Early Learning & Child Care - Courses
|Required Courses - First Year||CREDITS|
|This communications course focuses on effective writing. Students develop skills in resume and cover letters, research papers using APA format, newsletters, PowerPoint presentations, emails and anecdotal reporting.|
|This course is an overview of the significance of play in the development of the child. It includes nature and development of play in the environment and explores how early childhood educators co-construct meaningful play experiences with the child and their family. Special consideration is given to designing responsive environments and focusing on children's natural disposition to learn in both indoor and outdoor play spaces.|
|ED||121||Early Childhood Professionalism||3|
|This course explores values, attitudes, ethics, and commitment involved in working professionally with young children and families. Roles and responsibilities, conflict resolution, and how to be a professional team member are examined. An appreciation of family encourages and enhances student's self-awareness and ability to interact respectfully with children and families. Professional interactions involving interviewing skills and making presentations are practiced.|
|HE||158||Health, Nutrition & Safety||3|
|Examine health, nutrition and safety needs of young children including practical applications for supporting these needs in an early childhood environment.|
|HS||114||Human Development I||3|
|This course provides students with an understanding of the developing child from birth to five years. It traces the changes that occur physically, socially, emotionally,and intellectually during this period in an individual's life.|
|HS||115||Exploring Exceptionalities I||3|
|This course provides an introduction to children and youth with exceptionalities by examining the categories and characteristics of diversity. Issues pertinent to children with exceptionalities and their families are explored.|
|HS||155||Positive Behaviour Supports||3|
|The course includes an examination of attitudes, values, and skills within a holistic approach to support social and emotional development in terms of positive behaviour. Opportunities for examining the dynamics of behaviour are provided. This course also discusses various strategies to support the development of social and emotional skills and pro-social behaviour. Prerequisites: None.|
|This course is an exploration of curriculum planning, implementation and evaluation in the areas of art, games, movement and music. These curriculum areas are explored within the framework of a play oriented, interactionist approach. This approach enables students to design and implement interactive activities for children. Students are provided the opportunity to acquire strategies for supporting the development of children within the preschool, school and community setting.|
|Explore children’s literature, language arts, math and science curriculum planning, implementation and evaluation. Research, design and implement interactive activities with children. Emphasis supporting developmental needs of children in preschool, school and community settings.|
|HS||214||Human Development II||3|
|Understand changes, physical, cognitive, social and personality, that take place from middle childhood through adulthood. Examine theoretical perspectives of human development through comparison of various assumptions and principles about growth and behaviour. Prerequisite: HS 114.|
|ED||109||ELCC Practicum I||5|
|Beginning practicum with emphasis on observation and practical experience working with children. Begin programming based on observations of children's needs and interests. Incorporate early childhood philosophy in a workplace experience. P/F. Prerequisite: A minimum of 3 courses in Early Learning and Child Care program course work with a GPA of 2.0 or greater.|
|ED||110||ELCC Practicum II||5|
|This course is an advanced practicum with emphasis on programming based on observation of children's needs and interests. Students incorporate Early Learning and Child Care philosophy in a work place experience. P/F. Prerequisite: ED109 and a minimum of 9 courses of Early Learning and Child Care program course work with a GPA of 2.0 or greater.|
After completing the first year required courses, students may graduate with a Early Learning & Child Care certificate.
|Required Courses - Second Year||CREDITS|
|Integrates humanistic perspective into organizational frameworks of early childhood settings. Explore policy and procedure in conjunction with needs of children, staff, parents and community. Prerequisites: Early Learning and Child Care Certificate.|
|ED||238||Early Childhood Foundations||3|
|This course explores the historical, philosophical and social influences that have formed the basis of early education and care programs. This exploration involves examining the views of early advocates (educators, philosophers, theorists) and the prevailing social conditions, which have led to the development of the wide range of programs available today. Issues influencing early childhood education and care today are also examined. Prerequisite: Early Learning and Child Care certificate|
|This course is designed to enable students to apply observation skills and curriculum related knowledge to develop an integrated program. It examines narrative descriptions and deals with the emergent play-oriented curriculum with respect to the child centered and adult facilitated approach. Prerequisite: Early Learning and Child Care certificate|
|This course explores the link between the developmental needs of children and youth and community programming. Students research and analyze community needs and resources through the lens of engaging children/youth. Students plan program experiences to benefit children and youth. Emphasis is placed on developing leadership and group management skills while initiating a variety of activities, which enhance opportunities for children/youth in the community.|
|HS||225||Exploring Exceptionalities II||3|
|Explore strategies to enable individuals with exceptionalities to succeed in inclusive and other settings. Examine exceptionalities as well as assessment, planning and resources. Prerequisite HS115.|
|This course examines brain development and sensory processing as it relates to planning activities for children. Special emphasis is placed on sensory processing disorder. This course explores strategies in relation to designing and adapting environments to meet the needs of children.|
|This course is an introduction to the Family. The focus of this course includes various ways of viewing family, diversity, economics, and social influences that determine the family's ability to thrive in society. Students have the opportunity to explore different theoretical ways of viewing the family. The course also explores issues of marriage, variations in families, parenting, crises, separation, divorce, and remarriage as well as provides practical suggestions in working with families as they face many challenges.|
|Designed to develop interpersonal communication skills individually and in group situations as needed human services. Examine self-esteem and interpersonal relationship resolution skills needed for working with individuals, groups, families and colleagues.|
|SS||245||Infant and Toddler Care||3|
|This course is designed to link the theoretical base of infant development to the planning, implementation, and evaluation of home based and group settings for infants and toddlers. Prerequisite: Early Learning and Child Care certificate|
This first practicum in the second year emphasizes working with children, administrators, and parents. Students develop and operate a community-based children's program where they plan and organize their day with guidance from supervising personnel. Students spend 150 hours planning, implementing, and evaluating a childcare project, and 50 hours participating in individual group and feedback sessions. P/F. Prerequisite: Early Learning and Child Care Certificate and a minimum of 10 credits of second year Early Learning and Child Care courses.
Please note: students taking the online Early Learning and Child Care program are required to take HS 270 instead of ED 230, which is the equivalent online version.
This course is the concluding practicum of the second year Early Learning and Child Care program. Reflecting and building on their learning experiences of the previous practicum, students plan, implement, and evaluate an early learning and child care program with guidance from supervising personnel. P/F. Prerequisite: All Early Learning and Child Care 2nd year course work.
Please note: students taking the online Early Learning and Child Care program are required to take HS 271 instead of ED 231, which is the equivalent online version.
|This is a required course for Early Learning and Child Care Online diploma students. This practicum in the second year emphasizes working with children, administrators, and parents. Students develop and operate a community-based children's program where they plan and organize their day with guidance from supervising personnel. Students spend 150 hours planning, implementing, and evaluating a childcare project, and 50 hours participating in individual group and feedback sessions. P/F. Prerequisites: Early Learning and Child Care Certificate with a minimum of 3 second year courses. One of the three courses must include ED 243.|
|HS||271||Virtual Play Program Practicum||5|
|This is a required course for Early Learning and Child Care Online diploma students.This course is the concluding practicum of the second year Early Learning and Child Care program. Reflecting and building on their learning experiences of the previous practicum, students plan, set up, implement, and evaluate an early learning and child care program with guidance from supervising personnel. P/F. Prerequisites: A minimum of 9 courses of Early Learning and Child Care program course work with a GPA of 2.0 or greater.|
|Electives (choose one)||CREDITS|
|HS||236||Assessment and Intervention||3|
|This course is designed to combine knowledge related to intervention and case management procedures in human services. Students are provided with a variety of intervention strategies. The students develop their skills related to case management for children, youth and families who face adversity.|
|YC||218||Animal Assisted Interventions||3|
Animal Assisted Interventions is a unique and growing field in working with children, youth and families. This course explores why animals are currently being recognized as effective people helpers. An overview of the different ways animals have been helping people throughout history is provided with an in depth look at their role in assisting people in need. Students should take this course to gain a better understanding of the human-animal bond and the benefits animals can provide to people in need.