Early Childhood Education

Domestic 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 known to you in your Reflective Practice course. A recent criminal reference check – (within 3 months) may be 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.

International Students – Admission Requirements and Information

1. English Proficiency, we will require one of the following:

• IELT Academic International English Language Testing System
  • a minimum overall score of 6.0 must be achieved with no individual band score under 6.0; however, we will accept one band at 5.5.
• TOEFL (Test of English as a Foreign Language) – Computer-based overall minimum score of 79
• PTE (Pearson Test of English) Academic – Graduate Diploma: 58+

NOTE: If your country of citizenship has English as its official language, we may accept alternate proof of English Proficiency

2. Proof of senior high school Diploma/Certificate (equivalent Humanities/Arts stream).

****All educational documents must be submitted in English and will be dependant on the country of citizenship.

For more information, contact the international admission office directly at INTLapply@northern.on.ca

CO-OP Work Permit is mandatory for this program to participate in unpaid program placements.

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 known to you in your Reflective Practice course. A recent criminal reference check – (within 3 months) may be 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
EC2073 Child Guidance
EC2103 Preparation for Placement

Semester 3
AA2063 Autism Spectrum Disorders
SW3113 Working with Diverse Families
DS4063 Health and Nutrition
EC2033 Working with Diversity
EC2083 Children with Exceptionalities
EC4016 Child Care Administration
SW3133 Addiction and Mental Health

Semester 4
EC4003 ECE Fieldwork Placement – 600 hrs
EC4061 ECE Fieldwork Seminar (1 day/month)

Semester 1
CM1913 Communications I – Model B
Topics covered include grammar and mechanics, the three-step writing process, paragraph development, the essay, A.P.A. format, cover letters and resumes.

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 social, emotional, cognitive and physical development of infants, toddlers, preschool children and middle childhood and young adolescents.

EC1093 Intro to Early Childhood Education
This course is designed to introduce the student to the philosophy and practice of providing high quality care and education in an Early Childhood Education setting. The intent of this course is to equip students with techniques for guiding children as they move through the routines of the Child Care Centre and Full Day Early Learning programs. The student will also become acquainted with the educational purposes and goals that underlie current practice.

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 Environments and how they differ from preschool environments. Successful students will identify responsive relationships as the foundation of all later learning. They will be able to assist infants and toddlers construct knowledge by creating a supportive environment, and by providing experiences that will facilitate growth and development.

Semester 2
CM2913 Communications II- Model B
Topics covered include grammar and mechanics, the three-step writing process, paragraph development, the essay, A.P.A. format, cover letters and resumes.

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
This course will introduce students to the Ontario Kindergarten Curriculum and the role of the Early Childhood Educator in the education system.

EC2003 Creative Teaching Strategies
This course will introduce students’ to children’s curriculum. This course is designed to enable the student to develop skills to plan, carry out, and evaluate a well-rounded creative program in a childcare or school suitable for children. Topics include: field trips, cooking with children, classroom displays, math and science. Storytelling techniques will be studied including presenting flannel board stories, puppets, music and creative movement activities to children.

EC2013 Creative arts Workshop
In this course, the theory of creativity, the stages children pass through in developing skill in artwork, and the methods and techniques of planning, conducting and evaluating various creative activities will be studied. 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.

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.

EC2103 Preparation for Placement
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.

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.

SW3113 Working with Diverse Families
This course will examine how to work with and support Canadian families in contemporary society. Using an anti-oppressive and structural lens: students will examine challenges that Canadian families are facing and develop an awareness of the principles and values that guide human service practice with families. The many layers affecting families will be discussed, including (but not limited to); coupling, marriage, parenting, divorce, and blended families. Students will be encouraged to examine their own family systems in light of the contemporary theories of family.

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
Students will explore and examine the many layers of diversity that surround individuals and identifiable groups in society and they will see how these many layers contribute to a rich, diverse Canadian cultural landscape. As part of this examination, students will have the opportunity to reflect on their personal attitudes, assumptions and views toward diverse population groups. As a brief introduction, students will begin developing their understanding of diversity by identifying, discussing, and defining core terminology like privilege, cultural competence, and cultural safety, Students will enhance their knowledge and understanding of diversity by looking at origins of differences among various population groups in Canada and by looking at society’s attitudes associated with Canadian Regionalism, demographic trends, First Nations peoples, immigration, and various other established minority groups. Also, learners will become aware of government policies and influence on certain segments of Canadian society and its role in dealing with social inequalities. Finally, students will look at and reflect on the media’s role in perpetuating stereotypes and swaying personal views of diversity in Canada.

EC2083 Children with Exceptionalities
This course provides students with comprehensive introduction to children and youth who display various categories of exceptionality. Learners will be encouraged to view exceptionality from a biopsychosocial perspective and view interventions from a social systems theory perspective. This course is designed for a students who are studying exceptionalities for the first time. It is expected that such students require knowledge of the philosophies, practices, legislation and policies that determine the care, education, and support of children and youth with special needs. The purpose of this course is to provide students with an overview of the conceptual issues, research findings, evidence based practices relevant to children and youth with exceptionalities. This course emphasizes the concept of inclusion on a continuum and challenges students to critically analyze philosophies and practices in order to emphasize a child-first approach.

EC4016 Child Care Administration
This course is designed to introduce the student to the skills needed to plan, manage, lead and administer a Child Care Centre.

SW3133 Addiction and Mental Health
Concurrent Disorders is a term used to describe cases where a person is struggling with both mental health and substance abuse. People who are struggling with mental health are significantly more likely to abuse substances. The inverse is also true, making it paramount that students learn how to work with and support this population. This course will introduce students to the nature of concurrent disorders; discuss competencies related to inter-professional collaboration and explore cultural and societal influences that impact people experiencing concurrent disorders. Students will have an opportunity to hear from experts in the field and participate in activities to help build their own capacity to be able to work with those affected by co-occurring disorders.

Semester 4

EC4003 ECE Fieldwork Placement (600 hrs), EC4061 ECE Fieldwork Seminar (1 day/month)
Students will be placed in three different child care centres or kindergarten classrooms over three five-week periods. These placements provide students with an opportunity to apply theoretical knowledge and gain practical experience in early childhood education. The placements will provide diverse opportunities for learning as well as personal growth Students will be required to complete placement with varied age groups including Infant/Toddler, Preschool and Kindergarten/School-age children. Alternate placement agencies will be made available for placement opportunities on an individual basis with prior approval. Out-of-town placements may become necessary based on enrollment numbers and would be arranged individually by each student with college providing final approval.