EARL 4: Introduction To Early Childhood Education
(prerequisite: Applicants must hold an Ontario Secondary School Diploma (OSSD) or the equivalent, or Statement of Achievement, Level 4, Basic Training for Skill Development from any college of applied arts and technology; or must qualify for mature applicant status.) 

This is the first course introduces students to the field of early childhood care and education. As human services professionals, early childhood educators aspire to standards of care and are guided by a code of ethics which promotes the well-being of children. The course provides an overview of our profession from its historical roots in Europe to the current stage of child care in Canada and the United States. Practical skill training in observing and recording behaviour of children will form part of our work. (30 hours)

CHIL 1004: Child Development I (prerequisite: EARL 4)

This course explores development from conception through 30 months, to understand the systematic changes in social, emotional, physical and cognitive functioning of the child. Theories of development are examined which highlight progressive changes and integration of functioning. This is a key theory course required before students can progress to courses in child development and curriculum design. (45 hours).

HEAL200: Health and Safety

Gives students a basic understanding of general health concepts as they relate to children 0-12 years. Prevention will be emphasized, with special attention being given to health promotion, occupational health practices, illness (prevention and management), nutrition, safety promotion and child abuse prevention all of which support children’s development. (45 hours)

CHIL 11: Play Activities - Art Materials

An opportunity to explore various art materials and how they may be used to enhance total development. Special emphasis is given to the choice of materials appropriate to developmental levels of children and how these materials are best presented to children. (30 hours)

EARL29: Music and Movement

The role of music in early childhood education, relating the stages of development to appropriate musical experiences is explored through a variety of approaches for children birth to 12 years. Musical experiences will include activities in listening, singing, moving, playing and creating. (30 hours)

EARL23: Children's Media

Everyday in child care centres, children look at books and are read stories. Finger plays, rhymes, tales and picture books form part of the curriculum. The language may be prose or poetry; the illustrations may be painted, collage, or photographed. Videos and television may tell stories or entertain. Each of these media has different ways of reaching children’s imagination and provides language and vocabulary. In this course students will gain an overview of children’s literature and practice a variety of ways to present stories to children from infancy to 12 years. Television, videos and computers will form part of discussion. (30 hours).

CHIL1005: Child Development II (Prerequisite: CHIL 1004)

This course explores development from 2 years through 12 to understand the systematic changes in social, emotional, physical and cognitive functioning of the child. Theories of development are examined which highlight progressive changes and integration of functioning. (45 hours).  

COMM61: Basic Communication Skills

Designed to help students develop and practice the communication skills needed to succeed both in college and in the social service profession. Covers the basic elements of effective communication with emphasis on the writing process. COMM61 will prepare students for the more advanced communication courses. (45 hours).

EARL58: E.C.E. Curriculum I (Prerequisite: CHIL1005)

This course will present an overview of various approaches to curriculum planning in early childhood education. Students will combine their knowledge of child development and observation to consider the modes through which children learn. The emphasis of the course will be in the planning of developmentally appropriate activities and the meaningful integration of subject areas to foster the development of the whole child. (45 hours)

EARL3: The Learning Environment (Co-requisite: EARL 62)

This course will focus on providing a developmentally appropriate learning environment to stimulate the whole child. Students will develop their pedagogical content knowledge by exploring aspects of play, space design and all curriculum areas of the play environment. Students will examine the role of the environment in meeting the needs of all children. (30 hours).

EARL36: Guiding Children’s Behaviour (Prerequisites: CHIL 1004, Co requisites: CHIL 1005)

One of the goals for early childhood educators is to promote positive social and emotional development in young children. The methods that early childhood educators employ in their daily practice help to strengthen children’s positive self-esteem, promote pro-social play among groups of children and create a climate of positive interactions between children and adults (teachers and parents). In this course, students will examine how developmentally appropriate practices and a positive environment influence children’s behaviour. Students will learn how positive guidance strategies help children develop self-control and promote positive relationships among children and adults. (45 hours)

BEHA1026: Childhood Exceptionalities (Prerequisite: HEAL 200)

Agencies in the community play a growing part in supporting family living in today’s complex society. Joint responsibilities of institutions, parents, teachers and other professionals are examined. Particular emphasis is placed on the needs of special children in the pre-school centre. Students will learn methods of assessing the children’s developmental levels in order to plan suitable programs/activities for their special needs. Resources in the community which exist to serve special needs children and their families will also be reviewed. (45 hours)

SOCI13: Sociology of the Family

Focuses on the family as a major institution and assesses its importance and value to society. Differences in family structure based on cultural, sub-cultural or ethnic backgrounds will be examined. Significance of social class variables and their impact at various stages of family development will be analyzed. Economic, legal and social changes will be examined to expand the student’s knowledge of Canadian families. (30 hours).

CHIL 2010: Infant Toddler Curriculum (Prerequisites: CHIL1004, CHIL1005)

This lab course focuses on developmentally appropriate curriculum ideas for infants and toddlers. The purpose is to explore various categories of activities/experiences and to create curriculum resources for field placement. Curriculum theory is examined as it applies to particular activities. (30 hours)

CHIL 2012: School Age Curriculum (Prerequisites: CHIL1004 and CHIL1005)

This lab course focuses on developmentally appropriate curriculum ideas for school age children. The purpose is to explore various categories of activities/experiences and to create curriculum resources for field placement. Curriculum theory is examined as it applies to particular activities/experiences. (30 hours)

CASE 103: Teaching Practice Seminar

This course will provide you with opportunities to discuss your first field placement experience. Topics will include planning and implementing activities; guidance; health and safety; interacting with staff and families; and, professionalism in the field. From these discussions, you will begin to formulate your own philosophy of early childhood education. (30 hours)

- prerequisites: EARL 4, EARL 3, HEAL 200, CHIL 1004, CHIL 11, EARL 29, EARL 23, EARL 36.
- corequisite is CASE 104.

CASE 104: Teaching Practice 1 (Field Placement)

Applying theory to practice is an important component of the Early Childhood Education program. Through the prequisite courses, you have gained the theory and practiced the skills necessary to enable you to enter into teaching practice. 

This course is the first of the teaching practice experiences in the program. You will be assigned to a licensed childcare or school setting where you will be exposed to the work of an Early Childhood Educator. You will assist staff; observe and record the play and behavior of children; and, interact with children, staff and parents. You will present planned activities that are developmentally appropriate for children. (105 hours)

- prerequisites: EARL 4, EARL 3, HEAL 200, CHIL 1004, CHIL 11, EARL 29, EARL 23, EARL 36.
- corequisite is CASE 103.

COMM60: Communication Reports, Presentations (Prerequisite: COMM61)

Designed to help develop the communication skills needed for functioning in a professional environment. Builds on the activities of COMM61 with emphasis on the language, format and presentation of a variety of professional materials. The major component of any communication course is the development of effective oral presentation skills. Principles of effective speaking will be discussed. This course recognizes the importance of effective job hunting strategies to a successful start in a career in ECE.  Covers the preparation of precise and effective resumes, letter of application and the techniques for conducting active job searches.  Practical application will be done through other courses. (45 hours)

CSDU 132 450 – Interpersonal Communications – ECE

Interpersonal communication might be thought of as the primary building block for other communication contexts. It begins where all human, social phenomena begin, with the self. It continues as an ongoing process of sharing meanings with others. It is important for group communication and organizational communication. Interpersonal communication is an immediately useful course because it is a process in which we constantly participate. We need only go about our daily lives to encounter countless opportunities to apply the concepts of the course.

GENE48 Multiculturalismin in Society (Gen. Ed.)

This course will enable students to better understand similarities and differences among ethnic groups. Topics include the history and policies of multiculturalism in Canada, multicultural education, cross-cultural communication, racism and current issues. (45 hours)

EARL59: Early Childhood Education Curriculum II (Prerequisite: EARL58)

This course is designed to help students understand and apply the principles of developmentally appropriate practices. The High/Scope Curriculum model, a cognitive-developmental approach grounded in the theories of Jean Piaget, will be examined, together with the Learning Environment approach developed by Chris Nash and the Reggio Emilia approach. The aim of this course is to enable students to develop a conceptual framework for considering and evaluating curriculum models in the search for effective and creative curriculum design. The student will develop his/her own philosophy of curriculum planning based on the eclectic selection covered in Curriculum I and Curriculum II. (45 hours)

EARL 46: Early Childhood Education Program Administration

This course will examine the infrastructure of government involvement in child care. Special attention will be given to the Day Nurseries Act (D.N.A.) and its influence on child care in Ontario. Topics to be covered include the process of setting up and administering a child care centre. Areas of focus will include assessing a community’s needs. Developing rationale and philosophy, outlining policies and procedures, the financial aspects of providing quality care for young children and the use of inside and outside space to enhance child development. (30 hours)

GENE71 Violence Against Girls and Women (Gen. Ed.)

Violence against women and children, particularly girls, has many unique aspects which distinguish it from the larger category of violence in general. Among these unique aspects is the fact that violence experienced by women and girls often comes from relationships, rather than strangers, and it often occurs in what is believed to be a safe environment such as the home. This course explores the causes and effects of violence against women and girls. Current theories about violence are used to examine the beliefs, attitudes, and behaviour that are elements of every violent act, and the social context in which violence takes place. Students will also develop an understanding of the emotional, psychological, and physical effects of violence, and assess community responses to the victim's needs. Topics include: child sexual abuse, domestic violence, workplace harassment, and elder abuse. (45 hrs)

CASE64, CASE66, CASE74, CASE76: Teaching Practice (Field Placement)
(PLAR not applicable to CASE74 & CASE76)
Prerequisites: CASE 103/CASE 104 (or EARL 62), CHIL 2010 (or FAMI 6), EARL 58, EARL 59, and CHIL 2012 (or CHIL 2011).

126 hours of practice teaching in supervised Early Childhood Centres. Students are responsible for their own transportation to and from these settings. These courses encompass a portion of the practicum components of the student’s learning. It is here she/he is able to apply, test and verify the training and teaching practice principles learned throughout the theory courses. (126 hours each)

CASE64, CASE66, CASE74, CASE76: Teaching Practice (Field Placement)
(PLAR not applicable to CASE74 & CASE76)
Prerequisites: CASE 64.

126 hours of practice teaching in supervised Early Childhood Centres. Students are responsible for their own transportation to and from these settings. These courses encompass a portion of the practicum components of the student’s learning. It is here she/he is able to apply, test and verify the training and teaching practice principles learned throughout the theory courses. (126 hours each)

 

COMM68: Communications - Professional Career Planning (Prerequisites: COMM60 and COMM 61)

This course recognizes the importance of effective job hunting strategies to a successful start in a career in ECE. Covers the preparation of precise and effective resumes, letters of application and the techniques for conducting active job searches. (30 hours)

CASE64, CASE66, CASE74, CASE76: Teaching Practice (Field Placement)
(PLAR not applicable to CASE74 & CASE76)
Prerequisites: CASE 66.

126 hours of practice teaching in supervised Early Childhood Centres. Students are responsible for their own transportation to and from these settings. These courses encompass a portion of the practicum components of the student’s learning. It is here she/he is able to apply, test and verify the training and teaching practice principles learned throughout the theory courses. (126 hours each)

 

CASE64, CASE66, CASE74, CASE76: Teaching Practice (Field Placement)
(PLAR not applicable to CASE74 & CASE76)
Prerequisite/Co-requisite - CASE 74, EARL 78.

126 hours of practice teaching in supervised Early Childhood Centres. Students are responsible for their own transportation to and from these settings. These courses encompass a portion of the practicum components of the student’s learning. It is here she/he is able to apply, test and verify the training and teaching practice principles learned throughout the theory courses. (126 hours each)

 

EARL78: Early Childhood Education Professional Role and Development (Co-requisite: CASE 76)
(PLAR not applicable)

Taken concurrently with CASE76, this course will help to prepare students for entry into the field. Topics to be discussed include advocacy, ethics, professional development and mentoring. Students will be required to reflect upon their learning throughout the program. (30 hours)