Bachelor of Early Learning Program Development (Honours)
- Credential:
- Bachelor of Early Learning Program Development (Honours)
- College Code:
- CONS
- School:
- Community Services
- Program Code:
- 1355C
- Accelerated Delivery:
- No
- Campus:
- DO
- Academic Year:
- 2019 / 2020
About the Program
The Bachelor of Early Learning Program Development is a four-year co-op degree program, delivered at the honours level, that will provide students with an applied understanding of enhanced education in early learning program development in the human services. The program will prepare graduates for a number of progressive careers that support children, youth and families in the areas of curriculum implementation and co-ordination, program development and co-ordination, and social policy work.With a focus on preparing reflective professionals, the program will offer students opportunities to develop strong critical thinking and professional communication skills that will enable them to work successfully in an inter-professional team. Program design, implementation and evaluation will be considered within a framework of research-informed practice, population focus, and social inclusion.
Throughout the program, students will experience authentic, situational learning opportunities that highlight the links between theory and practice in engaging and meaningful ways. They will be challenged to consider multiple theoretical perspectives as a lens to understanding social policy and determining promising professional practices that shape social and educational programs.
Conestoga also offers a diploma program related to the early childhood education (ECE) field.
Program Information
Length: Four-year Academic Co-operative Bachelor's degree programDelivery Sequence: Doon (Kitchener) - September/2019 - Fall | Winter | Fall | Winter | Fall | Winter | Spring/Summer | Fall | Winter
Location: Doon (Kitchener)
Start: September
First-Year Capacity: 36
Note:
- Upon successful completion of the Human Services Foundation program (degree stream), students may apply to Conestoga's Bachelor of Community and Criminal Justice or Bachelor of Early Learning Program Development degree programs.
Bachelor's Degrees in Applied Areas of Study
Conestoga's Bachelor's degrees:- are current and offer a balance of applied study and theory.
- offer integrated content across disciplines including business, liberal arts and sciences.
- offer personal learning experiences with smaller class sizes.
- result in a graduate with thorough knowledge and co-op work experience.
- provide opportunity for further studies in a number of articulation agreements with universities worldwide.
- are government approved and meet all ministry standards.
Admission Requirements
- Ontario Secondary School Diploma (OSSD), or equivalent, OR 19 years of age or older
- A minimum of six grade 12 U or M level courses with a minimum cumulative average of 65%, one of which must be Grade 12 compulsory English (ENG4U) with a minimum average of 70% (Higher averages are often required for admission due to competition for available spaces in the program.)
Note re: Admission Requirements
- It is strongly recommended that one of the six courses be mathematics.
- Applicants with previous post-secondary education will be assessed on an individual basis in accordance with College and PEQAB guidelines and policies for advanced standing.
- Graduates of Community Services diploma programs such as early childhood education, child and youth worker, social services worker, recreation and leisure services, educational support, or others should contact the program co-ordinator for further information regarding advanced standing in the degree program.
- Applicants with transcripts from institutions where the language of instruction is not English must demonstrate English language proficiency with a minimum test score on one of the following language proficiency tests or equivalent scores from another internationally recognized English language test:
- IELTS overall band of 6.5 with no band less than 6.0
- TOEFL iBT 88
- CAEL 70, no sub-test band score less than 60
- PTE Academic 58
- Conestoga English Language Test (CELT) Band 6
- We offer a language program for students whose English language skills are below the standard required for admission but all other admission criteria have been met. An applicant will be eligible for admission to the degree program after completion of level 4 of the General Arts and Science - English Language Studies (ELS) program with an overall grade average of 80% and no grade less than 75%. Placement in the ELS program is determined by scores on an in-house English language test or TOEFL or IELTS.
Admission Procedures
- Academic strength is calculated by averaging all submitted Grade 12 marks (or equivalent) of the required subjects. If more than one grade is received for required subjects, the highest grade will be used in the calculation.
- Graduates of the Conestoga Human Services Foundations program (degree stream) will be considered.
Program Requirements
- Mandatory practicum health and safety requirements must be completed by students prior to student field/clinical placements. Successful placement completion is required for students to progress to program completion. To qualify for field/clinical placement learning experiences, students must present the following at the start of the program in accordance with pre-admission information provided by the College:
- A complete immunization record including MMR and Tdap. Seasonal flu vaccination is recommended during flu season (October - March).
- TB Testing: Evidence of current 1-step (completed within 1 year of your program start date).
- Standard First Aid and CPR - Level C
- A Police Check for Vulnerable Sector Screening (VSS). Police Checks must be clear of any unpardoned criminal offences. An unclear criminal record may result in the inability to participate in field placement/clinical which will jeopardize progress in the program. Acceptance for placement is at the discretion of the agency; some agencies may request students to provide a VSS completed within six months of placement start date. Students with criminal records are advised to meet with the program chair for academic counselling to determine program suitability.
- The academic requirements to be eligible for a co-op work term in a degree program are as follows:
- Minimum 2.5 SWA (65% session weighted average) in the eligibility term two academic semesters prior to any co-op work term
- Maximum two failures or withdrawals during the academic semester that occurs in the eligibility term two academic semesters prior to any co-op work term
- Must have successfully completed all but two core courses, according to the program design, by the eligibility term prior to any given work term (regardless of the level the student was placed in advanced standing)
- Students (even those on special timetables) will not be permitted to complete a co-op work term until conditions above are met and all but two core course deficiencies, according to the program design, are cleared
- Co-op work terms may need to be re-sequenced to allow academic deficiencies to be cleared or in the event a student changes cohorts (i.e. graduation is delayed by one year or more). Students may not repeat a passed work term
- Should a student's academic performance decline considerably during the term just prior to any work term, the college reserves the right to withdraw the student from the upcoming work term
Tuition & Fees
Tuition fee details for the 2018-2019 year are listed below. Fees for the next academic year are unavailable at this time. Books and supplies are additional.
Domestic Fees
Estimated fees based upon the previous academic year (2018 / 2019) for Bachelor of Early Learning Program Development (Honours) - Program # 1355c
| Description | Fall 2018 | Winter 2019 |
|---|---|---|
| Student Priority Fee | $50.65 | $50.65 |
| Recreation/Athletics Fee | $70.50 | $70.50 |
| Graduation/Alumni Services Fee | $28.45 | $28.45 |
| Administration Fee | $25.90 | $25.90 |
| Technology Enhancement Fee | $142.75 | $142.75 |
| Program Services Fee | $67.94 | $67.94 |
| CSI Capital Development Fee | $72.65 | $72.65 |
| CSI Association Fee | $110.00 | $110.00 |
| CSI - Advocacy Fee | $5.75 | $5.75 |
| Program Tuition Fee (ACR) | $3675.00 | $3675.00 |
| CSI Health Plan Fee | $295.00 | $0.00 |
| Health Documentation Fee | $106.00 | $0.00 |
| ONE Card Fee | $12.75 | $12.75 |
| CSI Legal Protection | $28.00 | $0.00 |
| Session Total | $4691.34 | $4262.34 |
| Year Total | $8953.68 |
| Description | Fall 2018 | Winter 2019 |
|---|---|---|
| Student Priority Fee | $50.65 | $50.65 |
| Recreation/Athletics Fee | $70.50 | $70.50 |
| Graduation/Alumni Services Fee | $28.45 | $28.45 |
| Administration Fee | $25.90 | $25.90 |
| Technology Enhancement Fee | $142.75 | $142.75 |
| Program Services Fee | $67.94 | $67.94 |
| CSI Capital Development Fee | $72.65 | $72.65 |
| CSI Association Fee | $110.00 | $110.00 |
| CSI - Advocacy Fee | $5.75 | $5.75 |
| Program Tuition Fee (ACR) | $3675.00 | $3675.00 |
| CSI Health Plan Fee | $295.00 | $0.00 |
| Health Documentation Fee | $0.00 | $0.00 |
| ONE Card Fee | $12.75 | $12.75 |
| CSI Legal Protection | $28.00 | $0.00 |
| Session Total | $4585.34 | $4262.34 |
| Year Total | $8847.68 |
| Description | Fall 2018 | Winter 2019 | Spring 2019 |
|---|---|---|---|
| Student Priority Fee | $50.65 | $50.65 | $0.00 |
| Recreation/Athletics Fee | $70.50 | $70.50 | $0.00 |
| Graduation/Alumni Services Fee | $28.45 | $28.45 | $0.00 |
| Administration Fee | $25.90 | $25.90 | $0.00 |
| Technology Enhancement Fee | $142.75 | $142.75 | $0.00 |
| Program Services Fee | $67.94 | $67.94 | $0.00 |
| CSI Capital Development Fee | $72.65 | $72.65 | $0.00 |
| CSI Association Fee | $110.00 | $110.00 | $0.00 |
| CSI - Advocacy Fee | $5.75 | $5.75 | $0.00 |
| Program Tuition Fee (ACR) | $3675.00 | $3675.00 | $0.00 |
| CSI Health Plan Fee | $295.00 | $0.00 | $0.00 |
| Health Documentation Fee | $80.00 | $0.00 | $0.00 |
| ONE Card Fee | $12.75 | $12.75 | $0.00 |
| CSI Legal Protection | $28.00 | $0.00 | $0.00 |
| Session Total | $4665.34 | $4262.34 | $0.00 |
| Year Total | $8927.68 |
| Description | Fall 2018 | Winter 2019 |
|---|---|---|
| Student Priority Fee | $50.65 | $50.65 |
| Recreation/Athletics Fee | $70.50 | $70.50 |
| Graduation/Alumni Services Fee | $28.45 | $28.45 |
| Administration Fee | $25.90 | $25.90 |
| Technology Enhancement Fee | $142.75 | $142.75 |
| Program Services Fee | $67.94 | $67.94 |
| CSI Capital Development Fee | $72.65 | $72.65 |
| CSI Association Fee | $110.00 | $110.00 |
| CSI - Advocacy Fee | $5.75 | $5.75 |
| Program Tuition Fee (ACR) | $3675.00 | $3675.00 |
| CSI Health Plan Fee | $295.00 | $0.00 |
| Health Documentation Fee | $0.00 | $0.00 |
| ONE Card Fee | $12.75 | $12.75 |
| CSI Legal Protection | $28.00 | $0.00 |
| Session Total | $4585.34 | $4262.34 |
| Year Total | $8847.68 |
International Fees
Estimated International fees based upon the previous academic year (2018 / 2019) for
Bachelor of Early Learning Program Development (Honours) - Program # 1355c
| Description | Fall 2018 | Winter 2019 |
|---|---|---|
| International Program Tuition | $0.00 | $0.00 |
| Student Priority Fee | $50.65 | $50.65 |
| Recreation/Athletics Fee | $70.50 | $70.50 |
| Graduation/Alumni Services Fee | $28.45 | $28.45 |
| Administration Fee | $25.90 | $25.90 |
| Technology Enhancement Fee | $142.75 | $142.75 |
| Program Services Fee | $67.94 | $67.94 |
| CSI Capital Development Fee | $72.65 | $72.65 |
| CSI Association Fee | $110.00 | $110.00 |
| CSI - Advocacy Fee | $5.75 | $5.75 |
| CSI Health Plan Fee | $295.00 | $0.00 |
| Health Documentation Fee | $106.00 | $0.00 |
| ISR | $375.00 | $375.00 |
| ONE Card Fee | $12.75 | $12.75 |
| International - Degree Program Tuition | $6650.00 | $6650.00 |
| CSI Legal Protection | $28.00 | $0.00 |
| CSI International Health Fee | $485.00 | $0.00 |
| Session Total | $8526.34 | $7612.34 |
| Year Total | $16138.68 |
| Description | Fall 2018 | Winter 2019 |
|---|---|---|
| International Program Tuition | $0.00 | $0.00 |
| Student Priority Fee | $50.65 | $50.65 |
| Recreation/Athletics Fee | $70.50 | $70.50 |
| Graduation/Alumni Services Fee | $28.45 | $28.45 |
| Administration Fee | $25.90 | $25.90 |
| Technology Enhancement Fee | $142.75 | $142.75 |
| Program Services Fee | $67.94 | $67.94 |
| CSI Capital Development Fee | $72.65 | $72.65 |
| CSI Association Fee | $110.00 | $110.00 |
| CSI - Advocacy Fee | $5.75 | $5.75 |
| CSI Health Plan Fee | $295.00 | $0.00 |
| Health Documentation Fee | $0.00 | $0.00 |
| ISR | $375.00 | $375.00 |
| International Health Fee | $0.00 | $0.00 |
| ONE Card Fee | $12.75 | $12.75 |
| International - Degree Program Tuition | $6650.00 | $6650.00 |
| CSI Legal Protection | $28.00 | $0.00 |
| CSI International Health Fee | $485.00 | $0.00 |
| Session Total | $8420.34 | $7612.34 |
| Year Total | $16032.68 |
| Description | Fall 2018 | Winter 2019 | Spring 2019 |
|---|---|---|---|
| International Program Tuition | $0.00 | $0.00 | $0.00 |
| Student Priority Fee | $50.65 | $50.65 | $0.00 |
| Recreation/Athletics Fee | $70.50 | $70.50 | $0.00 |
| Graduation/Alumni Services Fee | $28.45 | $28.45 | $0.00 |
| Administration Fee | $25.90 | $25.90 | $0.00 |
| Technology Enhancement Fee | $142.75 | $142.75 | $0.00 |
| Program Services Fee | $67.94 | $67.94 | $0.00 |
| CSI Capital Development Fee | $72.65 | $72.65 | $0.00 |
| CSI Association Fee | $110.00 | $110.00 | $0.00 |
| CSI - Advocacy Fee | $5.75 | $5.75 | $0.00 |
| CSI Health Plan Fee | $295.00 | $0.00 | $0.00 |
| Health Documentation Fee | $80.00 | $0.00 | $0.00 |
| ISR | $375.00 | $375.00 | $0.00 |
| International Health Fee | $0.00 | $0.00 | $0.00 |
| ONE Card Fee | $12.75 | $12.75 | $0.00 |
| International - Degree Program Tuition | $6650.00 | $6650.00 | $0.00 |
| CSI Legal Protection | $28.00 | $0.00 | $0.00 |
| CSI International Health Fee | $485.00 | $0.00 | $0.00 |
| Session Total | $8500.34 | $7612.34 | $0.00 |
| Year Total | $16112.68 |
| Description | Fall 2018 | Winter 2019 |
|---|---|---|
| International Program Tuition | $0.00 | $0.00 |
| Student Priority Fee | $50.65 | $50.65 |
| Recreation/Athletics Fee | $70.50 | $70.50 |
| Graduation/Alumni Services Fee | $28.45 | $28.45 |
| Administration Fee | $25.90 | $25.90 |
| Technology Enhancement Fee | $142.75 | $142.75 |
| Program Services Fee | $67.94 | $67.94 |
| CSI Capital Development Fee | $72.65 | $72.65 |
| CSI Association Fee | $110.00 | $110.00 |
| CSI - Advocacy Fee | $5.75 | $5.75 |
| CSI Health Plan Fee | $295.00 | $0.00 |
| Health Documentation Fee | $0.00 | $0.00 |
| ISR | $375.00 | $375.00 |
| International Health Fee | $0.00 | $0.00 |
| ONE Card Fee | $12.75 | $12.75 |
| International - Degree Program Tuition | $6650.00 | $6650.00 |
| CSI Legal Protection | $28.00 | $0.00 |
| CSI International Health Fee | $485.00 | $0.00 |
| Session Total | $8420.34 | $7612.34 |
| Year Total | $16032.68 |
Financial Assistance
The Ontario Student Assistance Program (OSAP) is a needs-based program designed to help Ontario students cover the cost of post-secondary education. Funded by the federal and provincial governments, OSAP is intended to promote equality of opportunity for post-secondary studies through direct financial assistance for educational costs and living expenses. These interest-free loans are intended to supplement your financial resources and those of your family. The majority of students apply for loan assistance via the OSAP website. Students can also print the application booklet through the OSAP website.For more information, please visit Financial Services/Awards.
Co-op Information
- Co-op programs add value to your education. Earn while you apply what you learn in a real workplace environment. See the Co-op webpages for more details.
- The College cannot guarantee co-op employment. All co-op students are required to conduct an independent co-op job search in addition to the supports and services provided by the Department of Co-op Education.
- Students are responsible for their own transportation and associated costs in order to complete work term requirements. Work locations may not always be readily accessible by public transportation.
Graduate Opportunities
The program prepares graduates for a number of progressive careers that support children, youth and families in the areas of curriculum implementation and co-ordination, program development and co-ordination, and social policy work. Graduates meet the academic requirements for registration with the College of Early Childhood Educators of Ontario qualifying them for employment as Registered Early Childhood Educators. Conestoga College and Wilfrid Laurier University have an agreement that allows top ranking graduates of the Early Learning Program Development degree a pathway for admission into the Bachelor of Education - primary/junior stream.For more details on related occupations, job market information and career opportunities, see the Government of Canada website: https://www.jobbank.gc.ca/home
Pathways & Credit Transfer
Conestoga pathways enable students to build on their academic achievements in order to earn a degree or additional credential. Pathways are formed through agreements between Conestoga programs or partner institutions. View the transfer agreement opportunities for this program.Often applicants have earned credits from another college or university that may allow a student to be granted advanced standing or exemption. Learn more about credit transfer opportunities at Conestoga.
Prior Learning Assessment and Recognition (PLAR)
Conestoga recognizes prior learning of skills, knowledge or competencies that have been acquired through employment, formal and informal education, non-formal learning or other life experiences. Prior learning must be measurable at the required academic level and meet Conestoga standards of achievement for current courses. Challenge exams and portfolio development are the primary methods of assessment. Other methods of assessment may be available depending upon the nature of the course objectives. Successful completion of the assessment results in an official course credit that will be recorded on the student's Conestoga transcript. PLAR cannot be used by registered Conestoga students for the clearance of academic deficiencies, to improve grades or to obtain admission into a program.Learn more about PLAR.
Program Courses
| Course Code | Course Title and Description |
|---|---|
| Level 1 | |
| ECE71000 | Human Growth and Development: The Early Years
Description: Human growth and development will be examined through the lens of current research, and the major theories that influence it. Development will be discussed and reviewed from various perspectives, and students will be introduced to the controversies associated with these perspectives. Observation will be highlighted as a vehicle for recording behaviours and development, and developmental health will be discussed in relation to strong, healthy communities. |
| ECE71010 | Designing Responsive Curriculum in the Early Years
Description: This course will introduce students to the principles of learning centered curriculum approaches. With a view to designing engaging and responsive learning opportunities, students will explore the various definitions of curriculum, the role of play, environment design, and the role of the educator. Observation will be intentionally connected to designing and implementing responsive learning opportunities. |
| FPLT71025 | Field Placement I (BA Early Learning Program Dev)
Description: With a focus to situating students in professional settings, this course will introduce students to various practice options in the community. Students will document the philosophical frameworks that shape programs and the practices that support them. Through reflective classroom opportunities, they will discuss, review and connect these frameworks with course material. In addition, students will begin the creation of a learning portfolio that will chronicle their learning process in the program and facilitate their reflections of learning about the field. |
| SOC71500 | Group Dynamics
Description: This course will focus on comprehensive theoretical understanding of group process, personal skill development and application through intensive team work. These skills are of critical importance in both professional and social settings. Through guided exploration and application of theoretical paradigms and practical strategies, students will achieve the necessary skills to succeed in and lead effective teams. The course consists in an intensive experiential approach – learning by doing – enabling participants to become effective, practiced team members with experience applying skills necessary for leadership, analysis and evaluation, problem solving, and conflict management. Individual and team activities enhance participants' skills to work with a variety of personalities in diverse situations, and to effectively assume various professional roles within a team. |
|
Electives: Interdisciplinary
Student must complete a minimum of 42 Hours | |
| Level 2 | |
| ECE71030 | Human Growth and Development: The Later Years
Description: Expanding on content covered in Human Growth and Development: The Early Years, students will be challenged to examine how major theories and current research influence development over the later part of the lifespan. Development will be discussed and reviewed from various perspectives, and students will explore how the controversies associated with these perspectives shift or change across the lifespan. Enhanced observation and professional documentation skills will be used as a vehicle for recording behaviours and making supported inferences about population and individual development. Developmental health will be introduced in relation to strong, healthy communities. |
| FPLT71045 | Field Placement II (BA Early Learning Program Dev)
Description: This professional engagement experience will provide students with an opportunity to relate theory and practice to develop their capabilities by working with children and families in community based early learning and care settings. Reflective classroom opportunities will emphasize exploring the nature of evidence that supports promising practices in settings which promote respect for diversity, equity and inclusion. Emphasis will be placed on documenting and recording observable child development and practices using a variety of techniques and methodologies. Students will continue to chronicle their learning through the professional portfolio. |
| SOCS71000 | Child, Family and Society
Description: Family, school, and community environments are among the many factors that shape individual's lives and are influenced by wider social, economic, and political factors. Through analysis of the diversity among children and families, students will discuss and review how these contexts shape, enhance, and/or limit opportunities for healthy development across the lifespan. |
| SOCS71010 | Diversity and Social Inclusion in Program Development
Description: This course will explore the concepts of diversity and social inclusion within a broad social context and connect those concepts with early learning and care programs. Through analysis of diversity and self-reflection, students will examine the definitions of diversity and the enablers and barriers to social inclusion. Building on the principles of responsive curriculum design, students will create strategies that support diversity and social inclusion in early learning classrooms, and program policies. |
|
Electives: Interdisciplinary
Student must complete a minimum of 42 Hours | |
| Level 3 | |
| ECE72050 | Health and Wellness in Early Learning Community Programs
Description: This course introduces students to the value of health and wellness of children, families and of the professionals who work with them. Students will analyze the interrelationships of health, safety and nutrition in the overall wellness of children, families, and the professionals who work with them. With a focus on prevention and recognition of illness and injury in group care, wellness practices appropriate for children will be addressed. In addition, indicators of abuse will be examined and the reporting role of professionals will be defined. |
| EDUC72000 | Curriculum Studies and Program Design
Description: Building on the historical and philosophical influences in education, students will explore curriculum approaches in the field of early education and discuss the social values and research evidence that shapes them. Students will compare and contrast the philosophical and practical elements of the approaches and debate their values and limitations. Finally, students will illustrate the application of these curriculum approaches to program design. |
| EDUC72010 | History and Philosophy in Learning and Education
Description: This course introduces students to the historical and philosophical influences of early childhood education. Students will become acquainted with the history of childhood and the key philosophers and theorists that have influenced early learning and education. Through examinations of views of children through the centuries, students will review and discuss values and practices related to the education of children from ancient times to the present. |
| FPLT72065 | Field Placement III (BA Early Learning Program Dev)
Description: This course focuses on inquiry based understanding of observable practices, observable child development, and program and curriculum design. Situated in early learning living lab settings, students will continue to chronicle their learning and engagement through the professional learning portfolio. Particular emphasis will be placed on identifying and analyzing how philosophical principles contribute to curriculum practices and inform program design. |
|
Electives: Interdisciplinary
Student must complete a minimum of 42 Hours | |
| Level 4 | |
| ECE72070 | Integrative Learning and Curriculum Design
Description: This course will challenge students to consider the integrated nature of learning and relate that to curriculum design. Students will assess the benefits and limitations of teaching singular concepts and subjects with the benefits and limitations of supporting integrative concept development through learning centres, play experiences, and projects that reflect current interests of children. Through observation of children's interests and suggestions, students will develop strategies that guide children's involvement through integrative learning, and illustrate authentic approaches to describe and evaluate that learning. |
| EDUC72020 | Contemporary Perspectives in Early Learning Community Practice
Description: Students will explore contemporary perspectives of early learning and community practice within an interprofessional framework. Students will analyze current social, political, and economic trends and issues through national and international perspectives. Emphasis will be placed on chronicling how the language that frames our field has changed over time and the social influences that have contributed to these changes. |
| FPLT72085 | Field Placement IV (BA Early Learning Program Dev)
Description: This professional engagement experience will provide students with a continued opportunity to relate integrative learning with curriculum design by working with children and families in community based settings. Through reflective classroom opportunities, students will identify and discuss the benefits and limitations of these approaches. Students will continue to document their learning and engagement through the professional learning portfolio. |
| PHIL72900 | Principles of Ethical Reasoning
Description: This course is intended to acquaint students with the intellectual tradition of moral philosophy and help them develop practical analytic and critical skills through reading, writing, and discussion. This course focuses on ethical issues faced by individuals in Canadian society. It helps students to clarify their values and establish a framework for ethical decision making. Students will explore a variety of moral issues such as euthanasia, abortion, minority rights, racism, bio-medical technology, capital punishment, pornography, discrimination, poverty, environment and war. These questions do not admit of easy answers, because there are often plausible-sounding moral reasons to be given on each side of the matter. In part because of this, there is a tendency to want to set them aside as unanswerable, as just a matter of opinion. Yet they cannot be ignored. Rather, these questions require that we think hard about them and address them carefully, and that we explore various underlying presuppositions that we often accept uncritically. As a result, this is a course in which we will focus on and practice the skill of critical thinking, and learn to express carefully, verbally and in writing, our reasoning for a given position. |
|
Electives: Interdisciplinary
Student must complete a minimum of 42 Hours | |
| Level 5 | |
| CEPR71050 | Co-op and Career Preparation
Description: This series of modules prepares degree level students for job searching for their co-op work terms and for their future careers. Students will examine the co-operative education policies and procedures and will learn the expectations, rules, and regulations that apply in the workplace concerning social, organizational, ethical, and safety issues while deepening their awareness of self-reflective practices. Students will critically reflect on their skills, attitudes, and expectations and evaluate available opportunities in the workplace. Successful completion of this course is a requirement for co-op eligibility. |
| FPLT73005 | Field Placement V (BA Early Learning Program Dev)
Description: The emphasis on this professional engagement course is on an inquiry based understanding of child, family and community literacy. Situated in professional community based settings, students will explore literacy as a focus of social equity. Students will design and implement equitable experiences focused on increasing awareness of multimodal literacies and their influence on teaching, learning, and community capacity building. |
| HIST73200 | A History of Living Memory: North America since 1945
Description: This advanced level breadth course is a critical assessment of the post-war events and influences that shaped modern North American society. Students will analyze how and why counter-culture challenges were incorporated into main stream society and the current backlash to that. The course will examine several social movements and schools of thought as they developed and impacted our society. |
| RSCH73000 | Understanding Research
Description: This course will present an overview of social scientific methods. The course will address the major components of the research process, including development of theoretically informed hypotheses, implementation of theoretical concepts, development of data collection instruments, testing of hypotheses through data analysis, and the presentation of research results. The student will develop the skills necessary to read and critically analyze social science research and discuss the ethics of social research. |
| SOC73030 | Examining Social Problems in Canadian Society
Description: This seminar style course is designed to facilitate critical discussion of the social construction, causes, and consequences of a range of social problems in Canadian society, and evaluate the policy responses, or lack thereof. The course includes the application and integration of sociological theories. Students will learn to use the sociological imagination, how to analyse social problems systematically, and will explore whether individual or societal solutions are needed. The topics will provide opportunities to challenge hidden assumptions, and includes focus on the significance of: age, class, gender, race, ethnicity, and sexual orientation. Problems will include: alcohol and drug abuse, family problems, poverty, education, health and illness, work, and the urban environment. |
| SOCS71020 | Child, Family and Community Literacy
Description: This course will investigate the interdependent relationship between literacy and complex social variables. Students will identify and analyze the principles that support and hinder the development of literacy from both socio-political and program levels. Strategies and components of community based literacy programs will be compared and evaluated for effectiveness. Students will have opportunity to design and implement community based literacy experiences. |
| Level 6 | |
| ECE73010 | Designing and Evaluating Responsive Programs
Description: As an extension to the concepts discussed in Social Action and Program Leadership, this course will focus on designing and evaluating responsive programs that support individual and community capacity building. Students will explore models of program design and examine various elements that have an effect on designing responsive programs including social values, social policy, provincial and national directions, economic climate, and research evidence. In response to unique community needs, students will construct program designs and policies that promote diversity, equity and social inclusion. |
| FPLT73025 | Field Placement VI (BA Early Learning Program Dev)
Description: With a focus to expanding their practice settings of interest, students will strengthen their practice knowledge and capabilities by specializing in community based practice. As an extension to designing and evaluating responsive programs, students will work collaboratively with populations to enhance existing programs. Emphasis will be placed on engaging the populations with whom they are working as result of collaborative problem-solving, effective communication, program assessment and evaluation. Students will continue to chronicle their learning and engagement through the professional learning portfolio. |
| SOCS73000 | Social Action and Program Leadership
Description: As the future leaders of community programs, students in this course will be challenged to evaluate how economic and social conditions change over time. With emphasis on collaboration with populations, students will identify and critique a variety of actions for relevance in meeting community needs. Students will deepen their understanding of the marginalization and inequities experienced by specific populations. With a focus on enhanced community development students will engage in collaborative interdisciplinary professional practice to support individual and community capacity building. |
| STAT73100 | Applied Statistics
Description: This course introduces students to the basic concepts, logic, and issues involved in statistical reasoning. Major topics include descriptive statistics, probability, statistical inference, regression and correlation. The objectives of this course are to give students confidence in manipulating and drawing conclusions from data and provide them with a critical framework for evaluating study designs and results. |
|
Electives: Interdisciplinary
Student must complete a minimum of 42 Hours | |
| Level 7 | |
| COOP73205 | Co-op Work Term (BA Early Learning Program Development)
Description: The co-op work term will provide students with college-approved work experience within an early learning program development environment. Through this course students will be provided an opportunity to: build skills (physical and procedural skills including accuracy, precision, and efficiency); assist in the acquisition of knowledge in and application of knowledge gained in the academic setting (concepts and terminology in a discipline or field of study); develop critical, creative, and dialogical thinking (improved thinking and reasoning processes); cultivate problem solving and decision-making abilities (mental strategies for finding solutions and making choices); explore attitudes, feelings, and perspectives (awareness of attitudes, biases, and other perspectives, ability to collaborate); practice professional judgment (sound judgment and appropriate professional action in complex, context-dependent situations); and reflect on experience (self-discovery and personal growth from real-world experience). |
| Level 8 | |
| EDUC74030 | Reconceptualizing Educational Theory in Practice
Description: This course is a critical examination of educational theory, research, policy, and practice that challenges universal experiences and the singularity of one perspective. Through multiple readings, students will be challenged to consider previously held theories and experiences, and critique them for discourses of power and privilege, universal prescriptions and binary oppositions. Students will debate and articulate educational practices from multiple perspectives to co-construct meaning of the plurality of lived human experience. |
| FPLT74005 | Field Placement VII (BA Early Learning Program Dev)
Description: The focus of this course is on leadership within professional communities of practice. With an opportunity to specialize, students will further their capabilities as future leaders in interprofessional community practice. Through reflective classroom experiences students will critically evaluate the contribution of community based research in supporting the development of healthy, engaged citizens. Students will be challenged to become engaged citizens, support engagement in their communities and advocate for changes to social policy. Student learning will continue to be chronicled through the professional portfolio. |
| LAW73100 | Media Ethics and Law
Description: Media Ethics and Law introduces the legal aspects of working in the media and design industries. Students gain the necessary knowledge and appreciation of Canadian law relating to media and are provided with an ethical framework within which to practice design. Subjects include the Canadian constitution, Charter of Rights and Freedoms, copyright and intellectual property, access to information and privacy, criminal code, censorship, slander and libel. Contemporary ethical issues, conduct and practices confronting media and design professionals will be discussed, and guest speakers will be invited to share their knowledge and experience. Students will apply the knowledge gained in this course throughout the remainder of the program. |
| SOCS74000 | Population and Developmental Health
Description: Building upon concepts introduced in Human Growth and Development and carried out throughout the program, students will integrate their knowledge of development, social factors, and developmental health. Within a multiple perspective framework, students will identify, analyze, and critique how early experiences, and community programs contribute to individual and community developmental health. |
| SOCS74010 | Social Policy and Engaged Citizenship
Description: This course will focus on deepening an understanding of citizenship and citizenship participation within Canadian and global contexts. Students will examine and analyze dynamic social and political conditions which influence the development of policies relevant to child education and community programs. Students will identify, analyze, and critique policy and the policy development process for mitigating factors that affect the developmental health of individuals and communities. Emphasis will be placed on democratic citizenship, human rights, children's rights, voice and active participation as engaged citizens in contemporary society. |
| Level 9 | |
| FPLT74015 | Field Placement VIII (BA Early Learning Program Dev)
Description: The focus of this course is to highlight the connection between research and practice, Building on an increased awareness of relevant interests and contributions of research to child education and community practice, students will participate in social research. The professional portfolio will be enhanced as the center piece of a culminating presentation reflecting each student's professional learning and engagement in the program. |
| RSCH74000 | Professional Research Internship
Description: Through a synthesis of knowledge, understanding, and experiences gathered throughout the program, students will conduct a culminating research project. Over the course of the semester, students will sharpen their interest of study, identify the appropriate research design, and carry out their project. Upon completion of the project, students will communicate their findings with the college and relevant community of practices. |
| SOCS74020 | Professional Identity and the Socio-political Context
Description: In considering the complexities involved in community practice, students will assess individual, social, economic, and political influences that contribute to the ongoing development of professional identity. Students will reflect on their Professional Engagement experiences to critically analyze their own socio- political context, and how this connects to their emerging professional identity. |
| SOCS74030 | Mentoring and Leading Community Programs
Description: Personal and professional development is correlated with leadership and supportive mentoring relationships. Building on their knowledge of adult learning principles, students will define and critique the various leadership models and mentoring approaches that enhance community programs. In addition, students will deepen their professional capacity as leaders and mentors in community programs. |
|
Electives: Interdisciplinary
Student must complete a minimum of 42 Hours | |
Program Outcomes
- Design population-based practices that are conducive to the creation and sustainability of healthy communities, at the individual and group level.
- Use evidence to inform and propose changes to early learning programs.
- Select and use current, appropriate technologies and resources to facilitate early learning program development.
- Assess and document (human) development, growth, and change from multiple perspectives.
- Display professional commitments to ethical practice in working with children, families and community populations, based on critical evaluation of issues related to human and children's rights, inclusion, diversity, equity, and social justice and their interrelationship.
- Incorporate relevant research and theory in the formation and implementation of programs, policies and practices.
- Evaluate effective engagement and information sharing techniques through collaborative, inter-professional population-focused practice.
- Use effective critical thinking and problem-solving skills to support professional decisions.
- Demonstrate self-awareness and interpersonal communication skills by evaluating personal attitudes, knowledge, and performance.
- Interpret roles and responsibilities of government (e.g. social policy, funding, and legislation) in early learning community programs.
- Analyze theories and historical trends in population-focused developmental health.
- Create approaches and programs that are culturally sensitive, and developmentally responsive.
- Critically assess the contributions of the arts, humanities, social sciences and mathematics to the development of professional and personal conditions.
Program Advisory Committees
The College appoints Program Advisory Committee members for diploma, degree, certificate and apprenticeship programs. Committees are composed of employers, practitioners and recent program graduates. College representatives (students, faculty, and administrators) are resource persons. Each committee advises the Board on the development of new programs, the monitoring of existing programs and community acceptance of programs.Program Handbook
Apply Now
Domestic students should apply online at www.ontariocolleges.ca or by phone at 1-888-892-2228.ONTARIOCOLLEGES.CA
60 Corporate Court
Guelph, Ontario
Canada N1G 5J3
Detailed steps on the application process may help you to apply.
International students should apply online using the Conestoga College International Application Portal. Please note: not all programs are open to international students. Interested students should check the listing of open programs on our international students web page before applying.
Additional Information
Conestoga College has been granted a consent by the Minister of Training, Colleges and Universities to offer this applied degree for a seven-year term commencing June 5, 2014. Conestoga shall ensure that all students admitted to the above-named program during the period of consent will have the opportunity to complete the program within a reasonable time frame.Application to the Ministry for renewal of the consent to deliver is a prescribed and cyclical requirement for all degree programs at all Ontario colleges.
Disclaimer
The College reserves the right to alter information including requirements and fees and to cancel at any time a program, course, or program major or option; to change the location and/or term in which a program or course is offered; to change the program curriculum as necessary to meet current competencies in the job market or for budgetary reasons; or to withdraw an offer of admission both prior to and after its acceptance by an applicant or student because of insufficient applications or registrations, over-acceptance of offers of admission, budgetary constraints, or for other such reasons. In the event the College exercises such a right, the College’s sole liability will be the return of monies paid by the applicant or student to the College.
Students actively registered in cohort delivered programs who take longer than the designed program length of time to complete their studies are accountable for completing any new or additional courses that may result due to changes in the program of study. Unless otherwise stated, students registered in non-cohort delivered programs must complete the program of study within seven years of being admitted to the program.
