Early Childhood Education Fast Track (ECE) (International)
- Ontario College Diploma
- College Code:
- Community Services
- Program Code:
- Accelerated Delivery:
- Academic Year:
- 2020 / 2021
- The Fast Track version of the Early Childhood Education diploma program is designed to be completed in two plus academic semesters (9 consecutive months) of full-time study. Graduates of this diploma program are eligible for admission to the Early Childhood Education Resource Consulting post-graduate certificate program specifically enhanced for international students.
- Domestic students (Canadian citizens, permanent residents, and refugees or convention refugees) wishing to pursue Early Childhood Education Fast Track studies should enrol in the Early Childhood Education Fast Track program at the Brantford campus.
About the ProgramThe Early Childhood Education Fast Track (International) program is designed for international students whose first language is not English. Students with international credentials in education or related fields will build on their existing knowledge and experience in order to develop skills and knowledge necessary to work as early childhood educators. Graduates of the Early Childhood Education Fast Track program will be eligible for registration with the provincial College of Early Childhood Educators (RECEs) which will provide employment opportunities in child development centres, kindergarten classrooms, licensed early years programs, and community agencies.
This program is enhanced with specific language courses that focus on professional and practice skills for the Canadian workplace. Through interactive classroom learning and integrative field placement experiences, students will develop skills that will enable them to work in collaboration with families, colleagues and communities for the purpose of designing, implementing and evaluating inclusive play-based early learning programs. Building on a thorough understanding of child development and principles of responsive practice, students will work in partnership with college-operated child development centres, kindergarten classrooms, licensed early learning and care programs and community agencies in order to integrate classroom theory and practice in meaningful and engaging ways.
Program InformationLength: Two-year Ontario College Diploma program
First-Year Capacity: 30
- A degree in humanities or social sciences (psychology, sociology), or equivalent, from an accredited college or university
- 3 year advanced diploma in Early Childhood Education, or equivalent, from an accredited college or university
Note re: Admission Requirements
- Applicants with documents (transcripts) from an educational institution from a country other than Canada must have their documents evaluated for equivalency at an approved provider of credential evaluation services. Applicants to this program require a Comprehensive or Course-by-Course Report. Please see How to Apply for more information.
- 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 graduate certificate 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.
- Submit proof of admission requirements.
- A sound background in the English language is important for success in this program and is considered during the admission selection process.
- Final acceptance is based on a review of post-secondary background and relevant documentation.
- All students must complete a minimum of three general education courses in Conestoga diploma programs. Based on the admission requirements for Early Childhood Education Fast Track, students may have fulfilled the general education course requirements through the successful completion of a previous diploma, advanced diploma and/or degree.
- 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 2-step TB Testing, OR previous 2-step TB Testing AND current 1-step TB Testing (Current testing = completed with 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.
- Students entering the ECE program are expected to have behaviours imperative for the ECE field: self-reflection, responsibility, honesty, integrity, punctuality, strong written, oral and non-verbal communication skills, solid problem-solving abilities, and a sincere commitment to learning and the ECE profession.
Tuition & Fees
Domestic fees are currently unavailable; please check back at a later time.
International fee details for the 2019-2020 year are listed below. Fees for the next academic year are unavailable at this time. Books and supplies are additional.
Estimated International fees based upon the previous academic year (2019 / 2020) for
Early Childhood Education Fast Track (ECE) (International) - Program # 00032
|Description||Fall 2019||Winter 2020|
|International Program Tuition||$6250.00||$6250.00|
|Technology Enhancement Fee||$135.00||$135.00|
|CSI Health Plan Fee||$295.00||$0.00|
|Work-Integrated Learning (WIL) Documentation Fee||$108.00||$0.00|
|ONE Card Fee||$7.00||$7.00|
|CSI Legal Protection||$28.00||$0.00|
|Capital Development Fee - Waterloo||$48.00||$48.00|
|CSI International Health Fee||$500.00||$0.00|
|CSI Advocacy Fee||$12.50||$12.50|
|CSI Event Fee||$40.00||$40.00|
|CSI Student Clubs||$3.50||$3.50|
|Academic Support Fee||$18.00||$18.00|
|CSI Academic Support Fee||$5.00||$5.00|
|Health and Wellness Fee||$20.00||$20.00|
|CSI Health and Wellness Fee||$10.00||$10.00|
|Career Services Fee||$10.00||$10.00|
|CSI Career Services Fee||$10.00||$10.00|
Financial AssistanceFinancial Assistance is not available for this program.
Graduate OpportunitiesEmployment opportunities as a Registered Early Childhood Educator (RECE) are found in kindergarten classrooms, child development centres, licensed early learning programs, as well with home child care and other community agencies. Graduates meet the academic and field work requirement for registration with the College of Early Childhood Educators.
Graduates of this program will be eligible to enrol in the Early Childhood Education Resource Consulting (International) post-graduate certificate program. Graduates of this program will expand their employment opportunities to work as consultants for inclusive education in schools, early years environments and community agencies.
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 TransferConestoga 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.
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.
|Course Code||Course Title and Description|
|COMM1595||Integrated Language Skills for Early Childhood Education
Description: This course introduces students to the reading, writing, listening, and speaking skills required within the field of early learning and child care. The course will introduce students to real early learning practice based scenarios that will develop needed language and intercultural communication skills. The course prepares students to communicate effectively for both personal and professional success.
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.
|ECE1850||Introduction to Curriculum
Description: The facilitation of effective curriculum in an early learning and care setting for children ages, 2-5 will be explored. The value of developing a quality play environment, based on observation, sound developmental awareness and the principles of play, creativity and diversity will be practiced. An emphasis will be placed on designing an integrated approach to curriculum that includes a variety of areas within an indoor and outdoor learning environment. The role of the teacher in supporting and extending explorative and inquiry teaching and learning processes will be introduced.
|ECE1855||Developmentally Responsive Practice
Description: Elements of effective curriculum planning and implementation in early learning and care environments will be explored. The value of developing a quality play environment, based on observation, sound developmental awareness, and principles of play. The role of the Early Childhood Educator in providing high quality care through fostering emotional well-being and social competence will be studied. Emphasis will be placed on designing a responsive and holistic curriculum in early learning and care environments.
Description: This course expands the study of child development across the ages of infants, toddlers, preschoolers and school-age children. The biologically determined characteristics continue to be explored and special consideration is given to how family culture, ethnicity, language, abilities, life experiences, socio-economic status, spirituality, gender, gender-identity, appearance, sexual orientation, size, and age influence development. Students will analyze developmental characteristics of children and articulate the ways in which these characteristics interconnect and contribute to the holistic development of each child. They will apply these considerations in their selection and use of observation, documentation and screening tools in planning for an inclusive and constructivist-inspired curriculum for groups of children.
|ECE1865||Teamwork in Professional Practice
Description: This course explores professional practice in the context of a collaborative early learning team that embraces a commitment to team work, respect and social justice. Students will identify the variety of members who make up the early learning teams and analyze the scope of practice and the unique contributions of each member in supporting the child and the family. Through self-reflection and analysis of professional documents, students will critique and practice effective strategies for initiating and maintaining reciprocal and positive relationships with members of the early learning team.
|FPLT1470||Field Placement I (Early Childhood Education)
Description: This field placement experience provides opportunity for students to integrate theory with practice as they develop their skills with children of all ages and families in early learning settings. Students will observe children's abilities, interests and ideas in order to examine, select and implement professional practice skills in the areas of human qualities, communication, professionalism, and curriculum. They will establish responsive relationships with children, families and colleagues through program participation. In addition, they will demonstrate the principles of early learning pedagogy as they design, implement and reflect upon inclusive, play-based early learning curriculum with individual children and groups of children.
|OHS1320||Safety in the Workplace
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.
|COMM1605||Enhanced Language Skills for Early Childhood Education
Description: This course provides opportunity for students to expand on reading, writing, listening and speaking skills required for early learning professional practice. Through interactive classroom experiences, this course takes a scenario-based approach, providing students opportunity to enhance and apply their language and communication skills relevant to early learning professional practice. Emphasis will be placed on enhancing documentation skills for professional practice.
|COMM1615||Consolidation of Language Skills for the Early Childhood Educator
Description: The focus of this course is on consolidating documentation and communication skills that promote effective and collaborative relationships in professional practice. Through integrative classroom experiences, students will consolidate their language and communication skills applying them to scenarios relevant to early learning professional practice. The course will prepare students to communicate effectively for professional success in the Canadian workplace.
|ECE1870||Health Safety & Nutrition
Description: This course will address the interrelationship of health, safety, and nutrition for children of all ages and age groups. Students will examine current legislation, agency policies and evidence-informed practices in order to develop and maintain health, safety and nutrition practices that emphasize prevention and recognition of illness and injury to individual and groups of children in early learning and care settings. In addition, students will develop and evaluate healthy and safe early learning practices that combine to establish diverse, equitable and accessible learning opportunities for children and their families.
Description: Students will evaluate, critique and assess their own practices in designing curriculum for children from infancy to school age. Various philosophical, theoretical and curricular approaches will be examined with respect to the role of the teacher, integrated play experiences, inclusive curriculum, curriculum planning, implementation and documentation. Application of effective curriculum practices will be applied to various curricular approaches with the design of a unique integrated play based curriculum.
|ECE1880||Issues in Quality In Early Learning and Care
Description: This course will explore elements of quality early learning and care from an issue and evidence-based perspective. Students will examine, compare and contrast the research evidence that supports promising practices in the field of early learning and care. In addition, this course will examine the many competing social and economic issues in our society that contribute to quality in early learning and care.
|ECE1885||The ECE Professional
Description: This course will examine the evolution of early learning and care as a profession and the repositioning of the role of the educator within that profession. Students will examine and critique the documents that shape the profession in order to explore the changing professional and social image of the child, the educator and the profession. They will analyze their professional practices and through a process of self-reflection will examine the impact of those practices on their emerging professional identity. In addition, they will create a professional development plan that recognizes documented abilities, professional interests and a commitment to continuous learning.
|ECE1890||Philosophy in Practice
Description: This course will examine the historical roots and philosophies of early childhood education and their connections to current early learning practices. Using philosophical principles, evidence based research and relevant professional documents as guides to practice, students will combine an analysis of their personal values and quality indicators to develop a philosophy of early childhood education. Through a lens of contextual realities and contemporary issues they will develop a plan to operationalize this philosophy.
|ECE1895||Supporting Children Through Families and Community
Description: This course focuses on supporting infants, toddlers, preschoolers and school agers within his or her family by promoting relationships with the local community agencies and professionals that foster inclusion of children with diverse strengths, need and abilities. Students will become familiar with and gain an understanding of community organizations and professional roles of those supporting inclusion while strengthening respectful, collaborative family/child partnerships through effective use of community and family resources. In addition students will practice preparing and using professional written, verbal, nonverbal and electronic communications to advocate for children and families with colleagues, employers, and community partners.
|FPLT1480||Field Placement II (Early Childhood Education)
Description: This field placement experience provides opportunity for students to expand their professional practice skills with children of all ages and families in early learning settings. Students will observe children's abilities, interests and ideas and the environmental context in which these occur in order to examine, select and implement professional practice skills in the areas of human qualities, communication, professionalism and curriculum. Through responsive relationships with children, families and colleagues, students will demonstrate inclusive and integrative play-based curriculum and illustrate through pedagogical documentation and authentic assessment.
|FPLT1490||Field Placement III (Early Childhood Education)
Description: This field placement experience provides an opportunity for students to consolidate their professional practices related to children, families and colleagues. Students will refine their skills related to observing children's abilities, interests and ideas and the environment in which these occur. With increased confidence and minimal supervision, students will use evidence in order to plan, implement and evaluate inclusive and integrative play-based curriculum. They will initiate steps in order to promote collaborative relationships with families and colleagues.
- Create learning contexts to enable, build and maintain caring, responsive relationships in partnership with children, families, and communities that value and respect social, cultural and linguistic diversity including Indigenous peoples' worldviews and Francophone identity.
- Co-create, facilitate and reflect upon inquiry and play-based early years and child care programs and pedagogical approaches to support children's learning, holistic development and well-being following children's capabilities, interests, ideas and experiences.
- Co-design and maintain inclusive early learning environments to value and support equitable, accessible and meaningful learning opportunities for all children, their families and communities in a range of early years and child care settings.
- Collaborate with children, families, colleagues, agencies and community partners to create, maintain, evaluate and promote safe and healthy early learning environments to support independence, reasonable risk-taking and healthy development and well-being.
- Use observation strategies to identify children's strengths and challenges and to ascertain when children and families might benefit from additional support or community resources.
- Use professional communication in interactions with children, families, colleagues, employers, the regulatory body, government authorities, and children's service agencies to meet legal and ethical standards of the early years sector.
- Act in accordance with relevant legislation, regulations, College of Early Childhood Educators Code of Ethics and Standards of Practice, agency policies and procedures and principles of evidence-informed practice and reflect upon their impact on one's own role in early years and child care settings.
- Identify, report and document when a child is in a situation of perceived risk for, or actual neglect or abuse, in accordance with legislation, the College of Early Childhood Educators Code of Ethics and Standards of Practice, policies and procedures.
- Create and engage in partnerships with families, communities, colleagues, interdisciplinary professionals, authorities and child service agencies to advocate for quality early years and child care programs and services.
- Engage in reflective practice and continuous professional learning in accordance with principles of lifelong learning, evidence-informed practices in the early years sector and requirements of the College of Early Childhood Educators.
Program Advisory CommitteesThe 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. For a list of the current members, please visit our Program Advisory Committees.
Apply NowInternational students should apply online using a Conestoga College International Application Form. 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.
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.
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