Native Early Childhood Education | St. Clair College

Contact the Registrar’s Office at

Program Code: K951
Status: Closed
Apply Online:
Two Year - Ontario College Diploma
Starts: September
Brenda Huff
519-972-2727 ext. 3252

Program Overview

This program emphasizes traditional healing methods and provides students with the unique opportunity to develop self-awareness and the mental and spiritual healing so often needed by caregivers. An appreciation for native graduates will be rewarded by their direct work with young children and their families as a member of a multi-disciplinary team. The opportunity for career advancement, financial and job security are also attractive characteristics in the field of early childhood education.

Program Highlights

  • Graduates are eligible to participate in a Transfer Agreement in St. Clair's DSW program
  • University graduates of Arts and Social Sciences will be granted credit towards this program - Please refer to ECE Accelerated
  • Graduates may be granted credit toward a Bachelor of Arts degree at Nipissing University or the University of Windsor
  • Graduates are eligible to apply for certification by the Association for Early Childhood Education Ontario

Career Opportunities

Working as early childhood educators and childcare workers, graduates are uniquely prepared to address the culturally-based and culturally specific needs of First Nations communities.

Admission Requirements

OSSD with the majority of courses at the College (C), University (U), University/College (M) or Open (O) level qualify for admission to this program.

Mature students - 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.

Health Requirements

Accepted applicants must submit proof of a satisfactory medical examination and immunization prior to entry into the program.

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.


The curriculum below is for incoming students:

Semester 1
Code Title Credits
Observation And Documentation
Child Growth & Development I
Methods I: Role Of The Teacher
Native Culture - Artistic Expression
Foundations Of Early Learning And Care
Semester 2
Code Title Credits
Foundations Academic Writing I
Child Growth & Development II
Methods II: Curriculum Planning
Positive Relationships
Field Work I
Semester 3
Code Title Credits
Methods III: Adv. Applications
Exceptional Child
Well Being
Choose 1 Elective Course
Field Work II
Semester 4
Code Title Credits
Methods Iv: Program Management
Day Care In The Community
Rainbow Of Peace
Indigenous Outdoor Education
Field Work III

Your Investment

The standard tuition and compulsory fees for the current academic year:

2024-2025 Tuition Fees  

For programs with Experiential Learning (Work Placement/Internship): Costs for accommodation, if needed, travel and related expenses are at the student's own expense. It is recommended for most programs, that students have access to a laptop or desktop computer while away from home during experiential learning periods.

Textbooks and other materials are in addition to Tuition Fees. Textbook prices may be found on the Bookstore website.

Please be aware that tuition and compulsory fees are subject to adjustment each year. The College reserves the right to change, amend or alter fees as necessary without notice or prejudice.

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:

  1. 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.
  2. 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.
  3. 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.
  4. 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.
  5. 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.
  6. 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*.
  7. 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.
  8. 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.
  9. 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.
  10. 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.

VLO 11 below is specific to ECE Diploma programs that are known as Indigenous* Early Childhood Education Programs (MTCU Code 51211). Graduates of these programs have reliably demonstrated Vocational Outcomes 1-10 in addition to VLO 11.

  1. Engage with Indigenous* children*, families* and communities to co-create, implement and evaluate Indigenous* early years and child care* and child and family programs and environments that are culturally* sensitive and culturally* relevant to the communities they serve.