Program Overview
Graduates of this program can be part of the licensed child care team supporting young children in infant, toddler, preschool or school age classrooms in developing thinking, learning, communication, physical, social and emotional skills. Registered Early Childhood Educators design and provide curriculum that is based on the interests and the developmental level of each child. Practitioners in the field of Early Childhood Education work closely not only with children, but also with families and other professionals, so excellent communication and social interaction skills are also required.
Program Highlights
- Placements can be completed in a variety of places and locations. Placements within a variety of settings such as Francophone or Indigenous settings and also extended hours settings.
- Graduates are able to apply for certification to the Association for Early Childhood Education Ontario.
- Graduates must register with the College of Early Childhood Educators to practice in the profession.
- Registered ECE professionals design and provide curriculum that is based on the interests and development level of each child.
Career Opportunities
Positions are available in community based child care; EarlyON Child and Family Centres, and in-home care. There are also positions available in Boards of Education as Registered Early Childhood Educators in Kindergarten classes as well as international opportunities for working with young children.
Admission Requirements
University degree with a minor in Psychology or Sociology or a Developmental Service Worker, Child and Youth Care, Educational Support or Liberal Arts Diploma.
Health Requirements
Accepted applicants must supply proof of a satisfactory medical examination and immunization prior to program entry.
Please be advised that lack of documented immunizations may result in the restriction of clinical placement and therefore may delay and/or prevent completion of the prescribed program.
Courses
The curriculum below is for incoming students:
Semester 1
| Code | Title | Credits |
|---|
Semester 2
| Code | Title | Credits |
|---|
Semester 3
| Code | Title | Credits |
|---|---|---|
|
ECE324C
|
Field Practicum III |
11
|
Placement Requirements
Please be aware that although a COVID-19 vaccination is not required to attend St. Clair College, some of our placement sites may require students to be fully vaccinated for COVID-19 to be eligible to attend. Unfortunately, we cannot predict if a placement site will begin to require full vaccination and as such, we are encouraging all students to consider vaccination. If the requirement of your placement sites changes at any point, you will be notified immediately by the College.
It is important to note that if placement sites do require students to be fully vaccinated to attend their place of business, students who are not fully vaccinated cannot be provided with a placement for their program and therefore will not be able to complete their programs.
If you have any questions about the COVID-19 vaccines, please contact our St. Clair College Health Centre at 519-972-2727 ext. 4484 (in Windsor) or 519-354-9100 ext. 3729 (in Chatham).
Employers who provide our field placement settings require a clear POLICE RECORD CHECK for criminal offences with vulnerable sector screening before accepting a student into the field placement setting. The record check MUST be obtained by the student at the student's expense.
PRIOR TO CLASSES
Entering Year 1 - Due September 15th
- Medical Requirements Form
- Police and Medical Requirements Letter (Letter for the School of Community Studies)
- Police Clearances for the School of Community Studies
- Acknowledgement of Responsibility
- Standard First Aid and CPR Level C Certification from WSIB approved agency
Program Physical Demands Analysis
Program Vocational Learning Outcomes
Early Childhood Education (Ontario College Diploma) (MTCU Code 51211)
The graduate has reliably demonstrated the ability to:
- Create learning contexts to enable, build and maintain caring, responsive relationships* in partnerships with children*, families* and communities that value and respect social, cultural and linguistic diversity* including Indigenous* peoples’ worldviews and Francophone identity.
- Co-create, facilitate and reflect upon inquiry and play-based* early years and child care* programs and pedagogical* approaches to support children’s* learning, holistic development* and well-being following children’s* capabilities, interests, ideas and experiences.
- Co-design and maintain inclusive* early learning environments* to value and support equitable, accessible and meaningful learning opportunities for all children*, their families* and communities in a range of early years and child care* settings.
- Collaborate with children*, families*, colleagues, agencies and community partners to create, maintain, evaluate and promote safe and healthy early learning environments* to support independence, reasonable risk-taking and healthy development and well-being.
- Use observation strategies* to identify children’s* strengths and challenges and to ascertain when children* and families* might benefit from additional support or community resources.
- Use professional communication in interactions with children*, families*, colleagues, employers, the regulatory body*, government authorities and children’s* service agencies to meet legal and ethical standards of the early years sector*.
- Act in accordance with relevant legislation, regulations, College of Early Childhood Educators Code of Ethics and Standards of Practice, agency policies and procedures and principles of evidence-informed practice* and reflect* upon their impact on one’s own role in early years and child care* settings.
- Identify, report and document when a child is in a situation of perceived risk for, or actual neglect or abuse, in accordance with legislation, the College of Early Childhood Educators Code of Ethics and Standards of Practice, policies and procedures.
- Create and engage in partnerships with families*, communities, colleagues, interdisciplinary professionals, authorities and child service agencies to advocate for quality early years and child care* programs and services.
- Engage in reflective practice* and continuous professional learning* in accordance with principles of lifelong learning, evidence-informed practices* in the early years sector* and requirements of the College of Early Childhood Educators.