Early Childhood Education

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Courses - September 2023

Level 1

Course details

College Reading & Writing Skills
COMM1085

Description: This course introduces students to the reading, writing, and critical thinking skills needed for academic and workplace success. Students will analyse a variety of texts and apply the steps of planning, writing, and revising to produce writing that meets the expectations of selected audiences and purposes. The course prepares students for college-level writing tasks, research, and documentation by asking them to produce clear, informed, and purposeful documents relevant to both academic and professional contexts.

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

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:

Foundations of Curriculum, Play, and Pedagogy
ECE1025

Description: This course introduces the concepts of relationship-building and play as the cornerstones of curriculum and pedagogy. Through the lens of holistic development and inclusive early learning, students will examine their image of the child and describe the elements of meaningful curriculum and pedagogy. They will discuss the importance of relationships and play to children’s learning and development and identify the role of the educator in supporting learning. Using an understanding of holistic development, students will practice emerging skills in observation, reflection, and documentation as the basis for planning constructivist-inspired curriculum.

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

Child Development: The Early Years
ECE1065

Description: This course introduces students to the study of child development, which is holistic and interdependent, and focuses on the period from conception to early childhood. The biologically determined characteristics and the influences of family, culture and society are explored. Major theories of development and learning are introduced and used as a framework for examining the developmental process. This course introduces students to the role observation plays in the interpretation of children’s behaviour, strengths and abilities for the purpose of intentional and inclusive curriculum planning. 

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

Introduction to Early Learning and Care
ECE1375

Description: This course will introduce students to the profession of Early Learning and Care. Within the scope of professional practice, the variety of settings, and the range of other professionals with whom educators interact, students will examine the evolution of the profession and the language that describes it. Students will be introduced to the relevant legislation and regulations, regulatory bodies, curriculum documents as well as curriculum approaches that impact the practice, of early learning and care. Specifically, they will examine how these shape professional practices and their future work in the field of early learning and care.  

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

Field Placement I (Early Childhood Education)
FPLT1385

Description: This observation-based field placement experience introduces students to working with children in early learning settings. Students will observe children engaging in play and learning, examine the role of an Early Childhood Educator, and discuss the role of the environment while observing an inclusive early learning setting. Students will begin to identify the foundations and standards of practice as they develop skills in professionalism, observation, planning, and cultivating authentic relationships.  

Hours: 140
Credits: 5
Pre-Requisites:
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 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. Students will discuss the importance of self-care and the relationship to their own health and well-being as an educator. 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:

Child Development: The Later Years
ECE1075

Description:

Focusing on major theories of development and learning, this course presents the study of the preschool and school age child through a lens of holistic and interdependent development. The biologically determined characteristics and the influences of family, culture and society are explored and the ways in which they interact are examined. Students will continue to refine their observation skills to document their knowledge and understanding of development and strengthen their interpretations of children’s behaviours, strengths and abilities for the purpose of intentional and inclusive curriculum planning.

Hours: 42
Credits: 3
Pre-Requisites: ECE1065
CoRequisites:

Responsive Curriculum and Pedagogy
ECE1080

Description: Building on elements covered in Foundations of Curriculum, Play, and Pedagogy, this course will examine observed capabilities, interests, ideas, and experiences of children as essential components of a quality curriculum. By engaging in observation and reflective practice, students will design, implement, and document inclusive experiences and environments that are rooted in play and inquiry. Using current documents that inform the early learning profession, students will demonstrate the importance of responsive relationships in designing and applying professional practices that reflect inclusive and constructivist-inspired curriculum, play, and pedagogy. 

Hours: 42
Credits: 3
Pre-Requisites: ECE1020 OR ECE1025
CoRequisites:

Partnership With Families
ECE1900

Description: This course explores the partnership between early years' professionals and the families of children enrolled in early learning and care, education, and family-focused programs. Students will examine the structural, cultural, and developmental diversities of families in order to validate them as the primary support for children and their learning. Students will articulate the role of the educator in establishing and maintaining strong reciprocal relationships with families that are compatible with ethical and professional obligations. They will explore and practice engaging strategies that highlight the development of communication skills and emphasize collaboration with families. As future educators, students will engage in self-reflection to understand the significance of their role in working with families in early learning settings.  

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: FPLT1380 OR FPLT1385
CoRequisites:

Electives: General Education
Student must pass 1 Course(s), selected in the Student Portal from available course options

Level 3

Course details

Child Development: A Holistic Approach
ECE2100

Description:

Through examining developmental theory, this course expands on the study of child development from infancy through school-age. Students will deepen their understanding of development along the continuum, self-regulation, and stress responses. They will consider diversity, equity, and inclusion and challenge socially constructed views of development, behaviour and ability. Through classroom discussion, students will analyze developmental characteristics of children and articulate the ways in which these characteristics interconnect and contribute to a child's holistic development. They will apply these considerations to their approach to planning for an inclusive curriculum for individuals and groups of children.

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

Integrative Curriculum and Pedagogy
ECE2210

Description: Building on elements covered in Responsive Curriculum and Pedagogy, this course will deepen students’ knowledge and skills designing constructivist curriculum for diverse children of all ages. With a view to designing integrative curriculum, students will analyze the interconnected nature of learning domains and subject areas and defend how integrative curriculum supports meaningful learning. Drawing on critical reflection of children’s observed capabilities, interests, ideas and experiences, students will collaborate with families and colleagues to design and implement constructivist, inclusive, integrative curriculum that is illustrated through pedagogical documentation. 

Hours: 42
Credits: 3
Pre-Requisites: ECE1080
CoRequisites:

Family and Community Collaboration in the Early Years
ECE2220

Description: This course focuses on supporting infants, toddlers, preschool, and school age children and within their family by promoting relationships with local community agencies and professionals that foster inclusion of children with diverse strengths, needs, 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 and child partnerships through effective use of community and family resources. In addition, students will practice strategies to advocate for children and families with colleagues, employers, and community partners. 

Hours: 42
Credits: 3
Pre-Requisites: ECE1900
CoRequisites:

Field Placement III (Early Childhood Education)
FPLT2190

Description:

This field placement experience provides the opportunity for students to expand their professional practice skills with children and families in early learning settings. Students will continue to demonstrate the foundations of practice as they model skills in professionalism, communication, and inclusive early learning with children. Students will establish responsive relationships with children, families, and colleagues and respect and honour the uniqueness of every family. Through observation, reflection, and responsive relationships with children, families and colleagues, students will demonstrate inclusive inquiry and play-based curriculum and engage in pedagogical documentation and authentic assessment.

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

Electives: General Education
Student must pass 1 Course(s), selected in the Student Portal from available course options

Level 4

Course details

Philosophy in Practice
ECE2160

Description:

This course will examine the historical roots, curriculum models, and philosophies of early childhood education and the connections to current early learning practices. Students will consolidate their deepened understanding of the role of the Early Childhood Educator while considering constructivism, the changing image of the child, legislation, program statements, curriculum frameworks and issues of social justice. With an aim of promoting reflective practice and continuous professional learning, students will interpret contextual realities and contemporary issues. Using philosophical principles, evidence informed research and relevant professional documents, students will combine an analysis of their personal values and quality indicators to develop a philosophy of early childhood education and develop a plan to operationalize this philosophy.

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

Professional Practice in the Early Years
ECE2200

Description: This course will examine professional practice in the context of the early learning team and within the profession.  Through analysis of professional documents, students will consolidate their understanding of ethical practices for early learning professionals. They will critique and practice effective strategies for initiating and maintaining reciprocal and positive relationships with members of the early learning team. Students will analyze their professional practices and through a process of self-reflection, will examine the impact of those practices on their emerging professional identity. 

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

Issues in Quality in the Early Years Sector
ECE2230

Description: This course will explore elements of quality in the early years sector from an evidence-informed perspective. Students will examine and contrast the research evidence that supports promising practices in the field. In addition, through the lens of historical and current events, students will systematically examine, critique, and debate competing social, political, and economic trends and events that impact policy development in the field of early learning and care.

Hours: 42
Credits: 3
Pre-Requisites:
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 in observing children’s abilities, interests and ideas and the environment to plan, implement, and evaluate inclusive inquiry and play-based curriculum. With increased confidence, students will engage in professional communication and pedagogical documentation experiences. They will initiate steps to promote collaborative relationships with families and colleagues and continue to honour the uniqueness of every family.  

Hours: 182
Credits: 6
Pre-Requisites: FPLT2190
CoRequisites:

Electives: General Education
Student must pass 1 Course(s), selected in the Student Portal from available course options

Program outcomes

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.
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.