Early Childhood Education

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 how heredity, culture, and society influence development.

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 individuals 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.

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.

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 childs creativity, natural inquisitiveness, and holistic development.

In this course, students apply the theory and practiced skills learned previously to enter 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.

Prerequisites: EARL4 + EARL1000 + CHIL1004 + HEAL200

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 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

In this course, students examine how developmentally appropriate guidance practices and a positive learning environment influence children's mental wellness, 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.

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 curriculum 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.

In this course, students continue to build upon the practicum component initiated in their first field placement. At the end of this teaching practice, students can consistently demonstrate that they are progressing towards 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 most aspects of the program as an emerging level early childhood educator.

In the seminar/in-class component of this course, students discuss, analyze, and document their teaching practice experience. Topics of discussion include observations; planning, implementing, evaluating, and documenting the children’s learning; guidance, observation and assessment of behaviour; health, safety and nutrition; interacting with staff and families; and, professionalism in the field. Students develop an ongoing professional development plan as they enter into the field. Students continue the process of self-reflection, as it relates to their performance in teaching practice.

Prerequisite(s): CASE104 + CHIL1005 + EARL 1002 + EARL 1001

In this course, students continue to build upon the practicum component initiated in CASE 2a. At the end of this teaching practice, students can 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 most aspects of the program as an emerging level early childhood educator. 

In the seminar/in-class component of this course, students discuss, analyze, and document their teaching practice experience. Topics of discussion include observations; planning, implementing, evaluating, and documenting the children’s learning; guidance, observation and assessment of behaviour; health, safety and nutrition; interacting with staff and families; and, professionalism in the field. Students develop an ongoing professional development plan as they enter into the field. Students continue the process of self-reflection, as it relates to their performance in teaching practice.

Prerequisite(s): CASE2A + CHIL1005 + EARL 1002 + EARL 1001

In this course, students continue to examine how developmentally appropriate guidance practices and a positive learning environment influence childrens self-control, self-regulation, and resiliency. A strong emphasis is placed on supporting the development of childrens self-regulation. Students apply methods to strengthen childrens social and emotional wellness and create a climate of positive relationships and interactions between children and adults.

In this course, students combine their knowledge of child development and their observation and documentation skills to plan curriculum experiences for Kindergarten and school-age children. Topics include developing positive relationships with the child, their family, other professionals, and the community. The students analyze the role of the Early Childhood Educator in relationship to current legislation and pedagogies. The focus of this course is on learning through exploration, play, and inquiry. Students plan interest-based experiences that facilitate and scaffold learning in all areas of development and encourage children to accept challenges and take appropriate risks.

This course focuses on the importance of adapting curriculum and environments to promote a sense of belonging and acceptance and to meet the unique needs of children with diverse physical, intellectual, and emotional diversities. 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.

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 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.

Prerequisite(s): EARL 1000

In this course, students continue to build upon the practicum component previously completed. At the end of this teaching practice, students progressively 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.

In the seminar/in-class component of this course, students discuss, analyze, and document their teaching practice experience. Topics of discussion include observations; planning, implementing, evaluating, and documenting the children’s learning; guidance, observation and assessment of behaviour; health, safety and nutrition; interacting with staff and families; and, professionalism in the field. Students develop an ongoing professional development plan as they enter into the field. Students articulate a personal philosophy, taking into account their learning from teaching practice, theoretical courses in the program, and the College of Early Childhood Educators Standards of Practice and Code of Ethics.

Prerequisite(s): CASE2B + EARL2000 + EARL8

In this course, students continue to build upon the practicum component previously completed in CASE 12a. At the end of this teaching practice, students can 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.

In the seminar/in-class component of this course, students discuss, analyze, and document their teaching practice experience. Topics of discussion include observations; planning, implementing, evaluating, and documenting the children’s learning; guidance, observation and assessment of behaviour; health, safety and nutrition; interacting with staff and families; and, professionalism in the field. Students develop an ongoing professional development plan as they enter into the field. Students articulate a personal philosophy, taking into account their learning from teaching practice, theoretical courses in the program, and the College of Early Childhood Educators Standards of Practice and Code of Ethics.

Prerequisite(s): CASE12A + EARL2000 + EARL8