Early Childhood Education-(PECED)
Ontario College Diploma
Program Profile for Second Career
September 2013 start
INSTITUTION INFORMATION
Name of
Institution:
Sheridan College Institute of Technology & Advanced Learning
Trafalgar Road Campus:
1430 Trafalgar Road
Oakville, ON L6H 2L1
905-845-9430
Davis Campus:
7899 McLaughlin Road
Brampton, ON L6V 1G6
905-459-7533
Locations:
(Campus Location
of Program is in
bold)
Hazel McCallion Campus:
4180 Duke of York Boulevard
Mississauga, ON L5B 0G5
905-845-9430
Skills Training Centre:
407 Iroquois Shore Road
Oakville, ON L6H 1M3
905-845-9430
Website Address: www.sheridancollege.ca
All Sheridan campuses are accessible by local public transit, with convenient
connections to GO Transit. Visit:
www.sheridancollege.ca / About Sheridan/ Campus Info/ How to Get to Sheridan
Second Career Coordinator: Deborah Campbell
Contact Person:
Application
Process/Offer of
Admission/Letter
of Acceptance:
Phone: 905-459-7533 or 905-845-9430 ext. 5068
Fax: 905-874-4385
E-mail: [email protected]
1. If you have been provided with a Second Career Application Package by
your Employment Assessment Centre, please review Sheridan’s full-time
program admission requirements outlined below under Program-Specific
Admission Requirements. Please note that to be extended an offer to
Sheridan and obtain an acceptance letter, you are required to meet the
admission requirements. We will be pleased to talk with you about your
program and Second Career. Also, please attend a Sheridan Second
Career Information Session - times and locations are noted at
www.sheridancollege.ca under Programs and Courses, then select
Second Career.
2. Please apply to your program choice through the Ontario Colleges
website at: www.ontariocolleges.ca. Please provide transcripts or request
mature student testing, if you meet the criteria (see below Mature
Student Status). There is a $95 non-refundable application fee, payable
Page 1 of 15
Early Childhood Education-(PECED)
Ontario College Diploma
Program Profile for Second Career
September 2013 start
to Ontario Colleges.
3. If Sheridan determines you do not meet the admission requirements
through transcripts or testing, we will provide you with information about
how you can most efficiently obtain the necessary prerequisites through
Sheridan’s Upgrading or ESL Programs.
4. If you are accepted into your program choice, you will receive an offer of
admission and, subsequently, a detailed acceptance letter, which you will
submit with your Second Career funding application.
Certification of
School:
Sheridan is an Ontario Public College and is certified to issue T2202A tax
receipts.
Sheridan recognizes that some students who enter a program at the College will
have earned postsecondary credits at other recognized postsecondary institutions
and may wish to apply these credits towards the Sheridan credential. Advanced
standing refers to the transferring of credit earned at another recognized postsecondary institution towards a Sheridan credential.
Students may apply to receive advanced standing for specific Sheridan course(s)
based on the successful completion of similar courses at other recognized
postsecondary institutions subject to meeting applicable Sheridan policies.
Advanced
Standing:
Candidates must have achieved a minimum course grade of C grade in the
course that is being considered for advanced standing, or the minimum pass for
the course for promotion within the program, whichever is higher.
Courses considered for advanced standing must have been completed within five
years prior to the request except with the permission of the Dean of the respective
school.
Please refer to the full time Advanced Standing policy on Sheridan’s Policies and
Procedures website for specific details. Mac users please note: you must use
Firefox, Opera or Netscape to access the documents on the Policies and
Procedures website.
PROGRAM INFORMATION
Program
Name/Credential:
Early Childhood Education
Ontario College Diploma
Ontario Secondary School Diploma or equivalent, including these required
courses:

Program-Specific
Admission
Requirements:
One English, Grade 12 (ENG4C or ENG4U)
Or,
Mature Student Status – Mature students do not possess an Ontario
Secondary School Diploma, or equivalent, and are 19 years of age or older
Page 2 of 15
Early Childhood Education-(PECED)
Ontario College Diploma
Program Profile for Second Career
September 2013 start
before the starting date of the program.
Mature students who apply to Sheridan’s certificate and diploma programs must
demonstrate their ability to work at the postsecondary level in one of the following
two ways:


By successfully completing equivalency testing in English and/or
mathematics and/or; science or
By completing a program of academic upgrading at a level appropriate to
the program of choice.*
Mature students must demonstrate proficiency in meeting specific program
prerequisites.
*If you do not have the required prerequisites, you may wish to enrol in Sheridan’s
Academic Upgrading program to obtain equivalent credits. Sheridan also offers
an ESL program. Preparatory training, such as academic upgrading, is eligible for
Second Career funding, subject to the approval of Employment Ontario.
APPLICANT SELECTION
Eligible applicants will be selected on the basis of previous academic
achievement (the average of their six highest senior-level credits, including the
required course(s). Strong English skills are essential because of the demands in
early language development.
Applicants who do not meet the admission requirements for this program will be
assessed and advised individual and may be considered for other, related
programs.
Start/End dates by
semester:
September 2013
Start
Sept. 3, 2013
1 To
Dec. 13, 2013
Jan. 6, 2014
2 To
April 17, 2014
Sept. 2, 2014
3 To
Dec. 12, 2014
Jan. 5, 2015
4 To
April 17, 2015
This is a full time program over 2 years: (4 semesters of 14 weeks each)
Hours per week: 21.5 (daytime hours between 8:00 a.m. and 6:00 p.m., Monday
to Friday)
Program Length/
Hours/Weeks:
Programs starting in September have a four month break over the summer (from
approximately mid-April to end of August) between first and second year. The
Christmas break is approximately 3 weeks, and breaks between semesters are 2
weeks.
Programs starting in January and May run continuously over 16 months (no
summer break). The Christmas break is approximately 3 weeks, and breaks
between semesters are 2 weeks.
Page 3 of 15
Early Childhood Education-(PECED)
Ontario College Diploma
Program Profile for Second Career
September 2013 start
Approximate hours of hands on training:
Semester two: Students are in placement for 2 days a week for 7 weeks = 98
hours
Semester three: Students are in placement for 4 days a week for 7 weeks= 196
hours
Semester four: Students are in placement for 3 days a week for 7 weeks= 147
Total: 441 hours
Students will be notified about their class schedule and timetable prior to the
beginning of each semester.
Class Size:
Approx. 35
Course Outline:
See Program Outline section below
Registration Fee –
(applicable at time
of publication –
subject to change
without notice):
The $95 non-refundable application processing fee paid to Ontario Colleges
covers application processing for one application cycle.
Annual Tuition
2012/13 –
(applicable at time
of publication –
subject to change
without notice):
Parking 2012/13 –
(applicable at time
of publication –
subject to change
without notice):
Additional Costs
2012/13 –
(applicable at time
of publication –
subject to change
without notice):
• Year 1: $3,825.00
Tuition fees are regulated by the Ministry of Training, Colleges and Universities.
*Tuition for programs starting September 2013, and subsequent terms, is subject
to increase and will be updated when the increase has been determined.
• Year 2: *
*Tuition fees are regulated by the Ministry of Training, Colleges and Universities.
By action of the Ontario government, a change may be made to year two tuition.
For purposes of your research, please use the year one tuition.
Parking for programs starting September 2013, and subsequent terms, is subject
to increase and will be updated when the increase has been determined.
• One Month: $80.00
• One Semester (September to January): $186.00
• Two Semesters (September to May): $343.00
• Three Semesters (September to August): $410.00
Cost for books, etc. for programs starting September 2013, and subsequent
terms, is subject to increase and will be updated when the increase has been
determined.
Year 1
Books: $468.00
Expendable Supplies: $380.00
Uniform & Equipment: $145.00
Field Trips: $213.00
Page 4 of 15
Early Childhood Education-(PECED)
Ontario College Diploma
Program Profile for Second Career
September 2013 start
Year 2 (subject to increase)
Books: $467.00
Expendable Supplies: $380.00
Uniform & Equipment: $145.00
Field Trips: $293.00
Mobile Program - laptop required:
Mobile computing programs require the use of a laptop as a mandatory component of
curriculum during academic terms. New students in mobile computing programs must bring
a laptop of their choice that will meet the program’s requirements. For more information
please refer to: mobilecomputing.sheridaninstitute.ca.
Criminal Record Check and Immunization Requirements
Other:
Payment Policy for
Second Career:
Refund Policy:
Your Second
Career in Early
Childhood
Education:
Career
opportunities/
Employment
Prospects/Success
Factors:
Sheridan field placement agencies may require a police record check for criminal
offences, a vulnerable sector check and/or a current acceptable record of
immunization. Students will be required to provide this documentation directly to
their field placement prior to the start of the placement and at their own expense.
Students who cannot meet these requirements may have limited field placement
opportunities. A blank immunization form can be found at:
http://healthforms.sheridancollege.ca
Option 1: Payment of total fees for one full year should be paid in full by the tuition
deadline. Please refer to your Fees Invoice for tuition deadlines as deadlines
vary depending on when you are extended and accept an offer.
To officially withdraw from Sheridan full time programs, you must do so in writing
by submitting to the Office of the Registrar an “Application for Term or Complete
Program Withdrawal” form available at all Sheridan Student Advisement offices. If
you withdraw by the tenth scheduled day of the term, then all fees are refunded
for that term, minus a $100 administrative processing charge.
Sheridan’s Early Childhood Education (ECE Diploma) program prepares you to
become a highly skilled professional dedicated to providing young children with
the best possible education and care. The ECE program focuses on applying
research-based theory to practical experiences that encourages young children’s
optimal development and growth. When you graduate from this program, you will
be eligible to become a registered member of the College of Early Childhood
Educator (CECE), a requirement for practice in the province of Ontario.
Opportunities Working in:







Centre-based child care programs
Ontario Early Years Centres
Nursery schools
Family resource programs
Board of education kindergarten programs
Recreation programs
Regulated home child care agencies
Page 5 of 15
Early Childhood Education-(PECED)
Ontario College Diploma
Program Profile for Second Career
September 2013 start



Before and after-school programs
Hospital pediatric playrooms
ESL/LINC child minding programs
Alumni of Sheridan can access all in-person and web-site Career Centre’s
services for assistance in Career Counselling and Employment Advising for one
year after their graduation date. After one year, they can access all web-site
services including jobs.sheridan (our on-line job posting system).
Method of
Instruction:
Equipment
Availability:
Instructor
Qualifications:
Courses are instructor-led. Students will engage in a variety of applied learning
and experiential activities and will complete multiple industry projects.
Students will have access to computers in open access computer labs.
College faculty are hired based on a combination of industry experience and
academic qualifications. Most full-time faculty have relevant Master’s degrees
and/or professional certifications where applicable to their field of expertise.
Faculty are provided with opportunities to engage in professional development to
ensure currency in their field as well as proficiency in teaching adults.
All Sheridan’s programs are designed and kept up to date with input from
Program Advisory Committees that include representation from employers and
industry organizations.
Curriculum Design:
Network for Innovation & Leadership in Education at Sheridan (NILES) at
Sheridan oversees the design of new programs and courses and maintains a
schedule of program review to keep programs up to date.
Students have the opportunity to complete a formal evaluation of the course and
instructor at the end of each course.
Evaluation of
Instructors,
Courses and
Programs:
Physical Facilities:
In addition, students can participate in the Student Satisfaction Survey to evaluate
their program.
Public colleges must survey students, graduates and employers as mandated by
the Ministry of Training, Colleges and Universities to obtain information on Key
Performance Indicators (KPIs). Please visit: Sheridan Home Page, About
Sheridan, Sheridan at a Glance, Key Performance Indicators (KPIs).
Sheridan classrooms and campus facilities are accessible and are designed to
support a wide range of applied learning activities. Classrooms and labs are
equipped with modern technology, including digital AV teaching and learning aids.
At the Davis and Trafalgar Road campuses, gyms and fitness centres, full-service
cafeterias, modern learning resource centres and vibrant student centres
contribute to supporting student learning and life. Both campuses have attractive
grounds that provide a relaxing counterpoint to the hustle and bustle of student
activity.
Page 6 of 15
Early Childhood Education-(PECED)
Ontario College Diploma
Program Profile for Second Career
September 2013 start
As a public college, Sheridan is able to offer a full range of student services and
supports:
Athletics and Recreation
Career Centre (job search assistance): available for one year following graduation
Counselling and Special Needs Services
Additional
Supports and
Resources
Available:
Accessible Learning Services
Library Services
Peer Tutoring and Mentoring
Health Services
Student Advisement Centre
Student Union
Special
Accommodations:
Sheridan’s Accessible Learning Services facilitates equal access for eligible
students with disabilities by coordinating reasonable academic accommodations
and support services. Accommodation plans and services are tailored to
correspond with the disability related needs of each student and are determined
based on the documentation provided and program specific requirements.
Page 7 of 15
Early Childhood Education-(PECED)
Ontario College Diploma
Program Profile for Second Career
September 2013 start
PROGRAM OUTLINE
Course
Requirements:
Course code:
Hours /
week:
Course Name:
Semester 1:
EDUC 16800
Learning Environment 1
3
EDUC 11582
Play Experiences 1
3
COMM 16117
Professional Relationship Skills
3
EDUC 15323
Child Development
3
FLPL
Field Orientation
COMM 19999
Essential Communication Skills
3
SOCI 12029
Understanding Families
3
SOCI 11129
Living and Working in a Diverse Society
3
0.5
TOTAL HOURS PER WEEK
21.5
Semester 2:
EDUC 14648
Learning Environment 2
3
EDUC 10065
Play Experience 2
3
SOCS 10023
Child Abuse
1
EDUC 12375
Observations in Early Childhood Education
2
EDUC 13764
Nutrition, Health and Safety
4
GNED
General Education Elective
3
EDUC 23329
Infant and Toddlers Development and Programming
2
FLPL 14933
Field Practice/Seminar
6
TOTAL HOURS PER WEEK
23
Children with Special Needs
3
Semester 3:
EDUC 23109
Page 8 of 15
Early Childhood Education-(PECED)
Ontario College Diploma
Program Profile for Second Career
September 2013 start
EDUC 25283
Promoting Prosocial Behaviour
3
EDUC 23329
Infant and Toddlers Development and Programming
2
EDUC 25436
High/Scope and Curriculum Models in Early Learning
3
FLPL 22487
Field Practice/Seminar 2
10
TOTAL HOURS PER WEEK
21
EDUC 25372
Individualized Programming
3
EDUC 20705
School Age Child Care
2
EDUC 22629
Professional Practices
3
FLPL 24804
Field Practice/Seminar 3
7
GNED
General Education
3
TOTAL HOURS PER WEEK
18
Semester 4:
** Students are offered the option to graduate from the program with a cooperative education component. Enrolment is
limited through an additional co-op application process. Students who are accepted into the co-op program will take their
remaining class at the Trafalgar Road Campus and will spend three paid work terms working in a program-related position.
Co-op work experience complements classroom study and provides an ideal background for enhancing career opportunities.
See http://coop.sheridaninstitute.ca/ for details.
COURSE DESCRIPTIONS
COURSE
Learning Environment 1
Code: EDUC 16800
Hours / wk: 3
Students will examine types of early childhood programs in relation to parent and child needs. The
educator's role in designing developmentally appropriate prosocial environments will be explored with
emphasis on the interest area approach to classroom design. Detailed exploration of the home, block and
toy areas will be included. Students will be introduced to supportive adult-child interactions and will
engage in reflective practice related to the role of an early childhood educator.
COURSE
Play Experiences 1
Code: EDUC 11582
Hours / wk: 3
An emphasis is placed on the importance of play and developmentally appropriate practice specific to
preschoolers in early learning and care environments in order to foster and facilitate learning related to
Page 9 of 15
Early Childhood Education-(PECED)
Ontario College Diploma
Program Profile for Second Career
September 2013 start
the development of logical mathematical skills, creativity, fine motor and sensory development. Issues
related to the adult-child relationship, human development and the types of experiences that young
children engage in are discussed as they influence children¿s ability to learn through play. The
ingredients of active learning and the High/Scope key developmental indicators are highlighted as an
example of developmentally appropriate practice. At the conclusion of this course, students have a
greater awareness of their future role as Early Childhood Educators in facilitating and promoting active
learning for young children.
COURSE
Professional Relationship Skills
Code: COMM 16117
Hours / wk: 3
In this course, students will examine communication theory. Through the examination of a variety of
topics including, self concept, perception, assertive behavior and conflict resolution, students will assess
their ability to communicate effectively in both personal and professional relationships. Students will be
expected to improve their communication, thinking and problem solving skills within a context of
intrapersonal, social, emotional and interpersonal awareness.
COURSE
Child Development
Code: EDUC 15323
Hours / wk: 3
This course focuses on the developmental characteristics of the children from pre-birth to 6 years of age.
All aspects of development and an introduction to the major theoretical positions that explain
development will be examined to gain understanding of the growth of young children in all domains of
development. Throughout this course, students will have an opportunity to critically analyze the various
components of a theoretical and practical perspective on child development. The student will examine the
overall effectiveness and efficiency of their understanding of child development in terms of its practical
application to the field of early learning and care. The methods and techniques of course delivery vary
from the use of a power point presentation to case studies and topical video presentations with
opportunities for group discussion and problem solving.
COURSE
Field Orientation
Code: FLPL 12205
Hours / wk: 3
Students will be introduced to the educational expectations of the field practicum experiences that will
occur in subsequent semesters. Students will be given opportunities to explore the role of the ECE
student in presenting a professional appearance, manner and attitude while progressively enhancing
their learning in their successive field education sites for the early learning and care sector. All required
forms, medical and criminal reference documentation will be completed prior to completion of this course.
COURSE
Essential Communication Skills
Code: COMM 19999
Hours / wk: 3
Essential Communication Skills is an introduction to college-level English that develops transferable
communication skills required by students for both academic and professional success: writing, reading,
speaking, presenting, listening and visual literacy. Students become familiar with various writing styles,
Page 10 of 15
Early Childhood Education-(PECED)
Ontario College Diploma
Program Profile for Second Career
September 2013 start
and course work provides opportunities for students to read, analyze and practice a variety of structures
and formats. Students develop critical reading and response strategies, create well-reasoned reports, edit
their own work, perform the fundamentals of academic research and give effective oral presentations.
Course work includes a variety of learning experiences including lectures, lab work and collaboration.
COURSE
Code: SOCI 12029
Understanding Families
Hours / wk: 3
The overall purpose of this course is to provide you with the opportunity to examine and analyze the role
of family in today's diverse society and to reflect on its implications both personally and professionally.
The methods and techniques of course delivery vary from standard lecture format to case studies and
topical video presentations. Portions of the course involve student-facilitated group discussion, mediation
and problem solving.
COURSE
Living and Working in a Diverse Society
Code: SOCI 11129
Hours / wk: 3
Gender, race, ethnicity and culture affect us all personally, from how we see ourselves and others, to how
the institutions in our society operate. This course will provide students with an understanding of, and
skills necessary for, living and working in a diverse society.
COURSE
Learning Environment 2
Code: EDUC 14648
Hours / wk: 3
The educator's role in planning the daily routine and schedules in a psychologically safe, active learning
environment for young children will be examined. Understanding and responding to children's behaviour
as a means to forming authentic relationships will be emphasized. The outdoor play environment and
gross motor experiences are examined within the context of active learning.
COURSE
Play Experience 2
Code: EDUC 10065
Hours / wk: 3
This course is integral to the Early Childhood Education program as it provides students with an
opportunity to continue to acquire knowledge and skills to plan and implement child-centred learning
through play experiences. An emphasis on active learning and key development indicators will be based
on principles of developmentally appropriate practice. The curriculum areas of language and literacy,
small group, and large group will be explored. Students will continue to develop their communication
skills by providing and receiving feedback from their peers. In addition, students will continue to
consolidate skills in problem solving and critical thinking. At the conclusion of this course, students will
have an awareness of the role of the Early Childhood Educator in supporting and implementing a childcentred play curriculum.
Page 11 of 15
Early Childhood Education-(PECED)
Ontario College Diploma
Program Profile for Second Career
September 2013 start
COURSE
Code: SOCS 10023
Child Abuse
Hours / wk: 1
In this course, students are provided with an overview of the strategies for identifying and working with
abused and at-risk children, including legal and professional duties of the Early Childhood Educator and
its impact on children. Strategies for identifying, documenting and reporting children at-risk or abused are
discussed through a combination of lectures, videos, classroom discussion and interactive activities.
COURSE
Observations in Early Childhood Education
Code: EDUC 12375
Hours / wk: 2
This course examines the importance of observation as it applies to the daily practice of the early
childhood professional. Students will explore topics such as the significance of observation; different
observation techniques used in early childhood settings; confidentiality and objectivity in observation;
interpretation of recorded data to aid developmentally appropriate program planning. Through both inclass exercises and out-of-class observations, students will have opportunities to apply observation skills
and practice selected observation techniques in early childhood settings.
COURSE
Nutrition, Health and Safety
Code:
Hours / wk: 3
This course introduces the concept of the social welfare system in Canada and the Province of Ontario.
Students become acquainted with the major historical events in the development of the Canadian
system, selected pieces of legislation, and sectors in society, including their shortcomings, and strengths.
They also acquire practice skills related to researching various current issues, and working in teams to
present material to their peers in a professional manner. Through interactive lectures, simulations,
research on the web and in person, group work, assignments and tests students discover how the
welfare society in Canada functions in terms of its legislation and practice.
COURSE
Field Practice/Seminar
Code: FLPL 14933
Hours / wk: 6
In this course students are provided with an introduction to the roles and responsibilities of the early
childhood educator in early learning and care environments in the field. Students will have the opportunity
to begin to integrate their knowledge of developmentally appropriate practice into the field placement and
to develop professional attitudes and practical skills essential in the field of Early Childhood. The field one
placement focuses on students gaining competence in the following areas: interacting in a positive,
professional manner with children and adults; promoting and maintaining safe and healthy environments
for young children: and planning and implementing activities for children's learning. Students will
participate in a seminar class to support their field experiences.
COURSE
Children with Special Needs
Code: EDUC 23109
Page 12 of 15
Hours / wk: 3
Early Childhood Education-(PECED)
Ontario College Diploma
Program Profile for Second Career
September 2013 start
This course enables students to acquire an awareness of a wide range of exceptionalities and develop
an inclusive program based on current research and developmentally appropriate practices.
Exceptionalities are explored from a developmental framework and include: cognitive, social, behavioural,
sensory, motor, chronic health and communication challenges. Students review the history, social and
political context of ideas that support and impede inclusive practices. Support services and specialized
agencies will be examined as a means of supporting children and families.
COURSE
Code: EDUC 25283
Promoting Prosocial Behaviour
Hours / wk: 3
This course explores adult and child personality characteristics in general, and specifically in the social,
emotional, behavioural domains. Characteristics of teacher and child relating styles are examined within
this context. Building upon these topics, the course examines teacher-child interaction patterns in early
learning and care settings. Aiming to promote positive teacher-child relationships, this course analyzes
linkages between the broad range of children's adaptive and problematic social, emotional, and
behavioural characteristics and the broad range of teachers' personality characteristics and relating
styles. A variety of prosocial problem-solving models are examined with emphasis on the High/Scope
Problem-Solving model.
COURSE
Infant and Toddlers Development and
Programming
Code: EDUC 23329
Hours / wk: 2
Research in the area of infant and toddler development is rapidly advancing and early childhood
educators must be equipped with the most recent knowledge and skills to ensure the optimal
development of this age group. In this course, students explore the principles of infant and toddler
caregiving and education with emphasis placed on key developmental issues, the significance of the
adult-child relationship, program and curriculum development to support active learning in all
developmental domains and the principles of working with families to understand and support the needs
of the child. Students further explore the theory and application of emergent literacy. Students gain a
comprehensive understanding of developmentally appropriate practice for infants and toddlers through
interactive lectures, collaborative group work, and video analysis.
COURSE
High/Scope and Curriculum Models in Early
Learning
Code: EDUC 25436
Hours / wk: 9
Students examine how identifiable curriculum models support quality and best practices in programs for
young children. Students use a reflective process for understanding the components of a curriculum
framework with reference to "Early Learning for Every Child Today in Ontario" documents. Research from
the High/Scope Foundation provides a context for students to compare and contrast a variety of current
curriculum models delivered in the community. Models discussed include Montessori, Reggio Emilia,
Kindergarten, Creative Curriculum, and theme-based and emergent curriculum. Students plan strategies
to integrate elements of the High/Scope Curriculum into eclectic programs of early learning. Students are
involved in discussions, group projects, and in-class research.
Page 13 of 15
Early Childhood Education-(PECED)
Ontario College Diploma
Program Profile for Second Career
September 2013 start
COURSE
Field Practice/Seminar
Code: FLPL 22487
Hours / wk: 10
In this course students will continue to integrate their knowledge of developmentally appropriate practice
into the field placement setting. Students will apply strategies learned from competencies in field practice
and seminar one and build on these competencies to develop professional attitudes and practical skills
essential in the field of Early Childhood. There will be opportunity to engage in reflective practice of an
effective early childhood educator; to plan and implement developmentally appropriate individual and
small/large group experiences for children; and to practice prosocial behavioural strategies in creating
healthy and supportive environments. Students will participate in a seminar class to support their field
experiences.
COURSE
Individualized Programming
Code: EDUC 25372
Hours / wk: 3
This course synthesizes the threads of observation, child development, developmentally appropriate
practices, the complexities of teacher-child relationships, and early identification and early intervention
practices. Keeping in mind the family context, the course focuses on observing and describing children's
developmental status and teacher-child dynamics in group care. Students examine a variety of
observation, early identification, and early intervention modalities. The High/Scope Child Observation
Record is featured. The Nippissing District Developmental Screen (NDDS), Battelle Developmental
Inventory, the AGS Early Screening Profile, Ages and Stages Questionnaires (ASQ), and a variety of
others are reviewed. The early intervention and support modality, Floortime, is examined and
implemented, and others, such as the Transdisciplinary Play Based Assessment and Intervention
method, are reviewed. Through completion of a developmental observation project, students employ
observation and screening tools to document the strengths and needs of an individual child and to plan
supportive, developmentally appropriate curriculum.
COURSE
School Age Child Care
Code: EDUC 20705
Hours / wk: 3
This course promotes student understanding of the fundamentals of school age care, including
developmentally appropriate environments and curriculum practices. Aiming to promote high quality care
for school age children when they are outside of the school, students will explore the needs of school age
children, as well as curriculum strategies created to promote learning environments that complement
children's school experience. Students will also examine issues related to working with families and
providing behaviour guidance to school age children through a mixture of in-class lectures and
discussions, interactive school age activities, collaborative group tasks and Internet research project.
COURSE
Professional Practices
Code: FLPL 21095
Hours / wk: 3
In this course, students examine historical, political and social issues that affect early childhood practice
in today's society. Professional responsibilities and practices of early childhood educators are explored
Page 14 of 15
Early Childhood Education-(PECED)
Ontario College Diploma
Program Profile for Second Career
September 2013 start
within a context of recognized best practices and current research. Students formulate a personal
philosophy of early childhood education which reflects a thorough understanding of early childhood
education theories and practices.
COURSE
Field Practice/Seminar 3
Code FLPL 24804
Hours / wk: 3
In this course students will consolidate knowledge and reflective practice to become a professional early
childhood educator. Students will be required to demonstrate competence in the areas of professional
performance, interpersonal communication skills, maintaining safe environments, planning and
implementing for children's learning, and promoting children's self-regulation. Students will participate in a
seminar class to support their field experiences and to prepare for entry into the profession of early
childhood education through discussion and compilation of a variety of professional documents such as
resumes and portfolios.
ADDITIONAL NOTES
All information current at time of publication - subject to change
without notice.
Page 15 of 15