This course provides content specifically focused on the wellness of young children and those who care for them in early childhood education programs. The course content focuses on basic principles of health and well-being, nutrition through implementation of the Canada Food Guide, and safety issues pertaining to early childhood. Not available for supplemental.

Instruction (3)

Equivalent to ECE-151, ECE-158.

An exploration on how to effectively guide young children's behaviour using positive child guidance strategies. The importance of the early childhood education professional developing rapport with young children and supporting the development of positive self-esteem is stressed. Reflection on experiences with young children and knowledge of child growth and development help to understand why children behave in the ways they do. Not available for supplemental.

Instruction (1.5), Lab (1.5)

Equivalent to ECE-154.

Requisite courses: Take ECE-1154L (Required, Concurrent).

This course covers the goals and essential components for successful preschool experiences. The historical, social and psychological influences that have shaped early childhood theory and practice through the years are also examined. Students will gain an insight into the role of the early childhood worker and will examine their own personal philosophy for early childhood work, in light of current appropriate child care practices. Not available for supplemental.

Instruction (3)

Equivalent to ECE-155.

An introduction to play as a natural but integral factor of the child's intellectual, physical, social, emotional, language and creative development. Topics include: how to organize meaningful play experiences for the optimum growth of individual children in a variety of settings, choice of appropriate play materials/equipment, and the physical arrangements of both indoor and outdoor spaces. Not available for supplemental.

Instruction (1.5), Lab (1.5)

Equivalent to ECE-156.

Requisite courses: Take ECE-1156L (Required, Concurrent).

This first-year course is one of three that places emphasis on developmentally appropriate activities for young children. The content of creative experience courses will provide knowledge of the young child's growth and abilities (physically, creatively, intellectually, socially and emotionally). This information will be applied to skills and attitudes when planning, implementing, guiding and evaluating activities offered for individual children and groups. The focus is on the integration of language arts experiences through children's literature and creative arts experiences into an early childhood curriculum. Not available for supplemental.

Instruction (1.5), Lab (1.5)

Equivalent to ECE-162.

Requisite courses: Take ECE-1156 (Required, Previous). Take ECE-1162L (Required, Concurrent). Take ECE-1181 (Required, Concurrent).

A critical analysis of social, familial, historical, political, and cultural worldviews of children's right to play. The role of educators in the design and sustainability of outdoor play spaces that use local natural materials is examined. Not available for supplemental.

Instruction (3)

A field placement course that explores the correlations among direct observation, documentation, supporting interpretation, guided reflection and professional practice in a variety of community settings. This first placement provides the opportunity to integrate classroom knowledge with practical experience. Focus is on developing skills in observing and recording children's behavior, appropriate interaction skills, ethics, and demonstrating personal and professional attitudes and behaviours needed to be an effective early childhood professional. Not available for supplement. Eligible for Prior Learning Assessment. Successful completion of ECE-1150 and ECE-1180 is deemed equivalent to ECE-1184.

Instruction (1.5), Work Integrated Learning (8.0)

Requisite courses: Take ECE-1184W (Required, Concurrent).

A field placement course that explores the correlations among direct observation, documentation, supported interpretation, guided reflection and professional practice in a variety of community settings. This first placement provides the opportunity to integrate classroom knowledge with practical experience. Focus is on developing skills in observing and recording children's behavior, appropriate interaction skills, ethics, and demonstrating personal and professional attitudes and behaviours needed to be an effective early childhood professional. Not available for supplemental. Eligible for Prior Learning Assessment.

Instruction (1.0), Work Integrated Learning (15.0)

Requisite courses: Take ECE-1185W (Required, Concurrent).

A second field placement that places emphasis on planning, implementing, and evaluating developmentally appropriate emergent curriculum and further refinement of recording, observation, and interaction skills. Information on holistic development will be applied to skills and attitudes when planning, implementing, guiding, and evaluating activities. The focus is on the integration of creative art, sensory and literacy experiences into an early childhood emergent curriculum. Demonstration of personal and professional attitudes and behaviours needed to be an effective early childhood professional is reinforced. Not available for supplemental. Not eligible for Prior Learning Assessment. Successful completion of ECE-1162 and ECE-1181 is deemed equivalent to ECE-1186.

Instruction (1.5), Lab (1.5), Work Integrated Learning (18.0)

Requisite courses: Take ECE-1156 (Required, Previous). Take ECE-1184 or ECE-1185 (Required, Previous). Take ECE-1186L (Required, Concurrent). Take ECE-1186W (Required, Concurrent).

A second field placement that places emphasis on planning, implementing, and evaluating developmentally appropriate emergent curriculum and further refinement of recording, observation, and interaction skills. Information on holistic development will be applied to skills and attitudes when planning, implementing, guiding, and evaluating activities. The focus is on the integration of creative art, sensory and literacy experiences into an early childhood emergent curriculum. Demonstration of personal and professional attitudes and behaviours needed to be an effective early childhood professional is reinforced. Not available for supplemental. Not eligible for Prior Learning Assessment.

Instruction (2.0), Work Integrated Learning (18.0)

Requisite courses: Take ECE-1156 (Required, Previous). Take ECE-1185 (Required, Previous). Take ECE-1187W (Required, Concurrent).

Focus on the view of pedagogical documentation as an essential element of emergent curriculum. Emphasis is on the creation of learning stories and documentation panels that make children's, family's, and educator's learning visible. Not available for supplemental.

Instruction (3)

An analysis of democratic citizenship and society building that occurs between families and early childhood settings. Critical reflections of the diversity of family composition in changing societies are included. Concepts related to parenting, family dynamics, and community engagement are examined through a socio-cultural lens. Not available for supplemental.

Instruction (3)

Students examine the role of the early childhood professional and the goals and philosophy of school-aged care programs for children ages 6 to 12. Students learn about the school-aged child, their developmental characteristics, interests and capabilities. The current legislation, standards and professional qualifications that support quality school-aged programs is examined. Not available for supplemental.

Instruction (3)

Equivalent to ECE-255.

Requisite courses: Take ECE-2264 (Required, Previous).

An examination of how pedagogical leadership inspires and informs professional practice. Focus on critical dialogue that embrace a learning through play philosophy and supports leaders in co-constructing emergent curriculum in collaborative relationships with children, families, and communities. Not available for supplemental.

Instruction (3)

This course covers meeting the individual and group needs of infants and toddlers. It reviews developmental needs of young children (birth to 36 months) and examines how to plan and establish an environment suitable to this age group. This includes examining the adult role, routines, scheduling and suitable activities. Not available for supplemental.

Instruction (3)

Equivalent to ECE-260.

This course is the second of three courses that places emphasis on developmentally appropriate activities for young children. The content of creative experience courses will provide knowledge of the young child's growth and abilities physically, creatively, intellectually, socially and emotionally. This information will be applied to skills and attitudes when planning, implementing, guiding and evaluating activities offered for individual children and groups. The focus will be on the integration of music, gross motor and creative movement experiences into an early childhood curriculum. Not available for supplemental.

Instruction (3)

Equivalent to ECE-262.

This course is the third of three courses that places emphasis on developmentally appropriate activities for young children. The content of creative experience courses will provide knowledge of the young child's growth and abilities physically, creatively, intellectually, socially, and emotionally. This information will be applied to skills and attitudes when planning, implementing, guiding and evaluating activities offered for individual children and groups. The focus will be on the integration of science and field trips, math and cooking experiences into an early childhood curriculum. Not available for supplemental.

Instruction (3)

Equivalent to ECE-263.

This course covers the major objectives and current philosophy underlying an individualized, child-centred, play-oriented program. Techniques of program planning and curriculum development appropriate to the needs of the child in areas such as cognitive, social, emotional, physical and creative development are examined. Students are introduced to the legal requirements and the professional procedures necessary for implementing various programs. Optimum use of space, equipment, personnel and resources are considered. Not available for supplemental.

Instruction (3)

Equivalent to ECE-264.

A 24 day (192 hours) practicum focusing on curriculum development through pedagogical documentation and reflection, and the socio-cultural perspective of children's holistic development. Emphasis on the skills, knowledge and attitudes necessary for working with children and families. Not available for supplemental.

Work Integrated Learning (3)

Equivalent to ECE-280, ECE-2280W.

A 25 day (200 hours) practicum focusing on pedagogical reflection to construct an overarching personal philosophy that underpins relational practice, curriculum development and professional excellence. Pedagogical leadership is explored. Not available for supplemental. Not eligible for Prior Learning Assessment.

Work Integrated Learning (3)

Equivalent to ECE-281, ECE-2281W.

Requisite courses: Take ECE-2262 (Required, Previous). Take ECE-2264 (Required, Previous). Take ECE-2280 (Required, Previous).