Bachelor of Early Learning Program Development (Honours)

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Courses - September 2023

Level 1

Course details

Conestoga 101
CON0101

Description: This self-directed course focuses on introducing new students to the supports, services, and opportunities available at Conestoga College. By the end of this course, students will understand the academic expectations of the Conestoga learning environment, as well as the supports available to ensure their academic success. Students will also be able to identify on-campus services that support their health and wellness, and explore ways to get actively involved in the Conestoga community through co-curricular learning opportunities.
  • Hours: 1
  • Credits: 0
  • Pre-Requisites:
  • CoRequisites:

Human Growth and Development: The Early Years
ECE71000

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.
  • Hours: 42
  • Credits: 3
  • Pre-Requisites:
  • CoRequisites:

Pedagogy in the Early Years
ECE71015

Description:

This course will introduce students to the foundations of curriculum, pedagogy, and learning in the early years. Students will examine historical and contemporary theories of children and early childhood curricula.The role of play, responsive relationships and the environment will be explored. Through reflectiveclassroom experiences, observations, and discussion, student will connect the image of the child and the educator for the purpose of understanding designing responsive learning environments.

  • Hours: 42
  • Credits: 3
  • Pre-Requisites:
  • CoRequisites:

Health and Wellness in Early Learning Community Programs
ECE72050

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.
  • Hours: 42
  • Credits: 3
  • Pre-Requisites:
  • CoRequisites:

Academic Communications
ENGL71000

Description:

This course is intended to develop the communication skills required in academic studies, which will translate into useful writing and presentation skills in Canada’s increasingly intercultural professional and technical domains. Students will practice planning, drafting, and revising documents. The complex process of researching, creating, and revising arguments will encourage critical thinking, grammatical writing, and appropriate citation skills. Correct formatting of research papers and effective oral presentation skills will be emphasized.

  • Hours: 42
  • Credits: 3
  • Pre-Requisites:
  • CoRequisites:

Field Placement I (BA Early Learning Program Dev)
FPLT71025

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.
  • Hours: 133
  • Credits: 5
  • Pre-Requisites:
  • CoRequisites:

Safety in the Workplace
OHS71320

Description: This course focuses on developing awareness and skills for the student to safely manage and conduct him or herself within a variety of employment settings. Through the units of the course, participants will have the opportunity to enhance their understanding and knowledge of general Health and Safety guidelines, including WHMIS, Fire Safety and Workplace Violence. The unit on Accessibility for Ontarians with Disabilities Act will instruct the student on the requirements for Accessible Customer Service and Integrated Accessibility Standard Regulations. General information on Safe Driving, Privacy of Information and Hand Washing will be addressed as well. The course also provides participants with critical information regarding their insurance coverage (WSIB or other) while employed. As well as guidelines to follow in the event of an injury. Participants will receive a printable Record of Completion upon successful conclusion of this course, in order to demonstrate awareness of safe working practices to their employers.
  • Hours: 14
  • Credits: 1
  • Pre-Requisites:
  • CoRequisites:

Level 2

Course details

Human Growth and Development: The Later Years
ECE71030

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.
  • Hours: 42
  • Credits: 3
  • Pre-Requisites: ECE71000
  • CoRequisites:

Play Based Pedagogy
ECE71050

Description:

This course is designed to engage students in framing play, learning and pedagogy through negotiated curriculum, curricular inquiries, and pedagogical conversations. Interweaving theory and practice, students will consider the foundational principles of early learning curriculum, the reciprocal role of play, the environment, and responsive relationships for children, educators, and early learning communities.

  • Hours: 42
  • Credits: 3
  • Pre-Requisites: ECE71015
  • CoRequisites:

Field Placement II (BA Early Learning Program Dev)
FPLT71045

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.
  • Hours: 165
  • Credits: 6
  • Pre-Requisites: ECE71015 AND ECE71025 OR FPLT71025
  • CoRequisites:

Child, Family and Society
SOCS71000

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.

  • Hours: 42
  • Credits: 3
  • Pre-Requisites:
  • CoRequisites:

Electives: Interdisciplinary
Student must pass 1 Course(s), selected in the Student Portal from available course options
Interdisciplinary Elective Details

Level 3

Course details

Teamwork in Professional Practice
ECE72000

Description:

This course will evaluate professional and ethical practices in the early years sector, embracing acommitment to interprofessional cross-sectoral collaboration. Using an experiential model for learning, this course will focus on comprehensive theoretical understandings of group process, personal skill development and practical application to interprofessional practice in the early years. Students will critique and practice effective strategies for initiating and maintaining reciprocal and positive professional relationships. Through a process of self-reflection and examination of professional documents, students will analyze the scope of professional practice and the unique contributions of members of interprofessional teams to assess the impact of those practices on their emerging professional identity.

  • Hours: 42
  • Credits: 3
  • Pre-Requisites:
  • CoRequisites:

History and Philosophy in Learning and Education
EDUC72010

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.

  • Hours: 42
  • Credits: 3
  • Pre-Requisites:
  • CoRequisites:

Field Placement III (BA Early Learning Program Dev)
FPLT72065

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.
  • Hours: 178
  • Credits: 6
  • Pre-Requisites: ECE71050 AND FPLT71045
  • CoRequisites: SOCS71010

Diversity, Equity and Social Inclusion in Program Development
SOCS71010

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.

  • Hours: 42
  • Credits: 3
  • Pre-Requisites:
  • CoRequisites:

Electives: Interdisciplinary
Student must pass 1 Course(s), selected in the Student Portal from available course options
Interdisciplinary Elective Details

Level 4

Course details

Curriculum Studies and Program Design
EDUC72000

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.

  • Hours: 42
  • Credits: 3
  • Pre-Requisites:
  • CoRequisites:

Contemporary Perspectives in Early Learning Community Practice
EDUC72020

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.

  • Hours: 42
  • Credits: 3
  • Pre-Requisites:
  • CoRequisites:

Field Placement IV (BA Early Learning Program Dev)
FPLT72085

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.

  • Hours: 148
  • Credits: 5
  • Pre-Requisites: ECE71050 AND FPLT72065
  • CoRequisites: EDUC72000

Foundations for English Language Learning
TESL72000

Description:

This course provides an overview of key theoretical and practical issues affecting language learning. The nature of language, first and second language acquisition, and diversity among learners will be explored, as will the impact of culture, the needs and characteristics of adult learners, and the role of assessment in learning. Course concepts, addressed through interactive learning tasks, will prepare students for informed decision making in the adult language classroom. In addition, students will be introduced to the grammar and pronunciation of English, taught at beginner, intermediate, and advanced language proficiency levels. Topics will include an overview of the English tense system, the characteristics of the English sentence, and the segmental and supra-segmental features of the English sound system. The course also includes opportunities for students to practice individual grammar and pronunciation points, as well as techniques for presentation in a context relevant to adults in a variety of settings. Students will examine inductive/deductive approaches to teaching grammar and pronunciation, teach a grammar and a pronunciation lesson, and provide feedback to their peers.

  • Hours: 84
  • Credits: 6
  • Pre-Requisites:
  • CoRequisites:

Electives: Interdisciplinary
Student must pass 1 Course(s), selected in the Student Portal from available course options
Interdisciplinary Elective Details

Level 5

Course details

Co-op and Career Preparation
CEPR71050

Description: This series of modules prepares degree level students for job searching for their co-op work terms with the guidance of a Co-op Advisor. 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 these modules is a requirement for co-op eligibility.
  • Hours: 14
  • Credits: 1
  • Pre-Requisites:
  • CoRequisites:

Integrative Learning and Pedagogy
ECE73030

Description:

This course will challenge students to consider the integrated nature of pedagogy and curriculum design. Students will assess the benefits and limitations of teaching singular concepts and subjects in contrast to supporting integrative concept development through learning centres, experiences, and negotiated curriculum that reflect the active interests of children and educators. Recognizing observation as central to negotiated curriculum, students will critique co‐constructed strategies that guide children’s engagement and learning. Emphasis will be placed on analyzing differentiated practices and inquiry‐based pedagogical practices.

  • Hours: 42
  • Credits: 3
  • Pre-Requisites: ECE71050 AND FPLT72065
  • CoRequisites:

Field Placement V (BA Early Learning Program Dev)
FPLT73005

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.
  • Hours: 163
  • Credits: 6
  • Pre-Requisites: ECE72085 OR FPLT72085
  • CoRequisites: SOCS71020

Understanding Research
RSCH73000

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.
  • Hours: 42
  • Credits: 3
  • Pre-Requisites:
  • CoRequisites:

Child, Family and Community Literacy
SOCS71020

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.

  • Hours: 42
  • Credits: 3
  • Pre-Requisites: SOCS71000
  • CoRequisites: ECE73005 OR FPLT73005

Level 6

Course details

Designing and Evaluating Responsive Programs
ECE73010

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.

  • Hours: 42
  • Credits: 3
  • Pre-Requisites: EDUC72000
  • CoRequisites: ECE73025 OR FPLT73025

Field Placement VI (BA Early Learning Program Dev)
FPLT73025

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.

  • Hours: 133
  • Credits: 5
  • Pre-Requisites: ECE73005 OR FPLT73005
  • CoRequisites: ECE73010

Social Action and Program Leadership
SOCS73000

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.

  • Hours: 42
  • Credits: 3
  • Pre-Requisites:
  • CoRequisites:

Applied Statistics
STAT73100

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.
  • Hours: 42
  • Credits: 3
  • Pre-Requisites: NURS72050 OR RSCH73000
  • CoRequisites:

Foundations of English Language Teaching and Practical Integration
TESL73000

Description:

This course consists of two parts: a theoretical portion which presents an overview of languageteaching methodology, and a field placement portion where students will observe and teach in an adult EASL classroom. Topics will include the four language skills of reading, writing, listening, and speaking and the focus area of vocabulary development. The core techniques for teaching the four skills and for planning effective lessons in various contexts using a wide range of materials and resources will be covered. With a hands-on focus in the course delivery, students will analyze standardized tests and develop strategies for effective formative and summative assessment in their teaching of EASL practice. Learners in this course will have the opportunity to teach a skills-based lesson and develop an assessment tool to measure learning of the skill. Of the field placement hours, more than 50% of the time will be spent on observation, so students can examine and report on teaching techniques, classroom management practices, strategies for fostering and celebrating cultural diversity, and the relationship between curriculum context and learning practices. During the remainder hours of teaching (minimum 10) students will plan, select resources, and present lessons appropriate for the class, under the guidance of their mentor teacher, and reflect on their own teaching practice.

  • Hours: 56
  • Credits: 4
  • Pre-Requisites: TESL72000
  • CoRequisites:

Level 7

Course details

Co-op Work Term (BA Early Learning Program Development)
COOP73205

Description:

The co-op work term will provide students with college-approved work experience within an early learning program development environment. 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).

  • Hours: 420
  • Credits: 14
  • Pre-Requisites: CDEV71050 OR CEPR71050
  • CoRequisites:

Level 8

Course details

Reconceptualizing Educational Theory in Practice
EDUC74030

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.

  • Hours: 42
  • Credits: 3
  • Pre-Requisites: EDUC72010 AND EDUC72020 AND SOCS71000
  • CoRequisites:

Field Placement VII (BA Early Learning Program Dev)
FPLT74005

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.
  • Hours: 163
  • Credits: 6
  • Pre-Requisites: ECE73025 OR FPLT73025 AND SOCS73000
  • CoRequisites: SOCS74010

Professional Research Internship I
RSCH74040

Description:

Through a synthesis of knowledge, understanding and experiences gathered throughout the program, this course will provide students with an opportunity to conduct a culminating research project focused on contributions of research to the early years sector. Over the course of the semester, students will sharpen their interest of study, identify the appropriate research design and create plans for carrying out the project.

  • Hours: 42
  • Credits: 3
  • Pre-Requisites: RSCH73000
  • CoRequisites:

Population and Developmental Health
SOCS74000

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.

  • Hours: 42
  • Credits: 3
  • Pre-Requisites: ECE71000 AND ECE71030
  • CoRequisites:

Social Policy and Engaged Citizenship
SOCS74010

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.

  • Hours: 42
  • Credits: 3
  • Pre-Requisites: ECE73010 AND SOCS71010 AND SOCS73000
  • CoRequisites: ECE74005 OR FPLT74005

Level 9

Course details

Re-imaging Theory in Practice
ECE74020

Description:

This course provides expanded opportunity to synthesize learning gleaned throughout the program to re‐imagine pedagogical practice in the early years. Students will critically examine theories and research through multiple lenses to deepen their understanding of how ideas shift over time, influence, and inspire practice in the early years. Informed by narratives of social and cultural diversity, equity, and inclusion as the basis for reflection of self as educator, researcher, and pedagogical leader, students will create, defend, and critique pedagogical practices.

  • Hours: 42
  • Credits: 3
  • Pre-Requisites: EDUC74030
  • CoRequisites:

Professional Research Internship II
RSCH74050

Description:

As an extension to Professional Research Internship I, this course will focus on student’s engagement in a culminating research project relevant to the early years sector. Students will carry out research, demonstrate knowledge translation, and exchange ideas by presenting the findings of their culminating experience with a relevant community of practice or within the broader college community. Through this experience, students will elevate awareness of relevant interests and the importance of research to the early years sector.

  • Hours: 163
  • Credits: 11
  • Pre-Requisites: RSCH74040
  • CoRequisites:

Professional Identity and the Socio-political Context
SOCS74020

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.

  • Hours: 42
  • Credits: 3
  • Pre-Requisites: EDUC72020 AND EDUC74030
  • CoRequisites:

Mentoring and Leading Community Programs
SOCS74030

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.

  • Hours: 42
  • Credits: 3
  • Pre-Requisites: SOCS74010
  • CoRequisites:

Electives: Interdisciplinary
Student must pass 1 Course(s), selected in the Student Portal from available course options
Interdisciplinary Elective Details

Program outcomes

  1. Design population-based practices that are conducive to the creation and sustainability of healthy communities, at the individual and group level.
  2. Select and use current, appropriate technologies and resources to facilitate early years classroom and community program development.
  3. Interpret human development, growth, and change from multiple perspectives for the purpose of developing and operationalizing programs, policies and practices in the early years sector.
  4. 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 interrelationships.
  5. Conduct relevant research in the formation, implementation, and enhancement of responsive programs, policies, and practices.
  6. Evaluate effective engagement and information sharing techniques through collaborative, inter-professional population-focused practice.
  7. Use effective critical thinking and problem-solving skills to inform professional practices.
  8. Reflect on personal attitudes, knowledge, and performance in order to demonstrate self-awareness, professionalism and continuous professional learning.
  9. Evaluate the role, responsibility and impact of government policy and legislation on the early years sector.
  10. Analyze historical trends of, and theoretical approaches to, population-focused developmental health to inform early years programs, policies, and practices.
  11. Incorporate pedagogical approaches to develop socially, culturally, and developmentally responsive programs that promote diversity, equity, and inclusion.