Early Childhood Education

Courses

• First Year - Semester One
• COMM1048 College Writing Skills
• This course focuses on writing and research skills required for successful completion of college-level studies. The course will promote development and improvement of research and writing skills that can be applied to students’ chosen programs of study.
• CADW1005 Creative Play
• This course will provide an introduction to play as a means to early learning that capitalizes on children's natural curiosity and exuberance. Students explore the role of play in early learning and development and will be introduced to a variety of play-based learning opportunities.
• CADW1007 Introduction to Child Development
• This introductory course provides an overview of key principles of child development. A variety of theories that explain how children develop and learn as well as research methodologies used to further knowledge in this field will be examined. Foundations for supporting development and learning are introduced and emphasis is given to the understanding of the uniqueness and diversity of children’s developmental context. This introductory course will examine biological and environmental influences on growth and development with a focus on conception, prenatal development and childbirth.
• ECEP1006 Introduction to Early Childhood Education
• This foundational course introduces the field of early childhood education and care in Canada and the historical perspectives that have led to joining education and childcare to offer seamless experiences for children from birth to age six. The policies and legislation that shape the range of models, services, and settings are explored, along with evidence informed practices in regard to quality of service delivery. The opportunities and challenges for the early childhood workforce and for the individual's professional growth are established as themes that will be further investigated in later courses.
• ECEP1010 Observing Early Development
• This course introduces knowledge and skills in authentic observation that are necessary to becoming reflective and responsive early educators. The significance of the observation cycle and how this contributes to reflective practice and quality of early learning experiences is examined. A variety of observation strategies that enable the discovery and understanding of children’s learning, interests and potential is introduced. Observation of the early environment as the “third teacher” will also be explored. Students are encouraged to discern the appropriateness of observation strategies in varying contexts in order to identify strengths and challenges in children and the learning environment. Through this critical process, they will learn to ascertain how children and families may benefit from further support and resources.
• GNED General Education Elective
• General Education Courses

• First Year - Semester Two
• ECEP1013 Health, Safety & Nutrition
• This course provides students with the foundational knowledge for establishing a healthy and safe early years environment. Health promotion and occupational health issues within the early years field is examined with attention given to social-cultural context that is unique and diverse. Child development knowledge, observation, current legislation, and agency/school board polices are introduced to guide students in decision-making with regards to supporting physical, mental and emotional health of young children. Students will also examine the early educator’s role in collaborating with families and community to create, maintain, evaluate and promote safe and healthy early learning environments that support independence, reasonable risk-taking and healthy development and well-being.
• CADW1006 Infant Toddler Development
• This course examines a variety of theories and principles of growth and development in infants and toddlers. Students will study typical and varying characteristics of physical, cognitive, language, social and emotional development and the interrelatedness of these domains. Observation and documentation of infants' and toddlers’ emerging competencies, curiosity and potential will frame the study of their development and learning. Students will consider significance of the uniqueness and diversity in children, family, and communities in early development. This course encourages students to become reflective and responsive early educators by considering multiple perspectives of how infants and toddlers develop and learn.
  Prerequisite: CADW 1007, ECEP 1010
• ECEP1008 Infant Toddler Learning Environment
• This course examines the role of the early childhood educator in creating responsive environments to promote infant and toddler development. Students identify best practices and determine developmentally appropriate learning experiences for infants and toddlers.
  Prerequisite: ECEP 1006, CADW 1005, ECEP 1010
• WKPL1032 Practicum 1
• Practicum courses provide students with the opportunity to apply what they are learning in the theory courses. Students will have the opportunity to co-create learning contexts for children aged birth to three years, to build and maintain respectful, inclusive responsive relationships with children, groups of children and families that value and respect social, cultural and linguistic diversity. Students will have the opportunity to co-create, facilitate and reflect upon inquiry and play based curriculum experiences.
  Prerequisite: CADW 1005, CADW 1007, COMM 1048, ECEP 1006, ECEP 1010
  Co-requisite: PROF 1010
• PROF1010 Practicum Seminar 1
• This course will provide support for students to apply theory to practice in Practicum 1. This course is designed to provide students with the opportunity to deepen their understanding of the role and responsibilities of the Early Childhood Educator by collaborating with faculty and peers to build knowledge and skills required for Practicum 1.

  Prerequisite: CADW 1005, CADW 1007, COMM 1048, ECEP 1006, ECEP 1010
  Co-requisite: WKPL 1032

• ECEP1012 Responsive Relationships 1
• This foundation course introduces the role of responsive relationships as fundamental to early childhood practice. With a focus on infants and toddlers, the course explores how responsive and inclusive relationships nurture children’s holistic development and sense of belonging and well-being. This course explores the role of the educator in creating responsive and inclusive learning environments where children gain a positive self-concept and learn to live well with others. The self-reflection process is used to explore biases in thinking about and responding to infants and toddlers.
  Prerequisite: ECEP 1006, ECEP 1010, CADW 1007
• GNED General Education Elective
• General Education Courses

• Second Year - Semester Three
• ECEP2008 Child, Family & Community
• In this course, students are introduced to the role of the early childhood educator in developing partnerships with children, their families and the community. The issues facing contemporary families and the impact of multi-faceted and complex problems such as child abuse are an integral part of this course.
• WKPL2049 Practicum 2
• This course supports students in acquiring effective ECE facilitation skills such as providing a responsive environment, communicating effectively with adults and children, promoting positive teamwork, using positive child guidance techniques, engaging in self-reflection, and identifying professional goals. Curriculum planning and implementation demonstrates an inclusive, child-centred approach across all domains.
  Prerequisite: CADW 1006, ECEP 1008, ECEP 1012, ECEP 1013, PROF 1010, WKPL 1032
  Co-requisite: PROF 2017
• PROF2017 Practicum Seminar 2
• This course will provide support for students to apply theory to practice in the Practicum 2. This course is designed to provide students with the opportunity to deepen their understanding of the role and responsibilities of the Early Childhood Educator by collaborating with faculty and peers to build knowledge and skills required for Practicum 2.

  Prerequisite: CADW 1006, ECEP 1008, ECEP 1012, ECEP 1013, PROF 1010, WKPL 1032
  Co-requisite: WKPL 2049

• CADW2001 Preschool Development
• This course builds on infant-toddler development and examines theories and principles of growth and development in preschool-aged children. Typical and varying characteristics of physical, cognitive, language, social and emotional development and the interrelatedness of these domains are examined. Observation and documentation of preschoolers’ emerging competencies, curiosity and potential will frame the study of their development and learning. Students will consider significance of the uniqueness and diversity in children, family and communities in early development. This course encourages students to become reflective and responsive early educators by considering multiple perspectives of how preschoolers develop and learn.
  Prerequisite: COMM 1048, CADW 1006, ECEP 1008, ECEP 1013
• ECEP2002 Preschool Learning Environment
• This course provides students with strategies to establish a responsive environment in a variety of early learning and care settings and apply curriculum approaches that promote holistic development in the preschool years. The role of a responsive ECE is explored in relation to evidence-informed practices that support co-creation, facilitation, and reflection of inquiry and play-based programs.
  Prerequisite: CADW 1006, ECEP 1008, ECEP 1012, ECEP 1013, PROF 1010, WKPL 1032
• ECEP2009 Responsive Relationships 2
• Respectful, inclusive, responsive relationships between educators, children and families is fundamental to early childhood education practice and builds a foundation for optimal holistic development and sense of belonging and well-being. With a focus on supporting social and emotional development, this course explores the role of the educator in creating responsive and inclusive learning environments where children gain a positive self-concept as an individual and as a member of a community.
  Prerequisite: COMM 1048, CADW 1006, ECEP 1012

• Second Year - Semester Four
• CADW2002 Children with Exceptionalities
• The course explores children’s exceptionalities from a developmental framework and examines inclusive programming based on current research and developmentally appropriate practice. Policies that reinforce or deter inclusive practices will be examined.
  Prerequisite: CADW 2001, ECEP 2002, ECEP 2008, ECEP 2009
• ECEP2007 Evidence-Informed Practices
• This course will examine how research influences the field of early learning and care and the establishment of evidence-based practices. The focus will be on acquiring proficiency in the use of specific evidence-based curriculum programs and articulating the rationale for their use in the context of the ELECT, FDEL-K and role of the ECE.
  Prerequisite: CADW 2001, ECEP 2002, ECEP 2008, ECEP 2009, PROF 2017
• ECEP2010 Policy, Advocacy & Professionalism
• The course will examine the interconnection of legislative and regulatory policy, funding and administrative practices on the structure and quality of early years programs in Ontario and the role of the educator and administrator. Students will explore the trends and issues in the field of early childhood education and apply leadership and advocacy strategies to support stakeholders in relationship to policies and current research in professional development and practice.
  Prerequisite: CADW 2001, ECEP 2002, ECEP 2008, ECEP 2009, CADW 2003
• WKPL2072 Practicum 3
• This course supports students in designing, implementing, and analyzing developmentally appropriate inclusive curricula projects while demonstrating effective ECE facilitation skills that support individual children's involvement. Children's active involvement in the curriculum project is documented through portfolios and learning stories.
  Prerequisite: WKPL 2049
• CADW2003 School-Age Development
• This course builds on preschool development and examines a variety of theories and principles of growth and development in school-age children. Typical and varying characteristics of physical, cognitive, language, social and emotional development and the interrelatedness of these domains are examined. Observation and documentation of school-age children’s emerging competencies, curiosity and potential will frame the study of their development and learning. Students will consider the significance of the uniqueness and diversity in children, family and communities in early development. This course encourages students to become reflective and responsive early educators by considering multiple perspectives of how school-age children develop and learn.
  Prerequisite: CADW 2001, ECEP 2002, ECEP 2008, ECEP 2009
• ECEP2005 School-Age Learning Environment
• This course explores the issues relating to school aged children's social, emotional, cognitive, and physical development and their impact on the types of services required for children and their families. The ECE role in providing a responsive environment to meet the ranges of ages and abilities is described, along with considerations for engaging children in meaningful curricula projects and recreational pursuits. Quality indicators and evidence based practices are researched and incorporated into curriculum planning.
  Prerequisite: CADW 2001, ECEP 2002, ECEP 2008, ECEP 2009, PROF 2017
• GNED General Education Elective
• General Education Courses

*Courses subject to change.