Early Childhood Education

This course will provide the student with an understanding of the accepted theoretical approaches to early childhood development and the current themes that influence and drive child development research today. Students will gain knowledge of normal patterns of growth and development from conception through middle childhood (0-6 years of age). As a result, this course will prepare students with the foundational knowledge required to document, plan, implement and assess developmentally appropriate learning strategies for young children.

Communications I for Community Development Professionals is an introductory course that provides a foundation in college-level communications. In this course, students learn to read critically, write appropriately for a variety of audiences, conduct research, cite references, revise for clarity and correctness, and present those results in various formats. In seminars, labs, and modules students will engage in both independent and collaborative activities, including the development and presentation of a research assignment to help them become more effective communicators in academic and professional contexts in Community Development.

This course will introduce students to the changing nature of Early Childhood Education in the 21st century, and will review the various approaches to learning used by practitioners to meet children's early learning needs. Using a Constructivist approach, the student will examine the attitudes, roles and responsibilities of a professional early childhood educator. Applying a reflective practice lens, students will begin to connect their understanding of the ECE Standards of Practice and document their learning through the preparation of a professional e-portfolio.

This course will teach students about the resources policies, and procedures at the College to assist them in being successful as students. It will further review the requirements for professionalism in the Early Childhood Education industry. Through role-playing, group discussions, and reflections students will learn and apply the requirements to successful as a student and in their career.

This course will provide students with an advanced understanding of children's social and emotional development and it's affect on children's self regulatory behaviour. To support development, students will integrate ECE best practices into their relationships with children, daily curriculum planning and environmental design.

This course is an introduction to the study of Indigenous (First Nations, Metis, and Inuit) peoples in Canada. Students will explore the complex historical and contemporary relationships between Indigenous and non-Indigenous peoples. The course will also guide students to begin to understand the diversity and depth of Indigenous societies, worldviews, and knowledge through a multi-disciplinary lens.

This course will introduce students to the importance of leadership in the early learning and care profession in Ontario. Topics such as social justice, anti-bias and advocacy will be introduced and will provide foundation for reflection and discussion.

Early childhood educators have an ethical responsibility to respect and celebrate diversity. They work hard to be inclusive of all children, families and colleagues. Through reflective practice and group discussion this course will encourage students to uncover their own beliefs and biases in order to influence their professional practice in practicum and beyond.

This course explores the health and wellness principles that will support the Early Childhood Educator in providing healthy and safe early learning environments for young children. Emphasis is placed on environmental greening of childcare, health & nutrition for children and caregivers, as well as child protection.

Through active engagement, this course supports student's critical thinking about play and how it connects to learning and development. Reflective planning tools are introduced which capture observations of children's theories and supports students in the presentation of extended opportunities for learning. Students will practice facilitating "Child led" learning experiences based on children's natural curiosity and inquiry.

Students will be taught the guiding principles necessary in preparing them for the task of observing, documenting and making sense of how children demonstrate their own thinking and competence. As students practice skills in reflection, interpretation, and collaboration they will work towards becoming keen observers in understanding how children direct their own learning in an early childhood setting.

This course offers a systematic approach to exploring human behaviour. The concepts and empirical findings are examined using a variety of theoretical approaches. Major topics include perception, motivation, learning, memory, intelligence, and personality.

All graduates of diploma programs require general education credits. These courses allow you to explore issues of societal concern by looking at the history, theory and contemporary applications of those issues.

Your program has designated some required general education courses. In addition, you have the opportunity to choose from a list of electives each semester.

Many of these courses and some other general education courses are also available through evening classes, by distance education, or on-line. See our Part-Time Studies Calendar for these opportunities.

You may already possess general education equivalencies from other colleges or universities. Please see the General Education Co-ordinators at the Peterborough and Lindsay locations for possible exemptions.

This course will enable Early Childhood Educators to use their knowledge of typical child development and the child's background, interests, abilities and needs to design inclusive environments and practices for young children. Students will also explore the various identified special needs and learn strategies to support children's development.

This course will support students in gaining an understanding of the patterns of development in Middle Childhood (ages 6-12). This foundational knowledge will provide students with the programming skills required to work with School Age Children. In addition to this, students will gain an understanding of the learning expectations for children enrolled in Full Day Kindergarten Programs in Ontario, as outlined in the Full Day Kindergarten document. This will prepare students for their role as an Early Learning Team comprised of a Kindergarten teacher and an ECE.

The early learning environment can be seen as a living laboratory embracing children's curiosity, wonderment and intelligence. In this course, the outdoor and indoor learning environments will be explored through a collaborative and reflective process. Taking on the role of researcher, the learner will evolve their personal philosophy; as they explore natural play and art opportunities; as they work to build sustainability in children's environments; as they document children's learning and, as they embrace new models of supporting children's voices in their own learning.

In this multi-modal delivery course, students are introduced to their first field ECE Field Practicum experience. Two hours a week will be spent in seminar throughout the duration of the semester. Students will attend a field placement in an early learning program two days a week starting in the back half of the semester. Students are supported by both a Professional Practice Mentor and College Pedagogical Partner as they are introduced to the profession firsthand and practice living into the professional expectations and competencies required by the profession.

Pre-Requisites

• Child Development I (EDUC 131)
• Inquiry and Play (EDUC 132)
• Supporting Children's Social Competencies (EDUC 133)
• Observing Children's Competencies (EDUC 134)
• Pedagogical Foundations to Learning (EDUC 130)

This third semester course is designed to give the student an understanding of the diverse landscape of Canadian families and culture. Valuing family knowledge is vital in fully understanding the whole child. Students will gain a deep understanding of how important seeing families as partners is through reciprocal and respectful relationship building. Building partnerships with families through effective communication and collaboration including social media, and technology will support a family centered approach to care.

In this multi-modal delivery course, weekly students participate in a 2hr seminar and attend four full days of placement working with children aged 0-12yrs. Students are supported by both a Professional Practice Mentor and College Pedagogical Partner as they put into practice all they have learned in the program and practice living into the professional expectations and competencies required by the profession.

Pre-Requisites

• Early Learning Practicum I (FLPL 123)
• Field Practicum I (FLPL 123)

This course will provide the student with an understanding of the accepted theoretical approaches to early childhood development and the current themes that influence and drive child development research today. Students will gain knowledge of normal patterns of growth and development from conception through middle childhood (0-6 years of age). As a result, this course will prepare students with the foundational knowledge required to document, plan, implement and assess developmentally appropriate learning strategies for young children.

Communications I for Community Development Professionals is an introductory course that provides a foundation in college-level communications. In this course, students learn to read critically, write appropriately for a variety of audiences, conduct research, cite references, revise for clarity and correctness, and present those results in various formats. In seminars, labs, and modules students will engage in both independent and collaborative activities, including the development and presentation of a research assignment to help them become more effective communicators in academic and professional contexts in Community Development.

This course will introduce students to the changing nature of Early Childhood Education in the 21st century, and will review the various approaches to learning used by practitioners to meet children's early learning needs. Using a Constructivist approach, the student will examine the attitudes, roles and responsibilities of a professional early childhood educator. Applying a reflective practice lens, students will begin to connect their understanding of the ECE Standards of Practice and document their learning through the preparation of a professional e-portfolio.

This course will teach students about the resources policies, and procedures at the College to assist them in being successful as students. It will further review the requirements for professionalism in the Early Childhood Education industry. Through role-playing, group discussions, and reflections students will learn and apply the requirements to successful as a student and in their career.

This course will provide students with an advanced understanding of children's social and emotional development and it's affect on children's self regulatory behaviour. To support development, students will integrate ECE best practices into their relationships with children, daily curriculum planning and environmental design.

This course is an introduction to the study of Indigenous (First Nations, Metis, and Inuit) peoples in Canada. Students will explore the complex historical and contemporary relationships between Indigenous and non-Indigenous peoples. The course will also guide students to begin to understand the diversity and depth of Indigenous societies, worldviews, and knowledge through a multi-disciplinary lens.

This course will introduce students to the importance of leadership in the early learning and care profession in Ontario. Topics such as social justice, anti-bias and advocacy will be introduced and will provide foundation for reflection and discussion.

Early childhood educators have an ethical responsibility to respect and celebrate diversity. They work hard to be inclusive of all children, families and colleagues. Through reflective practice and group discussion this course will encourage students to uncover their own beliefs and biases in order to influence their professional practice in practicum and beyond.

This course explores the health and wellness principles that will support the Early Childhood Educator in providing healthy and safe early learning environments for young children. Emphasis is placed on environmental greening of childcare, health & nutrition for children and caregivers, as well as child protection.

Through active engagement, this course supports student's critical thinking about play and how it connects to learning and development. Reflective planning tools are introduced which capture observations of children's theories and supports students in the presentation of extended opportunities for learning. Students will practice facilitating "Child led" learning experiences based on children's natural curiosity and inquiry.

Students will be taught the guiding principles necessary in preparing them for the task of observing, documenting and making sense of how children demonstrate their own thinking and competence. As students practice skills in reflection, interpretation, and collaboration they will work towards becoming keen observers in understanding how children direct their own learning in an early childhood setting.

This course offers a systematic approach to exploring human behaviour. The concepts and empirical findings are examined using a variety of theoretical approaches. Major topics include perception, motivation, learning, memory, intelligence, and personality.

All graduates of diploma programs require general education credits. These courses allow you to explore issues of societal concern by looking at the history, theory and contemporary applications of those issues.

Your program has designated some required general education courses. In addition, you have the opportunity to choose from a list of electives each semester.

Many of these courses and some other general education courses are also available through evening classes, by distance education, or on-line. See our Part-Time Studies Calendar for these opportunities.

You may already possess general education equivalencies from other colleges or universities. Please see the General Education Co-ordinators at the Peterborough and Lindsay locations for possible exemptions.

This course will enable Early Childhood Educators to use their knowledge of typical child development and the child's background, interests, abilities and needs to design inclusive environments and practices for young children. Students will also explore the various identified special needs and learn strategies to support children's development.

This course will support students in gaining an understanding of the patterns of development in Middle Childhood (ages 6-12). This foundational knowledge will provide students with the programming skills required to work with School Age Children. In addition to this, students will gain an understanding of the learning expectations for children enrolled in Full Day Kindergarten Programs in Ontario, as outlined in the Full Day Kindergarten document. This will prepare students for their role as an Early Learning Team comprised of a Kindergarten teacher and an ECE.

The early learning environment can be seen as a living laboratory embracing children's curiosity, wonderment and intelligence. In this course, the outdoor and indoor learning environments will be explored through a collaborative and reflective process. Taking on the role of researcher, the learner will evolve their personal philosophy; as they explore natural play and art opportunities; as they work to build sustainability in children's environments; as they document children's learning and, as they embrace new models of supporting children's voices in their own learning.

In this multi-modal delivery course, students are introduced to their first field ECE Field Practicum experience. Two hours a week will be spent in seminar throughout the duration of the semester. Students will attend a field placement in an early learning program two days a week starting in the back half of the semester. Students are supported by both a Professional Practice Mentor and College Pedagogical Partner as they are introduced to the profession firsthand and practice living into the professional expectations and competencies required by the profession.

Pre-Requisites

• Child Development I (EDUC 131)
• Inquiry and Play (EDUC 132)
• Supporting Children's Social Competencies (EDUC 133)
• Observing Children's Competencies (EDUC 134)
• Pedagogical Foundations to Learning (EDUC 130)

This third semester course is designed to give the student an understanding of the diverse landscape of Canadian families and culture. Valuing family knowledge is vital in fully understanding the whole child. Students will gain a deep understanding of how important seeing families as partners is through reciprocal and respectful relationship building. Building partnerships with families through effective communication and collaboration including social media, and technology will support a family centered approach to care.

In this multi-modal delivery course, weekly students participate in a 2hr seminar and attend four full days of placement working with children aged 0-12yrs. Students are supported by both a Professional Practice Mentor and College Pedagogical Partner as they put into practice all they have learned in the program and practice living into the professional expectations and competencies required by the profession.

Pre-Requisites

• Early Learning Practicum I (FLPL 123)
• Field Practicum I (FLPL 123)

This course will provide the student with an understanding of the accepted theoretical approaches to early childhood development and the current themes that influence and drive child development research today. Students will gain knowledge of normal patterns of growth and development from conception through middle childhood (0-6 years of age). As a result, this course will prepare students with the foundational knowledge required to document, plan, implement and assess developmentally appropriate learning strategies for young children.

Communications I for Community Development Professionals is an introductory course that provides a foundation in college-level communications. In this course, students learn to read critically, write appropriately for a variety of audiences, conduct research, cite references, revise for clarity and correctness, and present those results in various formats. In seminars, labs, and modules students will engage in both independent and collaborative activities, including the development and presentation of a research assignment to help them become more effective communicators in academic and professional contexts in Community Development.

This course will introduce students to the changing nature of Early Childhood Education in the 21st century, and will review the various approaches to learning used by practitioners to meet children's early learning needs. Using a Constructivist approach, the student will examine the attitudes, roles and responsibilities of a professional early childhood educator. Applying a reflective practice lens, students will begin to connect their understanding of the ECE Standards of Practice and document their learning through the preparation of a professional e-portfolio.

This course will teach students about the resources policies, and procedures at the College to assist them in being successful as students. It will further review the requirements for professionalism in the Early Childhood Education industry. Through role-playing, group discussions, and reflections students will learn and apply the requirements to successful as a student and in their career.

This course will provide students with an advanced understanding of children's social and emotional development and it's affect on children's self regulatory behaviour. To support development, students will integrate ECE best practices into their relationships with children, daily curriculum planning and environmental design.

This course is an introduction to the study of Indigenous (First Nations, Metis, and Inuit) peoples in Canada. Students will explore the complex historical and contemporary relationships between Indigenous and non-Indigenous peoples. The course will also guide students to begin to understand the diversity and depth of Indigenous societies, worldviews, and knowledge through a multi-disciplinary lens.

This course will introduce students to the importance of leadership in the early learning and care profession in Ontario. Topics such as social justice, anti-bias and advocacy will be introduced and will provide foundation for reflection and discussion.

Early childhood educators have an ethical responsibility to respect and celebrate diversity. They work hard to be inclusive of all children, families and colleagues. Through reflective practice and group discussion this course will encourage students to uncover their own beliefs and biases in order to influence their professional practice in practicum and beyond.

This course explores the health and wellness principles that will support the Early Childhood Educator in providing healthy and safe early learning environments for young children. Emphasis is placed on environmental greening of childcare, health & nutrition for children and caregivers, as well as child protection.

Through active engagement, this course supports student's critical thinking about play and how it connects to learning and development. Reflective planning tools are introduced which capture observations of children's theories and supports students in the presentation of extended opportunities for learning. Students will practice facilitating "Child led" learning experiences based on children's natural curiosity and inquiry.

Students will be taught the guiding principles necessary in preparing them for the task of observing, documenting and making sense of how children demonstrate their own thinking and competence. As students practice skills in reflection, interpretation, and collaboration they will work towards becoming keen observers in understanding how children direct their own learning in an early childhood setting.

This course offers a systematic approach to exploring human behaviour. The concepts and empirical findings are examined using a variety of theoretical approaches. Major topics include perception, motivation, learning, memory, intelligence, and personality.

All graduates of diploma programs require general education credits. These courses allow you to explore issues of societal concern by looking at the history, theory and contemporary applications of those issues.

Your program has designated some required general education courses. In addition, you have the opportunity to choose from a list of electives each semester.

Many of these courses and some other general education courses are also available through evening classes, by distance education, or on-line. See our Part-Time Studies Calendar for these opportunities.

You may already possess general education equivalencies from other colleges or universities. Please see the General Education Co-ordinators at the Peterborough and Lindsay locations for possible exemptions.

This course will enable Early Childhood Educators to use their knowledge of typical child development and the child's background, interests, abilities and needs to design inclusive environments and practices for young children. Students will also explore the various identified special needs and learn strategies to support children's development.

This course will support students in gaining an understanding of the patterns of development in Middle Childhood (ages 6-12). This foundational knowledge will provide students with the programming skills required to work with School Age Children. In addition to this, students will gain an understanding of the learning expectations for children enrolled in Full Day Kindergarten Programs in Ontario, as outlined in the Full Day Kindergarten document. This will prepare students for their role as an Early Learning Team comprised of a Kindergarten teacher and an ECE.

The early learning environment can be seen as a living laboratory embracing children's curiosity, wonderment and intelligence. In this course, the outdoor and indoor learning environments will be explored through a collaborative and reflective process. Taking on the role of researcher, the learner will evolve their personal philosophy; as they explore natural play and art opportunities; as they work to build sustainability in children's environments; as they document children's learning and, as they embrace new models of supporting children's voices in their own learning.

In this multi-modal delivery course, students are introduced to their first field ECE Field Practicum experience. Two hours a week will be spent in seminar throughout the duration of the semester. Students will attend a field placement in an early learning program two days a week starting in the back half of the semester. Students are supported by both a Professional Practice Mentor and College Pedagogical Partner as they are introduced to the profession firsthand and practice living into the professional expectations and competencies required by the profession.

Pre-Requisites

• Child Development I (EDUC 131)
• Inquiry and Play (EDUC 132)
• Supporting Children's Social Competencies (EDUC 133)
• Observing Children's Competencies (EDUC 134)
• Pedagogical Foundations to Learning (EDUC 130)

This third semester course is designed to give the student an understanding of the diverse landscape of Canadian families and culture. Valuing family knowledge is vital in fully understanding the whole child. Students will gain a deep understanding of how important seeing families as partners is through reciprocal and respectful relationship building. Building partnerships with families through effective communication and collaboration including social media, and technology will support a family centered approach to care.

In this multi-modal delivery course, weekly students participate in a 2hr seminar and attend four full days of placement working with children aged 0-12yrs. Students are supported by both a Professional Practice Mentor and College Pedagogical Partner as they put into practice all they have learned in the program and practice living into the professional expectations and competencies required by the profession.

Pre-Requisites

• Early Learning Practicum I (FLPL 123)
• Field Practicum I (FLPL 123)

This course will provide the student with an understanding of the accepted theoretical approaches to early childhood development and the current themes that influence and drive child development research today. Students will gain knowledge of normal patterns of growth and development from conception through middle childhood (0-6 years of age). As a result, this course will prepare students with the foundational knowledge required to document, plan, implement and assess developmentally appropriate learning strategies for young children.

Communications I for Community Development Professionals is an introductory course that provides a foundation in college-level communications. In this course, students learn to read critically, write appropriately for a variety of audiences, conduct research, cite references, revise for clarity and correctness, and present those results in various formats. In seminars, labs, and modules students will engage in both independent and collaborative activities, including the development and presentation of a research assignment to help them become more effective communicators in academic and professional contexts in Community Development.

This course will introduce students to the changing nature of Early Childhood Education in the 21st century, and will review the various approaches to learning used by practitioners to meet children's early learning needs. Using a Constructivist approach, the student will examine the attitudes, roles and responsibilities of a professional early childhood educator. Applying a reflective practice lens, students will begin to connect their understanding of the ECE Standards of Practice and document their learning through the preparation of a professional e-portfolio.

This course will teach students about the resources policies, and procedures at the College to assist them in being successful as students. It will further review the requirements for professionalism in the Early Childhood Education industry. Through role-playing, group discussions, and reflections students will learn and apply the requirements to successful as a student and in their career.

This course will provide students with an advanced understanding of children's social and emotional development and it's affect on children's self regulatory behaviour. To support development, students will integrate ECE best practices into their relationships with children, daily curriculum planning and environmental design.

This course is an introduction to the study of Indigenous (First Nations, Metis, and Inuit) peoples in Canada. Students will explore the complex historical and contemporary relationships between Indigenous and non-Indigenous peoples. The course will also guide students to begin to understand the diversity and depth of Indigenous societies, worldviews, and knowledge through a multi-disciplinary lens.

This course will introduce students to the importance of leadership in the early learning and care profession in Ontario. Topics such as social justice, anti-bias and advocacy will be introduced and will provide foundation for reflection and discussion.

Early childhood educators have an ethical responsibility to respect and celebrate diversity. They work hard to be inclusive of all children, families and colleagues. Through reflective practice and group discussion this course will encourage students to uncover their own beliefs and biases in order to influence their professional practice in practicum and beyond.

This course explores the health and wellness principles that will support the Early Childhood Educator in providing healthy and safe early learning environments for young children. Emphasis is placed on environmental greening of childcare, health & nutrition for children and caregivers, as well as child protection.

Through active engagement, this course supports student's critical thinking about play and how it connects to learning and development. Reflective planning tools are introduced which capture observations of children's theories and supports students in the presentation of extended opportunities for learning. Students will practice facilitating "Child led" learning experiences based on children's natural curiosity and inquiry.

Students will be taught the guiding principles necessary in preparing them for the task of observing, documenting and making sense of how children demonstrate their own thinking and competence. As students practice skills in reflection, interpretation, and collaboration they will work towards becoming keen observers in understanding how children direct their own learning in an early childhood setting.

This course offers a systematic approach to exploring human behaviour. The concepts and empirical findings are examined using a variety of theoretical approaches. Major topics include perception, motivation, learning, memory, intelligence, and personality.

All graduates of diploma programs require general education credits. These courses allow you to explore issues of societal concern by looking at the history, theory and contemporary applications of those issues.

Your program has designated some required general education courses. In addition, you have the opportunity to choose from a list of electives each semester.

Many of these courses and some other general education courses are also available through evening classes, by distance education, or on-line. See our Part-Time Studies Calendar for these opportunities.

You may already possess general education equivalencies from other colleges or universities. Please see the General Education Co-ordinators at the Peterborough and Lindsay locations for possible exemptions.

This course will enable Early Childhood Educators to use their knowledge of typical child development and the child's background, interests, abilities and needs to design inclusive environments and practices for young children. Students will also explore the various identified special needs and learn strategies to support children's development.

This course will support students in gaining an understanding of the patterns of development in Middle Childhood (ages 6-12). This foundational knowledge will provide students with the programming skills required to work with School Age Children. In addition to this, students will gain an understanding of the learning expectations for children enrolled in Full Day Kindergarten Programs in Ontario, as outlined in the Full Day Kindergarten document. This will prepare students for their role as an Early Learning Team comprised of a Kindergarten teacher and an ECE.

The early learning environment can be seen as a living laboratory embracing children's curiosity, wonderment and intelligence. In this course, the outdoor and indoor learning environments will be explored through a collaborative and reflective process. Taking on the role of researcher, the learner will evolve their personal philosophy; as they explore natural play and art opportunities; as they work to build sustainability in children's environments; as they document children's learning and, as they embrace new models of supporting children's voices in their own learning.

In this multi-modal delivery course, students are introduced to their first field ECE Field Practicum experience. Two hours a week will be spent in seminar throughout the duration of the semester. Students will attend a field placement in an early learning program two days a week starting in the back half of the semester. Students are supported by both a Professional Practice Mentor and College Pedagogical Partner as they are introduced to the profession firsthand and practice living into the professional expectations and competencies required by the profession.

Pre-Requisites

• Child Development I (EDUC 131)
• Inquiry and Play (EDUC 132)
• Supporting Children's Social Competencies (EDUC 133)
• Observing Children's Competencies (EDUC 134)
• Pedagogical Foundations to Learning (EDUC 130)

This third semester course is designed to give the student an understanding of the diverse landscape of Canadian families and culture. Valuing family knowledge is vital in fully understanding the whole child. Students will gain a deep understanding of how important seeing families as partners is through reciprocal and respectful relationship building. Building partnerships with families through effective communication and collaboration including social media, and technology will support a family centered approach to care.

In this multi-modal delivery course, weekly students participate in a 2hr seminar and attend four full days of placement working with children aged 0-12yrs. Students are supported by both a Professional Practice Mentor and College Pedagogical Partner as they put into practice all they have learned in the program and practice living into the professional expectations and competencies required by the profession.

Pre-Requisites

• Early Learning Practicum I (FLPL 123)
• Field Practicum I (FLPL 123)