Fleming College

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.

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 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.

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 introduces students to Indigenous ways of knowing through engagement with Indigenous philosophies and worldviews as well as Indigenous intellectual and cultural traditions. Multidisciplinary in nature, the structure of Indigenous Knowledges provides a context for students to identify with and gain respect for their practical and sustainable applications.

Pre-Requisites

• Introduction to Indigenous Studies (INDG 49)

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.

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.

In this multi-modal delivery course, students are provided with an opportunity to build on the knowledge and skills they have learned during their ECE courses in both a practice setting and seminar environment. Students attend placement in licensed childcare four days a week and participate in an integrated virtual seminar on the fifth. Students are supported by both a Professional Practice Mentor and College Pedagogical Partner as they experience the sector firsthand and practice living into the professional expectations and competencies required by our profession.

Pre-Requisites

• Creating Early Learning Sustainable Environments (EDUC 137)
• Partnering with Families (EDUC 139)
• Building Inclusive Environments (EDUC 140)
• Children's Health and the Environment (EDUC 135)
• Advocacy & Leadership (EDUC 151)
• Early Learning Practicum I (FLPL 123)
• Field Practicum I (FLPL 123)
• Child Development II (EDUC 136)

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

• Creating Early Learning Sustainable Environments (EDUC 137)
• Partnering with Families (EDUC 139)
• Building Inclusive Environments (EDUC 140)
• Children's Health and the Environment (EDUC 135)
• Advocacy & Leadership (EDUC 151)
• Early Learning Practicum I (FLPL 123)
• Field Practicum I (FLPL 123)
• Child Development II (EDUC 136)

In this multi-modal delivery course, students are provided with a final opportunity to build on the knowledge and skills they have learned during their ECE courses in both a practice setting and seminar environment. Students attend placement in an early learning and care setting four days a week and participate in an integrated virtual seminar on the fifth. Students are supported by both a Professional Practice Mentor and College Pedagogical Partner as they live into Ontario's pedagogy for the early years and demonstrate practice readiness according to the expectations set out in the College of Early Childhood Educators Code of Ethics and Standards of Practice, 2017 and the ECE Program Standards (November 2018) outlined by the Ministry of College and Universities.

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.

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 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.

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 introduces students to Indigenous ways of knowing through engagement with Indigenous philosophies and worldviews as well as Indigenous intellectual and cultural traditions. Multidisciplinary in nature, the structure of Indigenous Knowledges provides a context for students to identify with and gain respect for their practical and sustainable applications.

Pre-Requisites

• Introduction to Indigenous Studies (INDG 49)

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.

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.

In this multi-modal delivery course, students are provided with an opportunity to build on the knowledge and skills they have learned during their ECE courses in both a practice setting and seminar environment. Students attend placement in licensed childcare four days a week and participate in an integrated virtual seminar on the fifth. Students are supported by both a Professional Practice Mentor and College Pedagogical Partner as they experience the sector firsthand and practice living into the professional expectations and competencies required by our profession.

Pre-Requisites

• Creating Early Learning Sustainable Environments (EDUC 137)
• Partnering with Families (EDUC 139)
• Building Inclusive Environments (EDUC 140)
• Children's Health and the Environment (EDUC 135)
• Advocacy & Leadership (EDUC 151)
• Early Learning Practicum I (FLPL 123)
• Field Practicum I (FLPL 123)
• Child Development II (EDUC 136)

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

• Creating Early Learning Sustainable Environments (EDUC 137)
• Partnering with Families (EDUC 139)
• Building Inclusive Environments (EDUC 140)
• Children's Health and the Environment (EDUC 135)
• Advocacy & Leadership (EDUC 151)
• Early Learning Practicum I (FLPL 123)
• Field Practicum I (FLPL 123)
• Child Development II (EDUC 136)

In this multi-modal delivery course, students are provided with a final opportunity to build on the knowledge and skills they have learned during their ECE courses in both a practice setting and seminar environment. Students attend placement in an early learning and care setting four days a week and participate in an integrated virtual seminar on the fifth. Students are supported by both a Professional Practice Mentor and College Pedagogical Partner as they live into Ontario's pedagogy for the early years and demonstrate practice readiness according to the expectations set out in the College of Early Childhood Educators Code of Ethics and Standards of Practice, 2017 and the ECE Program Standards (November 2018) outlined by the Ministry of College and Universities.

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.

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 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.

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 introduces students to Indigenous ways of knowing through engagement with Indigenous philosophies and worldviews as well as Indigenous intellectual and cultural traditions. Multidisciplinary in nature, the structure of Indigenous Knowledges provides a context for students to identify with and gain respect for their practical and sustainable applications.

Pre-Requisites

• Introduction to Indigenous Studies (INDG 49)

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.

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.

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

• Creating Early Learning Sustainable Environments (EDUC 137)
• Partnering with Families (EDUC 139)
• Building Inclusive Environments (EDUC 140)
• Children's Health and the Environment (EDUC 135)
• Advocacy & Leadership (EDUC 151)
• Early Learning Practicum I (FLPL 123)
• Field Practicum I (FLPL 123)
• Child Development II (EDUC 136)

In this multi-modal delivery course, students are provided with a final opportunity to build on the knowledge and skills they have learned during their ECE courses in both a practice setting and seminar environment. Students attend placement in an early learning and care setting four days a week and participate in an integrated virtual seminar on the fifth. Students are supported by both a Professional Practice Mentor and College Pedagogical Partner as they live into Ontario's pedagogy for the early years and demonstrate practice readiness according to the expectations set out in the College of Early Childhood Educators Code of Ethics and Standards of Practice, 2017 and the ECE Program Standards (November 2018) outlined by the Ministry of College and Universities.

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.

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 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.

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 introduces students to Indigenous ways of knowing through engagement with Indigenous philosophies and worldviews as well as Indigenous intellectual and cultural traditions. Multidisciplinary in nature, the structure of Indigenous Knowledges provides a context for students to identify with and gain respect for their practical and sustainable applications.

Pre-Requisites

• Introduction to Indigenous Studies (INDG 49)

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.

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.

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

• Creating Early Learning Sustainable Environments (EDUC 137)
• Partnering with Families (EDUC 139)
• Building Inclusive Environments (EDUC 140)
• Children's Health and the Environment (EDUC 135)
• Advocacy & Leadership (EDUC 151)
• Early Learning Practicum I (FLPL 123)
• Field Practicum I (FLPL 123)
• Child Development II (EDUC 136)

In this multi-modal delivery course, students are provided with a final opportunity to build on the knowledge and skills they have learned during their ECE courses in both a practice setting and seminar environment. Students attend placement in an early learning and care setting four days a week and participate in an integrated virtual seminar on the fifth. Students are supported by both a Professional Practice Mentor and College Pedagogical Partner as they live into Ontario's pedagogy for the early years and demonstrate practice readiness according to the expectations set out in the College of Early Childhood Educators Code of Ethics and Standards of Practice, 2017 and the ECE Program Standards (November 2018) outlined by the Ministry of College and Universities.

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.

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 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.

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 introduces students to Indigenous ways of knowing through engagement with Indigenous philosophies and worldviews as well as Indigenous intellectual and cultural traditions. Multidisciplinary in nature, the structure of Indigenous Knowledges provides a context for students to identify with and gain respect for their practical and sustainable applications.

Pre-Requisites

• Introduction to Indigenous Studies (INDG 49)

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.

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.

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

• Creating Early Learning Sustainable Environments (EDUC 137)
• Partnering with Families (EDUC 139)
• Building Inclusive Environments (EDUC 140)
• Children's Health and the Environment (EDUC 135)
• Advocacy & Leadership (EDUC 151)
• Early Learning Practicum I (FLPL 123)
• Field Practicum I (FLPL 123)
• Child Development II (EDUC 136)

In this multi-modal delivery course, students are provided with a final opportunity to build on the knowledge and skills they have learned during their ECE courses in both a practice setting and seminar environment. Students attend placement in an early learning and care setting four days a week and participate in an integrated virtual seminar on the fifth. Students are supported by both a Professional Practice Mentor and College Pedagogical Partner as they live into Ontario's pedagogy for the early years and demonstrate practice readiness according to the expectations set out in the College of Early Childhood Educators Code of Ethics and Standards of Practice, 2017 and the ECE Program Standards (November 2018) outlined by the Ministry of College and Universities.