Early Childhood Education Fast Track (ECE)

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Courses - September 2021

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:

Introduction to Curriculum
ECE1750

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.

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

Developmentally Responsive Practice
ECE1765

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.

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

Advanced Development
ECE2170

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.

  • Hours: 42
  • Credits: 3
  • Pre-Requisites: ECE1065 AND ECE1075
  • CoRequisites:

Teamwork in Professional Practice
ECE2180

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.

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

Field Placement II (Early Childhood Education)
FPLT1390

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.

  • Hours: 182
  • Credits: 6
  • Pre-Requisites: ECE1380 OR FPLT1380
  • CoRequisites:

Safety in the Workplace
OHS1320

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

Health Safety & Nutrition
ECE1055

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.

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

Advanced Curriculum
ECE1770

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.

  • Hours: 42
  • Credits: 3
  • Pre-Requisites: ECE1750 AND ECE1850
  • CoRequisites:

Issues in Quality In Early Learning and Care
ECE1785

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.

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

The ECE Professional
ECE2085

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.

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

Philosophy in Practice
ECE2160

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.

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

Supporting Children Through Families and Community
ECE2190

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.

  • Hours: 28
  • Credits: 2
  • Pre-Requisites: ECE2070
  • CoRequisites:

Field Placement III (Early Childhood Education)
FPLT2190

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.

  • Hours: 182
  • Credits: 6
  • Pre-Requisites: ECE1100 OR FPLT1390 AND FPLT1470
  • CoRequisites:

Field Placement IV (Early Childhood Education)
FPLT2200

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.

  • Hours: 182
  • Credits: 6
  • Pre-Requisites: ECE2145 OR FPLT2190
  • CoRequisites:

Program outcomes

  1. Create learning contexts to enable, build and maintain caring, responsive relationships in partnerships with children, families and communities that value and respect social, cultural and linguistic diversity including indigenous peoples’ worldviews and francophone identity.
  2. 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.
  3. 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.
  4. 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.
  5. 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.
  6. 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.
  7. 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.
  8. 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.
  9. 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.
  10. 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.