Program Overview
Graduates of this program can be part of the licensed child care team supporting young children in infant, toddler, preschool or school age classrooms in developing thinking, learning, communication, physical, social and emotional skills. Registered Early Childhood Educators design and provide a curriculum that is based on the interests and the developmental level of each child. Practitioners in the field of Early Childhood Education work closely not only with children but also with families and other professionals, so excellent communication and social interaction skills are also required.
Program Highlights
- Placements can be completed in a variety of places and locations. Placements within a variety of settings such as Francophone or Aboriginal settings and also extended hours settings.
- Graduates are able to apply for certification to the Association for Early Childhood Education Ontario.
- Graduates must register with the College of Early Childhood Educators to practice in the profession.
- Registered ECE professionals design and provide a curriculum that is based on the interests and development level of each child.
Career Opportunities
Positions are available in community-based child care; Ontario Early Years and Family Centres, and in-home care. There are also positions available in Boards of Education as Registered Early Childhood Educators in Kindergarten classes as well as international opportunities for working with young children.
Transfer Agreement
ECE graduates are eligible to participate in a Transfer Agreement between the Child and Youth Care or the Developmental Service Worker programs and take an “accelerated” one year program to earn their CYC or DSW diploma. Contact the Program Coordinator for details.
Admission Requirements
OSSD with the majority of courses at the College (C), University (U), University/College (M) or Open (O) level plus:
- Grade 12 English - ENG4U, ENG4C, EAE4C or EAE4U.
Mature students - See Admission Procedures for details.
Important Information
This is an OVERSUBSCRIBED program. Apply by February 1 to be considered for this program. See Admission Procedures for details.
Field/Clinical Placements
Employers who provide our field placement settings require a clear POLICE RECORD CHECK for criminal offences with vulnerable sector screening before accepting a student into the field placement setting. The record check MUST be obtained by the student at the student's expense. If you are unable to obtain this police clearance by mid September, you jeopardize the opportunity to complete either of your field placements.
Placements will be completed at a variety of locations, and may include day, afternoon, evening, weekend or split shifts.
NOTE: Standard First Aid and CPR Level C Certification must be obtained PRIOR to Field Placements.
The dress code for field placement is business casual. Students are expected to purchase supplies and in the design of developmentally appropriate activities and should expect to incur these additional costs.
Health Requirements
Accepted applicants must supply proof of a satisfactory medical examination and immunization prior to program entry.
Please be advised that lack of documented immunizations may result in the restriction of clinical placement and therefore may delay and/or prevent completion of the prescribed program.
Courses
The curriculum below is for incoming students:
Semester 2
| Code | Title | Credits |
|---|---|---|
|
ECE205G
|
Anti-Oppression In Canadian Society |
3
|
|
ECE211
|
Curriculum Methods: Literacy & Movement |
3
|
|
ECE229
|
Field Placement I |
9
|
|
ECE420
|
Professionalism & Working With Families |
3
|
|
ECE314
|
Infant & Toddler Development & Best Practices |
3
|
|
ECE213
|
Preparation For Field Placement I |
1
|
|
FAW100
|
Foundations Academic Writing I |
3
|
Program Physical Demands Analysis
Program Vocational Learning Outcomes
Early Childhood Education (Ontario College Diploma) (MTCU Code 51211)
The graduate has reliably demonstrated the ability to:
- Design, implement and evaluate inclusive and play-based early learning curriculum and programs that support children’s holistic development and are responsive to individual children’s and groups of children’s observed abilities, interests and ideas.
- Establish and maintain inclusive early learning environments that support diverse, equitable and accessible developmental and learning opportunities for all children and their families.
- Select and use a variety of screening tools, observation and documentation strategies to review, support and promote children’s learning across the continuum of early childhood development.
- Establish and maintain responsive relationships with individual children, groups of children and families.
- Assess, develop and maintain safe, healthy and quality early learning environments which meet the requirements of current legislation, agency policies and evidence-based practices in early learning.
- Prepare and use professional written, verbal, nonverbal and electronic communications when working with children, families, colleagues, employers, and community partners.
- Identify, select and apply relevant legislation, regulations, College of Early Childhood Educators Standards of Practice and Code of Ethics, policies and evidence-based practice guidelines, and interpret their impact on a variety of early learning environments.
- Apply a developing personal philosophy of early learning in accordance with ethical and professional standards of early childhood education practice.
- Advocate for quality early learning environments and collaborate with members of the early learning team, families and community partners to establish and promote such settings.
- Engage in reflective practice, develop learning goals and maintain an ongoing professional development plan in accordance with evidence-based practices in early learning and related fields.
Effective Fall 2020
The graduate has reliably demonstrated the ability to:
- Create learning contexts to enable, build and maintain caring, responsive relationships* in partnerships with children*, families* and communities that value and respect social, cultural and linguistic diversity* including Indigenous* peoples’ worldviews and Francophone identity.
- Co-create, facilitate and reflect upon inquiry and play-based* early years and child care* programs and pedagogical* approaches to support children’s* learning, holistic development* and well-being following children’s* capabilities, interests, ideas and experiences.
- Co-design and maintain inclusive* early learning environments* to value and support equitable, accessible and meaningful learning opportunities for all children*, their families* and communities in a range of early years and child care* settings.
- Collaborate with children*, families*, colleagues, agencies and community partners to create, maintain, evaluate and promote safe and healthy early learning environments* to support independence, reasonable risk-taking and healthy development and well-being.
- Use observation strategies* to identify children’s* strengths and challenges and to ascertain when children* and families* might benefit from additional support or community resources.
- Use professional communication in interactions with children*, families*, colleagues, employers, the regulatory body*, government authorities and children’s* service agencies to meet legal and ethical standards of the early years sector*.
- Act in accordance with relevant legislation, regulations, College of Early Childhood Educators Code of Ethics and Standards of Practice, agency policies and procedures and principles of evidence-informed practice* and reflect* upon their impact on one’s own role in early years and child care* settings.
- Identify, report and document when a child is in a situation of perceived risk for, or actual neglect or abuse, in accordance with legislation, the College of Early Childhood Educators Code of Ethics and Standards of Practice, policies and procedures.
- Create and engage in partnerships with families*, communities, colleagues, interdisciplinary professionals, authorities and child service agencies to advocate for quality early years and child care* programs and services.
- Engage in reflective practice* and continuous professional learning* in accordance with principles of lifelong learning, evidence-informed practices* in the early years sector* and requirements of the College of Early Childhood Educators.