. A dress code is in effect during all lab practice sessions and during the field work component of the programs. All course work must be successfully completed prior to field work placements.

A passing grade of 60% is required for all Community Services program courses and electives. To succeed in this program, students must be highly motivated, highly committed as well as physically and mentally fit. Post-acceptance into the program, a questionnaire outlining previous experience, volunteer activities and interests must be completed and returned to the College.

Semester 1
CM1913 Communications I – Model B
EC1073 Outdoor and Nature Play
EC1083 Child Development
EC1093 Intro to Early Childhood Education
EC1103 Observation/documentation
EC2023 Pre-school Environment
EC4033 Infant Toddler Environment

Semester 2
CM2913 Communications II- Model B
EC1053 School age Environment
EC1063 Kindergarten Curriculum
EC2003 Creative Teaching Strategies
EC2013 Creative arts Workshop
EC2043 ECE Reflective Practice
EC2073 Child Guidance

Semester 3
AA2063 Autism Spectrum Disorders
AA3053 Understanding the Family (ELECTIVE)
DS4063 Health and Nutrition
EC2033 Working with Diversity
EC2083 Children with Exceptionalities
EC4016 Child Care Administration
SW2023 Conflict Resolution/Mediation (ELECTIVE)

Semester 4
EC4000 Fieldwork Placement (200 hours)
EC4001 Fieldwork Placement (200 hours)
EC4051 Fieldwork Placement (200 hours)
EC4061 Fieldwork Seminar (1 day/month)

Semester 1

CM1913 Communications I – Model B
Communications I is a practical course designed to help strengthen both oral and written skills. Students will be exposed to a variety of learning methods and communication formats. Emphasis will be placed on the use of appropriate structure, writing conventions and style. Students will also develop discipline-specific documents as well as learn the basics of portfolio assembly and presentation.

EC1073 Outdoor and Nature Play
For children, play is learning. There is no better space for kids to learn than the outdoors, and there is no better play resource than nature. Children can be taught in their early years to play outdoors. Children reap great benefits as they grow a connection and appreciation of the natural environment. In the structured, busy and technologically-advanced world they live in, the role of outdoor play that is experienced as children is being forgotten. This course will nurture the educators awareness for the importance of nature play as any activity that gets children active or thinking actively outdoors, with the end goal of building skills and ability to play without the need for parental or adult control. This can be in any setting, so long as it’s outdoors. It supports children being left to their own devices while caregivers supervise from a distance. Adults can also actively participate in nature play, however, through child-led play activities. Nature play significantly improves all aspects of child development – physical, cognitive, social and emotional. Playing outdoors grows resilience, self-confidence, initiative, creativity and more. It encourages the joy of movement; it nurtures wild imaginations, experimentation, friendships, social connections and behaviour.

EC1083 Child Development
The purpose of this course is to introduce students to the developmental stages of childhood. Students will take a brief look at prenatal development in order to determine the possible impact this may have on later development. The remainder of the course will be to study the developmental stages from birth to young adolescence. Both theoretical and applications are employed to study the social, emotional, cognitive, and physical development of infants and toddlers, preschool children, middle childhood and young adolescents.

EC1093 Intro to Early Childhood Education

EC1103 Observation/documentation
This course presents basic techniques of observation and documentation. This includes pedagogical documentation, as well as recording and interpreting the different skills and behaviours of young children (birth to age 12 years old) and using this information to then integrate children’s individual profiles. The information collected will be used for educational guidance following developmentally appropriate practices in a diversity of early childhood settings.

EC2023 Pre-school Environment
This course explores the foundations and process of play in preschool environments. Students will plan and implement child-centered, developmentally-appropriate experiences and environments that promote child growth and self-esteem. Learning through play will be examined as a foundation to further learning. Observation and documentation methods will be used to examine how play supports child development in the preschool setting.

EC4033 Infant Toddler Environment
This course will cover the basic elements of Infant and Toddler programming and how it differs from the programming of preschool children. Successful students will be able to plan activities that will facilitate growth and development and that are age appropriate. They will be able to create a responsive environment that promotes health and safety as well as guides behaviour

Semester 2
CM2913 Communications II- Model B
Communications II is a continuation of Communications I and is designed to strengthen practical written and oral presentation skills. Students will apply the appropriate principles and formats to job-related documents and will continue to review grammatical structures and apply editing strategies using APA format.

EC1053 School age Environment
This course is designed to introduce you to school-age children and their care as part of a child-care and school setting. In addition, this course will provide you with information and techniques to help you work effectively with diverse families and to design and develop age-appropriate activities and learning experiences. Since most ECE students will likely provide care for school-age children through before- and after-school programs, Full Day Early Learning programs in JK/SK Classrooms as well as summer and week-end programs, the focus of this course will be on school-age children’s social, emotional, physical, moral, cognitive and self development. In the end, the intent of this course is to enable you to use your knowledge of school-age children to develop skills to plan, carry-out and evaluate a well rounded school-age program.

EC1063 Kindergarten Curriculum

EC2003 Creative Teaching Strategies
This course is designed to enable the student to develop skills to plan, carry out, and evaluate a well-rounded creative program.

EC2013 Creative arts Workshop
The purpose of this course is to enable the student to plan and implement a creative arts program suitable for children aged one to twelve years.

EC2043 ECE Reflective Practice
Students will develop an awareness of the importance of the integrative experience of fieldwork that assists with blending theory and practice. This course is meant to serve as an opportunity to facilitate the process of weaving together academic concepts and real experience in fieldwork placement. The Fieldwork Placement Manual will be reviewed; specific competencies and requirements for placement will be identified. The student will examine his/her role in relation to field placement expectations. Policies, processes, roles, responsibilities, and expectations relating to fieldwork placement will be discussed. This course will introduce the student to the concept of reflective practice and professional development. Self-assessment activities will be used as a means of helping the student to reflect on achievements and to examine the implications for further learning. This course will help the student clarify his/her expectations and prepare for a successful fieldwork placement experience.

EC2073 Child Guidance
Early Childhood Educators (ECEs) encounter children with exceptionalities and/or challenging behaviours who require guidance and support. Using the theory and knowledge gained, Child Guidance provides positive guidance strategies that are introduced and explored in-depth to increase an ECE’s ability to successfully support all children in their care. Child Guidance focuses on children living with exceptionalities or exhibiting challenging behaviors and their possibly underlying causes . Students also explore the cognitive, physical, emotional, social, and behavioural differences often associated of children with varying exceptionalities. Throughout the course, the emphasis remains on the uniqueness of an individual child and the evidence-based practices, which support specific child-centred guidance methods.

Semester 3

AA2063 Autism Spectrum Disorders
This course will assist the learner in developing a basic understanding of Autism Spectrum Disorders (ASD). Characteristics of Autism will be explored; the triad of common difficulties will be explained and used as a basis for better understanding of individuals with an ASD. The learner will identify the particular needs of individuals with an ASD, as well as the needs of the family, the school, the community, etc. Evidence-based intervention techniques will be studied in order to provide the learner with recognized intervention methods when dealing with individuals with an ASD.

AA3053 Understanding the Family (ELECTIVE)
This course is designed to familiarize students with the theoretical concepts related to understanding and working with contemporary Canadian families. The course focuses on exploring the reciprocal effects between families, children and adolescents. The course examines such topics as membership, roles, power, conflict, stress and transition. Students will explore and critique the value of System’s Theory for appraising family functioning and planning and implementing objectives and interventions. Much of the classroom discussions will focus on strategies helpful in engaging families in journeys of change. Students are encouraged to ponder their own Family and “Families of Origin” in order to extend their understanding of the concepts and to explore how their own experiences and beliefs affect their practices in human services.

DS4063 Health and Nutrition
Nutrition plays a significant role in promoting health and preventing disease. Major nutritional concerns facing Canadians of all ages and walks of life are obesity and chronic diseases influenced by diet. This course will introduce the student to basic health and nutrition principles that promote healthy food choices and positive lifestyles. Diet modifications that may be required by individuals across the lifespan will be discussed.

EC2033 Working with Diversity
Diversity is a broad word used to describe many things that people represent and that represent people. Students will be asked to reflect upon and have the opportunity to question their own beliefs and assumptions. In doing so they will be able to recognize the subtle but potentially harmful responses they may give to people they are trying to support in their practice. There are a number of terms and key phrases used when discussing diverse clients. We will examine some of these be able to define and explain their meaning. They include but are not limited to: cultural sensitivity, cultural competence and cultural safety. Students will be introduced to regionalism and demographic trends in Canada as well as Canada’s rich cultural landscape. They will be introduced to Canada’s policy and practice toward its original people, the Aboriginal population, its growing immigrant population and the long established European settlers. Examining our own attitudes, values and beliefs helps to open doors and allows us to see things in an objective way. As students become aware of experiences surrounding ideas of culture, immigration and other differences in their own lives they can create more sensitive and stronger helping relationships within the workplace and beyond. Changes in attitudes go beyond the individual and extend to the work environment through policy changes and health promotion. These will be briefly visited during the course. Questions may arise around specific issues that certain marginalized groups face on a regular basis. Students will have the opportunity to look more closely at some of these issues and bring the information back to their peers. At the end of the course students will be better prepared to respond to the diversity of clients who look to them for help. Being able to recognize their own limitations and how their beliefs impact others, plus having the skills necessary will ensure that help is provided in a sensitive, appropriate and respectful way.

EC2083 Children with Exceptionalities

EC4016 Child Care Administration
This course is designed to introduce students to the skills needed to plan and administer a childcare centre.

SW2023 Conflict Resolution/Mediation (ELECTIVE)
Conflict is a natural part of human interaction. This course takes a systematic approach to analyzing the elements of conflict and explores both the individual and systemic responses to it. Students gain a solid foundation in negotiation skills and strategies, followed by a more in-depth introduction to mediation as a viable response to conflict. The course provides an opportunity to apply the skills required by mediators through role play. Students also gain an appreciation of the potentially challenging effects of culture, gender, and power on any negotiation or mediation process, and acquire strategies to respond to these. Finally, Choices in Approaching Conflict explores applications of mediation in the areas of community, business, and restorative justice to provide students who wish to pursue a career involving mediation with a practical context. It also examines the ethical and legal considerations required by the practice of mediation as a profession.

Semester 4
EC4000 Fieldwork Placement (200 hours)
Students are placed in three different day care centres/nursery schools over three five-week periods in Semester IV. These placements provide students with an opportunity to apply theoretical knowledge and gain practical experience in preschool teaching. The placements will provide diverse opportunities for learning as well as personal growth. One of the five-week blocks may be at an alternate setting such as an elementary school class (JK – Grade 2), home child care environment or other related setting.

EC4001 Fieldwork Placement (200 hours)
Students are placed in three different day care centres/nursery schools over three five-week periods in Semester IV. These placements provide students with an opportunity to apply theoretical knowledge and gain practical experience in preschool teaching. The placements will provide diverse opportunities for learning as well as personal growth. One of the five-week blocks may be at an alternate setting such as an elementary school class (JK – Grade 2), home child care environment or other related setting.

EC4051 Fieldwork Placement (200 hours)
Students are placed in three different day care centres/nursery schools over three five-week periods in Semester IV. These placements provide students with an opportunity to apply theoretical knowledge and gain practical experience in preschool teaching. The placements will provide diverse opportunities for learning as well as personal growth. One of the five-week blocks may be at an alternate setting such as an elementary school class (JK – Grade 2), home child care environment or other related setting.

EC4061 Fieldwork Seminar (1 day/month)
This monthly seminar is held in conjunction with ECE field work placement in the fourth semester. The purpose is for students to work to solidify and practice a variety of critical skills, relationship building, professionalism, behavioural interventions, counselling approaches, self evaluation, self care, and professional development. Students will be expected to present on work related experiences, done in the context of skills applications and professional practices.

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