Dear Early Childhood Education Resource Consulting Students,

Welcome to the Early Childhood Education Resource Consulting Program.  You have worked hard to be accepted into this program at Conestoga College and we commend you on your success.

This handbook has been prepared to provide further information about academic standards, guidelines and processes specific to the Early Childhood Resource Consulting Program.  Reading, understanding, and following the information in this handbook is an important first step in your continued success in this program and your chosen profession.  The handbook has been compiled with careful consideration for your personal and professional growth during your two years at the college.  If you do not understand any of the information in this handbook, please ask the faculty, Program Coordinator or Chair for an explanation.

Use the index in this handbook as your guide and the contents as your continuous reference as you proceed through the program. The Early Childhood Education Resource Consulting program faculty will refer to the handbook often, but the responsibility for knowing the program standards is ultimately yours.

In addition to the ECE Resource Consulting Program Standards and Procedures Handbook, the Conestoga Student Guide outlines important policies and procedures for you to follow. The ECE Resource Consulting Program Handbook is a supplement to, but not a replacement for, the Conestoga Student Guide.

We are here to help you have a successful experience. Should you experience difficulty or need assistance in any area of your studies, please come and speak with us, and we will work with you to help you reach your career goal of becoming an early childhood educator.

All the very best to you in your studies.

Sincerely,

ECE Resource Consulting Program Team

Communication and Contact Information

Faculty

Field Placement Advisors

Lab Schools & Special Programs​

Administration

Faculty Availability

Students and Faculty are not to meet at a time when their timetable indicates that they should be in class or at placement.  It is the responsibility of the student to be aware of their schedule and not to request or schedule meetings with Faculty or instructors or field associates or counselors during scheduled class or placement times.

Contacting Program Staff

When contacting program staff outside of class time it is advisable to use email. Your message should include the following information:

• first and last name
• student number
  
• course and level
• brief description of reason for contact
  

Student Email

​Program Description 

The ECE Resource Consulting Graduate Certificate program builds on the knowledge and professional practice learning obtained through an Early Childhood Education diploma in order to prepare students to work as Early Childhood Education Resource Consultants.

Through interactive classroom learning and integrative field placement experiments, students will develop specialized knowledge and capabilities that will enable them to work in collaboration with families, colleagues and communities for the purpose of supporting children living with special needs. Building on enhanced understanding of child development and principles of inclusive practice, students will work in partnership with college-operated child development centres, licensed early learning and care programs and community agencies in order to integrate classroom theory and practice in meaningful and engaging ways.

Program Beliefs

Our Beliefs about Children, their Development and Learning

We believe that:

• Early development sets the foundation for life-long learning, behaviour, and health
• Children are active participants in the learning process
• Children are competent, curious, and motivated learners
• Children are individuals who begin to make sense of their world from the moment they are born
• Children develop and learn best in a supportive environment that includes a balance of child-guided and teacher-guided experiences
• Play and creativity are the foundations for a quality program for children
• Individuality must be respected and accommodated at all times
• All parts of the program, from the moment the children come in to the moment they leave, contribute equally to curriculum
  
• The holistic development of individual children and groups of children is respected and accommodated
  
• The education, learning and care of young children involves a partnership with each child's family within the context of community
• Each child can best be understood within the context of that child's family and community,
• Children's development of positive self-esteem is fundamental to healthy growth and development, and optimal learning.

Our Beliefs about Those Who Care and Educate Children

• Are thoroughly grounded in child development knowledge and demonstrate strong observational and listening skills
• Respect the Code of Ethics & Standards of Practice described by the College of Early Childhood Educators
• Plan thoughtful and engaging learning experiences for children based on the skills, abilities, and interests demonstrated by the children
• Are capable of working with all children and families
• Establish and maintain collaborative, supportive relationships with children, their families, colleagues, community professionals, and other adults
• Articulate their professional philosophy of education, learning and care, and demonstrate an awareness of legislative, ethical and professional expectations
• Reflect upon their practices in order to consider how their actions support children and families
• Require strong communication (oral and written) skills
• Recognize the need for and seek out ongoing professional development experiences in support of life-long learning
• Are warm, nurturing, flexible, respectful, and creative in their interactions with children and families
• Promote development and learning in all aspects of the curriculum
• Have respect for diversity, equity, and inclusion with regard to children, families, and colleagues
• Promote evidence-based practices and program evaluation

Our Beliefs Applied to the ECE Program

• Accommodating individual situations, as appropriate for emerging adult learners
• Encouraging and expecting students to develop behaviours necessary for the workforce and the ECE profession, including:  self-reflection, responsibility for self and own actions, honesty and integrity
• Designing courses and experiences to support students in constructing knowledge about early learning and care in meaningful ways,
• Modeling a variety of teaching styles, providing a variety of learning experiences, and by using a variety of evaluation methods
• Modeling communication and problem-solving skills as well as professional behaviours and attitudes required of early childhood educators
• Supporting the integration of theory and practice
• Providing students with opportunities to connect theory and its application in combination with practical experience with young children
• Facilitating students' understanding to enable them to "make sense" of their practical experiences in view of theory
• Engaging students actively in their learning process
• Recognizing and appreciating the different styles and approaches to learning that an emerging adult learner may use/exhibit (multiple intelligences)
• Building on previous successes in order to enhance confidence of the student as a learner,
• Supporting students as they develop their professional philosophy of education
• Mentoring students as they proceed through their journey of becoming early childhood educators in both the classroom and through their field placement experiences
• Providing students with opportunities to acquire experience with different age groups of children, and become familiar with different philosophies and styles of child care operations
• Providing students with opportunities to connect with a lab school managed by the college through field and course work
• Offering general knowledge and generic skills, in addition to specific vocational skills
• Endeavoring to support the ECE field and the local community, believing that learning is life-long and that early childhood educators play a vital role in our society

Our Beliefs about the Lab Schools

• An extension to a quality ECE post-secondary experience for students
• An environment that supports a reflective, intentionally responsive philosophy
• A model of quality, inclusive child care (infant, toddler, preschooler, and school age) for students in the ECE program and for the local community
• An opportunity for students to observe and/or participate in a child care centre that is based on the philosophy outlined by the ECE program
• An environment where lab school staff, faculty and students work together to implement and evaluate new ideas in the field of ECE 

Program Outcomes

Early Childhood Education (Ontario College Diploma)

1. Build and maintain responsive relationships and partnerships with children with special needs and families from diverse cultural and linguistic backgrounds including Indigenous people's worldviews and Francophone identity, to provide culturally relevant early learning opportunities, programs and services.
2. Recommend, discuss and plan, in partnership with families and early childhood educators, inquiry and play-based early learning program adaptions to accommodate and support learning, holistic development and well-being in children with special needs.
3. Advise and lead early childhood educators and children's service partners in the development of a philosophy of inclusion and policies and practices that support diverse, equitable and accessible learning opportunities for children with special needs and their families.
4. Administer observation strategies and screening tools to interpret and document children's learning and to identify children with challenges and facilitate family referrals to resources for further assessment and intervention as necessary.
5. Collaborate with children, families, early learning educators, health professionals, and children's service partners to facilitate the planning, co-ordination, and evaluation of individualized support plans for children with special needs.
6. Plan, deliver and evaluate strength-based training to children, families, early childhood educators and children's services for children with special needs and families.
7. Provide consultation, service coordinator and referral support to families, early childhood educators and children's service partners to support communication, collaboration and continuity of services for children with special needs and families.
8. Comply with current legislation, regulations, policies and evidence-informed practices in early years and child care settings to provide quality early learning programs and services for children with special needs and their families.
   
9. Advocate for inclusive, meaningful and purposeful early learning opportunities and services for children with special needs, their families and communities.
10. Engage in reflective practice and keep current in emerging research within the early year's sector to lead initiatives related to inclusive practice and improving early learning opportunities, programs and services for all children and especially those living with special needs and their families.
    

As established by the Ministry of Colleges and Universities (MCU) Early Childhood Education Resource Consulting  Program Standards.

In addition, all graduates of the Early Childhood Education Resource Consulting program must have reliably demonstrated the essential employability skills learning outcomes (communication, numeracy, critical thinking & problem solving, information management, interpersonal and personal) and met the general education requirement by taking three courses designed discretely and separately from the vocational learning outcomes. 

​​​

​​The College of Early Childhood Educators

Your Early Childhood Education Diploma from Conestoga College is the educational requirement necessary for entry into the College of Early Childhood Educators (CECE) in Ontario. Like nurses, physicians, teachers, dieticians, pharmacists, psychologists, and other professionals, early childhood educators are regulated by a self-regulatory college. Regulation of early childhood educators protects the public and ensures that early childhood education services will be performed safely and competently by qualified professionals.

As an ECE diploma graduate, you must apply for membership in the College and be registered if you wish to use the title of "Early Childhood Educator" (ECE) or "Registered Early Childhood Educator" (RECE) or if you wish to engage in the practice of early childhood education or hold yourself out as able to do so.

For more information about the College of Early Childhood Educators, or to download an application, please visit their website.

Program Standards for Professional Practice

The Early Childhood Education Resource Consulting Program provides both academic study and professional training to prepare students for careers working in the field of ECE Resource Consulting. Throughout the program, students are expected to conduct themselves in a professional manner and to apply themselves to academic achievement. Professionals function in an independent and interdependent environment. The fundamental responsibility of the student is to gain additional knowledge and skills to be a competent Resource Consulting provider upon graduation. As professionals, it is imperative that behaviours and attitudes reflect standards that are endorsed by Conestoga College and your chosen profession. As a Conestoga College student, there are three areas of conduct you are expected to follow; Academic Conduct, Professional Conduct, and Social/Behavioural Conduct.

As a student of Conestoga College, you are a member of the College Community and as such are expected to follow the responsibilities outlined in the Conestoga Student Guide​ that includes Student Rights and Student Responsibilities. It is essential that you review this section and familiarize yourself with these responsibilities. It is expected that your conduct as a student will be reflective of the responsibilities listed. If you have any questions regarding any of them, please contact your Program Coordinator/Faculty or Chair.

In addition to all Student Responsibilities found in the Conestoga Student Guide, ECE Resource Consulting students have the following obligations:

• Complete the learning objectives, tests, assignments and all other forms of student work with honesty and professional integrity.
• Attend class and field placements as scheduled.
• Demonstrate ethical and professional behaviour while attending class.
  
• Protect the integrity of the Program and the College
• Maintain the confidentiality of all classroom and field placement experiences.
• Seek clarification from faculty/administration when unsure of any of these standards.
  

Test and Evaluation Procedures

Importance of Test and Presentation Dates

Test and assignment dates are scheduled at the beginning of each semester. Unplanned extenuating circumstances involving the college, the program, or the faculty may require changes to the course schedule.  If this occurs, students will be notified.

Students are required to write all tests during the scheduled in-class test times. Students who make personal commitments that conflict with meeting test and assignment deadlines do so at their own risk. There will be no special arrangements made for students with personal conflicts (e.g. work, family commitments or vacation plans). Students who wish to reschedule a test or presentation because of a religious holiday are required to discuss the situation with faculty at the beginning of the semester.

Academic accommodations are provided to students with documentation through the Accessibility Services Office.

Test Procedures

• Students are encouraged to arrive early for tests.  Late arrivals must enter quietly. Late arrivals must abide by the test end time assigned by faculty and will not receive any extra test writing time.  
• Once a test begins, students may not leave the test room for 30 minutes. If they finish a test before that time, they may review their answers but are expected to sit QUIETLY and not disturb others.  Once students leave the room they may only re-enter when invited back by faculty.
• Any student found cheating during the course of an examination/test will be addressed according to procedures found in Conestoga Student Guide.
• Faculty is responsible for advising as to the material permitted in the testing room. Personal items and learning materials will be left in an area identified by the faculty.
• Faculty will advise as to the seating arrangements of students during an in-person text/exam period.
  
• During open book tests, students must bring their own course materials (books, notes, Learning Packages etc.) for individual use only. Students may not share any of these materials. Electronic devices, such as, iPod, text messaging, cell phones, translators, will not be permitted.
• Facilty will advise of specific expectations for in-person, remote on-line tests/exams, including access to approved course materials and resources and approved use of electronic devices during the test period.
• All tests/examinations are to be completed independently. Collaboration during remote online and in person testing/exams is not permitted unless otherwise advised by faculty.
  
• You are expected to behave as a professional during the writing of tests. Please refrain from talking and ensure that you are not late for the test. If these behaviours occur, students may be asked to leave the test situation.

Assignments and Group Work

Steps to Follow to Submit Assignment Outside of Class Time

​​Academic Standing and Promotion

The Conestoga Student Guide is your first source for information concerning academic regulations, policies and procedures. The Conestoga Student Guide is available on the college website and by visiting the "Student Guide" tab in your Student Portal.

In addition to the Academic Regulations found in the Conestoga Student Guide, the following apply to the Early Childhood Education Program:

Achievement

• Students must attain a minimum "C" or 60% passing grade in all ECE courses.
• General Education courses are under the Academic Support Division. Consult with that division for its grading system.

Work Integrated Learning/Field Placement Experiences

​​Safety in the Workplace Course (OHS1320)

All students who participate in unpaid work-integrated learning (WIL) experiences during the course of their program will be required to successfully complete the mandatory Safety in the Workplace course prior to going out on WIL.  The course will provide students with an introduction to workplace hazards and general safety awareness. Students will receive a Record of Completion to provide evidence of this training to WIL experience sites and will consent to their workplace insurance coverage.

WSIB

Prior to your first WIL experience, you must electronically sign a Declaration of Understanding of WSIB Coverage related to Unpaid Clinical placements indicating you understand that WSIB coverage will be provided through the Ministry of Colleges and Universities (MCU) while you are on training WIL experiences. This Declaration will be placed in your student file. 

It is your responsibility to ensure that the Declaration of Understanding for WSIB Coverage has been electronically signed, in the Safety in the Workplace Course - OHS1320, and visible on your H.S. Trax home page to be eligible to attend your WIL experience.

Concerns regarding Student Safety or the Safety and Care/Service for Clients

A. Communication of General Concerns Regarding Your Safety or the Safety and Care/Service for Clients

1. Students will be provided with an Orientation to their WIL site on the first day of their WIL placement. The Orientation may include details of the WIL site's policies and procedures related to communication about the safety of the work environment and/or the safety and care of patients/residents/clients.
2. If a student has any concerns about the safety of the work environment and/or the safe/appropriate care/service for clients:

• The student must immediately report these concerns to the College individual associated with the WIL placement (Clinical Instructor, Faculty responsible for your WIL placement, WIL placement Supervisor).
• The Clinical Instructor/Responsible Faculty/WIL Placement Supervisor will discuss this concern with Site Management.
• For concerns of a serious nature (e.g. concerns impacting a total student group; a serious care/service situation), the Clinical Instructor/Responsible Faculty/WIL Placement Supervisor will discuss the situation with the Program Coordinator and, potentially, the Chair. The Coordinator or Chair will immediately contact WIL site management to determine next steps.

Should facility policies require that WIL students report safety or care/service concerns immediately to WIL site management, the student should report to the Clinical Instructor/Responsible Faculty/WIL Placement Officer immediately afterward.

B. Reporting of Incidents of Student Injury during a WIL Experience

1. Should students experience personal injury of any kind, this must be reported immediately to the WIL Placement Employer and Clinical Instructor/Responsible Faculty/WIL Placement Supervisor. The WIL Placement Employer will provide first-aid that may be necessary, including arranging for transportation to emergency medical services if required. The Clinical Instructor/Responsible Faculty/WIL Placement Supervisor will notify the Program Coordinator and Chair and complete an Unpaid Work/Education Placement-Accident Report (UWEP-04) and will send this to the College's Occupational Health & Safety Office. Where necessary, the Occupational Health & Safety Office will complete a WSIB 7 form, a Letter of Authorization to Represent Placement Employer and a Work/Education Placement Agreement Form.

C. Reporting of Student Involvement

In Situations of Possible Injury to Clients during a WIL Experience or Student Damage to Facility Property

1. Should students be involved in care/service situations where there the care/service results in a potential concern/injury to patients/residents/clients of the WIL placement site, this concern must be immediately reported to the WIL Site in order that care can be given. This situation must also be reported immediately to the Clinical Instructor/Responsible Faculty/WIL Placement Supervisor. The faculty member will discuss this immediately with the WIL placement site and ensure that an incident report is completed. The faculty member must also inform the Program Coordinator and the Department Chair for a discussion of program expectations and implications. It is the responsibility of the Chair to ensure that all documentation is obtained regarding the incident and to inform College officials accordingly.
2. Should students be involved in situations where there is alleged damage to resources/physical property at the WIL site, this concern must be reported immediately to the WIL Site and to the Clinical Instructor/Responsible Faculty/WIL Placement Officer. The faculty member will inform the Program Coordinator and Department Chair for a discussion of program expectations and implications. It is the responsibility of the Clinical Instructor/Responsible Faculty/WIL Placement Officer to complete an incident report with the Chair accountable to ensure all documentation is obtained and to inform College officials accordingly.