Combine theoretical study with practical experience in this program which prepares students to work with children (from birth to age 12) and their families in a variety of early childhood settings. Graduates have a firm understanding of human development from birth to 12 years of age, and can use this understanding to create responsive, inclusive, play-based learning environments to best support the child as they develop. Students receive 630 hours of practical experience in a variety of early learning environments during three field placements, starting in the first year of the program. This experience allows students to apply the skills taught in the classroom in real world learning experiences.
Note: Interested applicants can apply to study in the online program on a part-time basis.
- Have a firm understanding of human development from birth to 12 years of age.
- Understand observation, reflection, and the preparation of pedagogical documentation.
- Know how children learn and understand how to create responsive, inclusive, play-based learning environments, to best support the child as they develop.
- Establish professional relationships with families, other professionals and colleagues.
- Apply current legislation to their practice.
- Advocate on behalf of families and the field of early childhood education.
- Maintain health and safety standards
This course explores development from conception to 2.5 years 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. Students are introduced to observation techniques, current research on related child development topics, and the means by which heredity, culture and society influence development.
This course is designed to help students develop and practice the communication skills needed to succeed in college and workforce environments. Emphasis is placed on improving foundational communication strategies-reading, writing, listening, and speaking—and on developing research and critical thinking skills.
This course introduces students to the Early Childhood Education program at St Lawrence and prepares them for field placement. This course also introduces students to the roles of early childhood educators in supporting the development and learning of individual and groups of children. Students develop broad areas of knowledge, skills, attitudes and abilities to work effectively with children, their families and the community. In addition, students apply a personal philosophy of early childhood education within the framework of ethical and professional standards.
Based on the principle that children learn through play, this course explores the fundamentals of an arts-based curriculum as a way of fostering the young child’s creativity, natural inquisitiveness and holistic development.
In this course, students are introduced to the history of Early Childhood Education with an emphasis of trends and changes in curriculum. Students examine learning theories and theorists, identifying their relationships to a variety of curriculum models including High Scope, Montessori, Waldorf, Reggio Emilia and more. Students are also introduced to Ontario’s Ministry of Education curriculum documents exploring the connection between other curriculum models.
In this course, students apply the theory and practiced-skills learned previously in order to enter into teaching practice. Students observe and document; begin to plan for and facilitate children’s learning; begin guiding children’s behaviour using appropriate strategies; interact and begin to form relationships with children, colleagues and families; and participate in all aspect of the program.
Prerequisite(s): EARL 4 + CHIL1004 + HEAL200 + EARL6
This course explores development from ages 2.5 through 12 years 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. Students examine current research and contextual influences in child development, applicable to the preschool and school-age child. Students apply observational strategies.
Prerequisite(s): CHIL 1004
This course focuses on the planning and set up of indoor and outdoor learning environments for children. Building an understanding of intentional design enables students to view the physical environment critically and creatively to optimize play, learning and development for all children. Responding to a unique group of children in a unique setting is emphasized, as well as the consideration of cultural and geographical factors; a wide range of effective early learning environments are studied and discussed with inclusivity and accessibility as consistent priorities.
In this course, students examine how developmentally appropriate guidance practices and a positive learning environment influence children’s self-control, self-regulation, and resiliency. Students learn methods 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.
Prerequisite(s): CHIL 1004
In this course, students combine their knowledge of child development and their observation and documentation skills to consider the modes through which infant, toddler and preschool children learn. Topics include care-giving practices, responsive environments, developing positive relationships with children and families, and the role of the Early Childhood Educator in relationship to current legislation and pedagogies. The focus of this course is on the planning of interest-based experiences/activities that facilitate and scaffold learning in all areas of development.
In this course, students develop an understanding of the different methods and types of observation and documentation. Special attention is placed on the development and writing of learning stories. Students analyze the learning stories to plan activities that support children’s interests, learning, and development. Students build on the writing, editing, analytical, and research activities needed to successfully write observations and learning stories.
Prerequisite(s): CHIL 1004
This course focuses on the importance of adapting curriculum and environments to promote a sense a belonging and acceptance and to meet the unique needs of children with diverse physical, intellectual, and emotional exceptionalities. Students examine evidence-based practices that support early childhood professionals in providing inclusive childcare through program adaptation, advocacy, communication and collaboration with families and other professionals and community resources.
Prerequisite(s): CHIL 1005
In this course, students continue to examine how developmentally appropriate guidance practices and a positive learning environment influence children’s self-control, self-regulation, and resiliency taught previously. A strong emphasis is placed on supporting the development of self-regulation in the children students work with.
In this course, students combine their knowledge of child development and their observation and documentation skills to consider the modes in which Kindergarten and school-age children learn. Topics include developing positive relationships with the child, other professionals and the community, encouraging children to accept challenges and take appropriate risks, and the role of the Early Childhood Educator in relationship to current legislation and pedagogies. The focus of this course is on the planning of interest-based experiences that facilitate and scaffold learning in all areas of development.
This course extends students’ knowledge and understanding of the commonality and diversity that exists among families in Canada today. Using a strength-based approach, students examine multiple family “types” and a wide range of issues which affect families in Canada today. Students gain knowledge of the benefits of inclusive partnerships with families and learn effective strategies for supporting and engaging families in early learning and care settings.
This course continues, and builds upon, the practicum component initiated in CASE 104. At the end of this teaching practice students will consistently demonstrate the ability to observe; plan for, facilitate and evaluate children’s learning; guide children’s behaviour using appropriate strategies; interact with children, staff and families; and participate in all aspects of the program as an emerging level early childhood educator. At the end of this teaching practice students will consistently demonstrate the above skills and knowledge required in order to advance This course is considered an extension of CASE 3, and as such is to be taken concurrently.
Prerequisite(s): CASE 104 + CHIL 1005 + EARL36 + EARL30
In this course, students examine how social policy, funding, and regulation impact on the provision of accessible, affordable, high quality child care in Canada with a strong focus on Ontario. Students examine and discuss regulated, centre-based child care programs, the role of family home day care, family support programs and other early learning programs in Canada with the emphasis on Ontario. Students explore early childhood public policy including the role of all levels of Canadian government in the delivery of child care, how early learning programs are managed and evaluated. Special attention is paid to the role of the early childhood educator in providing, promoting and advocating for quality early childhood education.
This course builds on the writing, editing, analytical, and research activities previously introduced and emphasizes professional correspondence related to the early childhood education field. Students continue to apply and further develop communication skills focusing on the language, format, and presentation of a variety of professional materials including memoranda, letters, and reports and other routine correspondence related to the role of an early childhood educator. This course also includes a career segment that focuses on the development of a targeted resume, cover letter, and interview skills. The principles of effective speaking are discussed with a view to applying these skills in professional ECE contexts.
This course continues, and builds upon, the practicum component initiated in CASE 2. At the end of this teaching practice students will reliably demonstrate the ability to observe, plan for, facilitate, evaluate and document children’s learning; guide children’s behaviour using appropriate strategies; interact with children, staff and families; and participate in all aspects of the program as an entry level early childhood educator. This course is considered an extension of CASE 13, and as such is to be taken concurrently.
Prerequisite(s): CASE2 + EARL38 + EARL8
This course explores the arts as a medium to encourage communication, cooperation, celebration and a sense of belonging in children and families in a childcare community. Group art and music projects, community-based arts projects and storytelling techniques are explored in depth as community building tools. Using the arts as a vehicle to embrace and reflect cultural diversity in the classroom is a touchpoint throughout the course.
Ontario Secondary School Diploma (OSSD) with the majority of Grade 11 and 12 courses at the C, U or M level including the following prerequisites:
- Grade 12 English at the C or U level
- Grade 11 Math
For OSSD equivalency options, see Admission Requirements.
If you are missing prerequisite courses, enroll in the Career/College Prep program - free for Ontario residents who are 19 years or older.
Immunization - Communicable Disease Requirements
Completion of the Immunization - Communicable Disease Form is a mandatory condition.
for your clinical/practical placement. THIS FORM IS YOUR RESPONSIBILITY.
Download your Immunization - Communicable Disease Form
Questions regarding the completion of this form can be submitted to Immunizations@sl.on.ca
Note: Full-time student coverage for vaccines received on or after September 1, can be claimed under the Student Sickness & Accident Insurance Plan.
Criminal Background Check:
Applicants are advised that Criminal Background Checks (CBC) conducted by the Canadian Police Information Centre (CPIC) are required for programs with field or clinical placements. Certain criminal convictions may prevent participation in placements and program completion may not be possible. Attaining and paying for a CBC and Vulnerable Sector Screening (OPP) is the responsibility of the student, and these may have to be renewed every three to six months. Applicants with criminal records are advised to contact the Associate Dean/Campus Dean of the respective school prior to applying.
Students applying to the Kingston Campus program must obtain the Criminal Background Check from the Kingston Police Force for field placement agencies in the City of Kingston. Because these documents are time sensitive, students should not apply until informed to do so by their program.
SPF/Faculty arrange placements
Student Placement Facilitator (SPF) Support
Complete SLC Placement requirements
- 6 Training Modules
- Student Declaration/Oath of Confidentiality
- Student Covid 19 Waiver
- CPIC – VULNERABLE SECTOR
- First Aid & CPR
Our Cornwall campus has a brand new library, new health simulation labs, renovated student common areas and more to make your transition to college life an easy one.
Graduates may find employment in:
- Licensed child care agencies
- Full-day Kindergarten classrooms
- EarlyON Child and Family Centres
- Parenting and family literacy programs
- School-age child care programs
- Home child care
- Domestic or international nannies
- Community programs
Graduates of the program are eligible to register with the College of Early Childhood Educators in Ontario.
Contact a member of our recruitment team
1.800.463.0752 and ask for Recruiting
International Students Contact
+1 613.544.5400 ext. 5514