The Honours Bachelor of Child Development program is a degree-level program in Child Development, designed to provide students with the comprehensive theoretical and practical education employers are now seeking.
This bachelor's degree program will provide a firm grounding in teaching and curriculum courses, in early childhood development, as well as familiarity in multidisciplinary and family practice. Students will be equipped to succeed within the industry's new direction towards integration of services and programs focusing on the child, the family and the community.
The degree focuses on three streams: Early Learning and teaching, child development/special needs and interdisciplinary/family studies. Graduates will be well equipped to be leaders in Early Education settings, working with families of young children and community support for the healthy development of young children.
Professional skills, values and attitudes essential to an integrated, team approach are learned in class and practiced in supervised field placements. The graduate will possess specialized knowledge and training in Education, Development and Child & Family Service models. They will be able to play a leadership role in advocating and delivering programs/services for young children and their families.
Four field placements, spanning all ages and a variety of settings, are built into the curriculum to give students the needed practical experience to apply theory to practice and integrate their learning. The co-op work placement between semesters 6 and 7 provides a focused opportunity to gain work experience at an intermediate and more specialized level. Students will follow up on this opportunity with the required research component in their last year of study which includes courses on Research Methods/Statistical Analysis and conducting research/ writing a research paper.
This degree is intended to provide a solid platform for graduates to move into education, early intervention and interdisciplinary practice.
New students are invited to attend an information session.
As a graduate of the Child Development degree program, students will be able to work with many health, education and social service professionals in an inter-disciplinary approach to education. You will be ideally suited to work as an educator in parent/child resource centres such as Ontario Early Years Centers (OEYC), and eligible to work in children's treatment centres. Our graduates become leaders within a rapidly expanding field. Your career opportunities will be both fulfilling and limitless.
Graduates may choose to apply to faculties of education to pursue careers in teaching or apply directly to masters programs and advance their educational knowledge through further specialization.
The Faculty of Continuing Education & Training is offering Semesters 4-8 and the Co-operative Education Work Term in the Child Development Degree Program for students who possess an ECE diploma or ECE equivalency. Students with an ECE diploma 3.0 GPA or over or ECE equivalency will be directly admitted into module four. Students in the full-time Child Development Degree program may also register; however, prior approval by the FCET Program Coordinator must be obtained before registering .
New students may begin the program in any of the three semesters (Fall, Winter, Spring/Summer).
Deadlines to apply are:
For students who graduated at Seneca College with their ECE Diploma, please send your student number to the Program Coordinator to review for entry into the program.
For students who graduated at another college, please send an official sealed transcript to the attention of the Program Coordinator (insert the name of the current coordinator found under contacts) at Newnham Campus, Faculty of Continuing Education and Training, 1750 Finch Ave E. Toronto, ON M2J 2X5.
This course is the second in a sequence of Integrative Seminar/Field Placement courses for students in the Child Development BAA Degree Program. The emphasis is on theories, models and techniques related to working in a variety of child and family settings. This course will elaborate on strengths of planning, implementing and evaluating appropriate programming for groups of children, within an inclusive environment. The integrative seminar component is designed to allow students to have broadened discussions generating from their experiences in field placement.
This course introduces visual arts in early childhood focusing on artistic development and methods of facilitating the emergence of children's communication through visual language. Using play, aesthetic learning and cognition as central themes students will participate in studio experiences to develop practical skills with core materials and art making processes. Students will identify teaching strategies that foster aesthetic development, creative expression and cognition development.
This course explores the principles, methods and materials for teaching children music, movement and dramatic play through process-oriented experiences. Students will participate in experiences to develop practical skills with found and pre-made materials. Students will focus on assessing and creating environments that foster music, movement and dramatic play experiences through active facilitation in their role as an early childhood educator.
This course is designed to assist students in recognizing the roles, responsibilities, and importance of the family. The examination of past and present forms of family from around the world using a sociological perspective will be explored. Students will explore how families are defined and how this has changed over time, as well as how family life is continually shaped by broader social forces and institutions including culture, social class, gender, religion, work, government and economy. This course is designed to teach students how to think sociologically about family life, apply major sociological theories to understand family dynamics, research, evaluate and present sociological findings about family life.
This course explores some of the most recent critiques of and discourses in early childhood education. Conventional concepts such as quality, values, and child development outcomes will be re-examined through the lens of a postmodern view of education. The developing teacher will be challenged to reconsider accepted approaches such as the compartmentalization of ages and stages, universal definitions of care and quality, and images and constructions of the child. Through critical analysis, the students will develop an understanding of 'meaning making', documentation, critical thinking, reflection, and local/regional knowledge and action and in doing so, develop an understanding of postmodernism's desire to transgress the values and assumptions of modernity. Working examples of pedagogical practice will include Reggio Emilia, The Stockholm Project, and The First Nations Partnerships Program at the University of Victoria's School of Child and Youth Care. Such examples will be analyzed as alternatives to conceptualize and practice early childhood education and care.
Attachment theorists have produced empirical research, which informs practitioners about the qualitative nature of social and emotional relationships and how they develop. Using the rich literature, the students will explore how attachment affects behaviour, what effect caregiving (both parental and out of home) has on the quality of attachment and how early attachments affect relationships in later life. Through observations in naturalistic settings such as home, child-care and school settings, students will understand and be able to describe fully behaviours associated with the different patterns of attachment, the significance of these behaviours and the strategies that can optimize nurturing and attachment between caregiver and child.
EAD400 Integrative Seminar/Field Placement II
This is the third in a sequence of Integrative Seminar/Field Placement courses for students in the BAA - Child Development degree program. This course offers the Child Development student an opportunity to participate as part of a team and interact with children and families in a community organization. Classroom activities model and encourage reflective practice and group problem-solving. The field placement will be supervised, and will assist the student in applying theory to practice, working with children and their families. Students will be responsible for planning, implementing, and evaluating programs and are expected to take on a facilitation role. The field placement offers the student the opportunity to work in diverse settings that vary from work experiences and from previous field placement experiences to extend understanding and promote new skills. The course includes an integrative seminar, to allow students to have broadened discussions generated from their experiences in field placement.
This course emphasizes the importance of early, comprehensive assessment in order to identify the possible contributors to developmental issues. Of equal importance to the ECE in the field is a clear understanding of the necessary prevention and treatment through early intervention programs working with families and the utilization of community resources. Different classification systems of disorders of early childhood which result in the exhibition of challenging behaviors are to be explored. The application of best practices for intervention is examined and explored in depth. This is critical to practitioners who must be able to work with psychometrics, psychologists and psychotherapists to provide the best programming within their scope of practice.
Students will develop an understanding of the concept of social constructivism as it relates to middle childhood and how this informs ECE practice. The context of middle childhood is of a community with its own social organization which includes roles, rules, behaviors and discourses. Within an ecological framework that extends from the individual child to the social organization and to the wider community, students learn how to coordinate collaborative projects that go beyond the classroom to include families and communities.
EAD406 Dynamics of the Family
This interdisciplinary course provides a forum to explore and understand the exciting possibilities of interdisciplinary education and service provision. Many different community organizations, places of worship, service providers, residents, and large institutions must work together to enhance child and family services. Therefore, professionals must collaborate effectively in order to support existing community strengths and identify resources and gaps in service. This course provides students with multiple lenses through which to view child and family services. Because students will be exposed to a number of disciplines such as social work, medicine, nursing, public health, community psychiatry and education, and infant development/early intervention, they will experience the benefits of collaborative relationships in a practical way.
Students will develop an understanding of the importance of math and science as curriculum areas, working towards an implementation of related teaching experiences within a constructivist environment. After an introduction to constructivist theory (Piaget) and social constructivist theory (Vygotsky) students will analyze and research constructivism with an emphasis on the implications in the curriculum areas of math and science. Students will focus on the structure of the environment and the role of the teacher.
EAD410 Attachment in Infancy and Early Childhood
Emotional well being in infancy and early childhood is reflected in key developmental capacities and the kind of primary relationships present in the lives of children from birth through 5. At the core is the ability to: experience a range of feelings about self and others; experience both positive and negative emotions; control and regulate emotions in culturally appropriate ways; and to develop self-confidence and self-worth. The pathway to these capacities is subject to complex transactions of genetic, biological and psychosocial processes that either hinder or support adaptation at particular points in a child's development. Students will examine the issue of risk and protective factors and resiliency in child development. This is critical to practitioners who must be able to recognize symptoms of emotional issues, determine all possible causes, and design protective strategies within their scope of practice, referring to other professionals as appropriate.
Co-op education is meant to provide learners with the opportunity to integrate academic learning with relevant work experience. It also provides students with the opportunity to learn more about themselves and their chosen field of study. The purpose of this work term is to enable the learner to make a smooth transition from the academic setting to a work environment. In this course, learners will develop strategies to assist them in the job search process.
The purpose of this course is for early childhood educators to examine the practical implications of research on brain and cognitive development. Students will explore research in terms of raising and teaching children, examining the kinds of opportunities provided to children, and the optimum time to provide them. As well, students will examine the potential role that research has on shaping children's personalities and behaviours. Based on this critical thinking process, students will be in a good position to think about the kinds of additional research on brain and cognitive development that would benefit the services provided to children and their families.
EAD506 Interdisciplinary Practice: A Team Based Approach
This course is designed to familiarize the early childhood educator with the purpose, function and rationale for case management to support service delivery of child and family agencies, involving interdisciplinary practice. Cost effective and efficient delivery models will be explored. Various definitions and applications of case management will be examined, including case management internal to organizations, across levels of services and levels of ability. Student will be exposed to selected principles and concepts of leadership as they are applied to: systems, organizational designs and governance, roles and relationships, quality improvement, cost efficiency, and as ethical and legal responsibilities.
Students will develop an understanding of the importance of language and literacy as curriculum areas, working towards an implementation of related teaching experiences within a constructivist framework. Students will, based on constructivist theory of Piaget and Vygotsky, analyze and research constructivism principles, methods and materials for teaching young children language and literacy through a play-based, integrated curriculum. Students will focus on assessing and creating constructivist environments in their role as an early childhood educator.
This course will help students understand how we are profoundly affected by the built and natural environments around us. Students will examine environmental design concepts as they apply to the early childhood education field of practice. Students will be exposed to design principles and have the opportunity to assess various child and family services. Based on needs, students will have an opportunity to build an environmental design, selecting manufactured or natural objects, and state the conditions (physical, cultural, social, political, economic, technical, and aesthetic factors) that constitute the constructed and natural surroundings. The course combines work in class, research, visits to various child and family agency sites, and lectures by guest speakers.
ENG106 or equivalent.
Sociology is the scientific study of society. This course is a general introduction to the concepts, theories, and major perspectives of sociology. An examination of research studies drawn from Canadian society and beyond our borders will highlight the significance of utilizing a sociological perspective or sociological imagination.
The Co-op work term is 4 months in length and is a paid or unpaid work experience whereby a student is employed in a job directly related to the program outcomes of the degree. The work term is based on an approval from the faculty supervisor in charge of placements and co-ops. It provides the student with the opportunity to practice in his/her chosen field. A faculty supervisor helps the student prepare for, select, and contract an approved co-op opportunity. The faculty supervisor provides support for the learning experience throughout the student?s time in placement.
CPP600 Co-op Professional Practice
The integration of classroom activities with work term experience is vital for the complete and successful learning and understanding of co-op work placement experiences. Structured integration and reflective learning with peers provides the opportunity to evaluate work experience into a broader context. Guest speakers from the industry will give students further employment exposure and an opportunity to network.
EAD602 Brain Research and Cognitive Development
This course is designed to help students identify and effectively support children affected by stress, trauma and/or violence. Students will learn the signs and symptoms of stress and trauma, including exploring key definitions and statistics associated with child abuse and neglect. Students will explore how stress, violence and trauma affect children's learning, cognitive brain development and social-emotional development. The short and long term consequences of being exposed to stress, trauma or violence, as well as the social and family causes, will be reviewed. Students will be able to identify specific factors that exist in families and communities where stress and violence are common. A major emphasis in this course is to help students understand the special learning needs of the children who experience stress, trauma or violence in his/her life and how to meet his/her needs in a supportive environment. Working with parents and community agencies are also emphasized.
This course is intended to help students become familiar with the research process. Students will come to understand the many decisions they will have to make to develop a research project based on a question of their design. To this end this course will provide students with a practical understanding of the research methodologies relevant to the field. Topics covered will include: types of quantitative and qualitative research (and the perils and benefits of a synthesis of the two), preparing the research proposal (including developing a research question/hypothesis/purpose that is appropriate to the field and in need of study), how to carry out a literature search and write a review of the literature, developing a theoretical framework, research design and questions of methodology (including data collections techniques, and analyzing and interpreting data), reliability, validity, and statistics (including descriptive and inferential statistical techniques), articulating the findings, understanding assumptions, biases, limitations of the study, and identifying the implications for the field and future research. By the end of this course, students will be expected to prepare a research proposal and will therefore learn to develop a research question/hypothesis/purpose that is appropriate to the field and in need of study. Topics secondary to the research process such as time management, personal motivation, organization, identifying the audience, writing conventions and formatting will also be explored. Since it is presumed that human subjects may be involved in such projects students will learn about research ethics and how to complete an ethical review process.
EAD602 Brain Research and Cognitive Development
It is critical that developmental unfolding be monitored in the early years so that those children at risk for developmental delays, mental disorders, health problems or disabling conditions can be identified and receive intervention services in a timely fashion. Students will learn that screening and assessment are part of the continuum of intervention and not only a means of identification. Students will gain insights into the range of screening and assessment instruments frequently used with families and children zero to six years of age, with an emphasis placed on those measures that use play and functional observations in familiar and naturalistic settings. Applied practice will be exercised through planning strength-based family-focused intervention strategies.
As future practitioners, it is imperative that students gain a thorough understanding of childhood from a global perspective. This course will focus on normal developmental processes which occur in children of different cultures with special emphasis on how childhood is viewed globally. Not only will students learn about the research on children and families in traditional western cultures, but will also, through selected readings and lectures, be exposed to research from around the world. Students will be exposed to the political, economic, social and cultural events impacting childhood.
This course is intended to introduce students to principles, theories, and considerations for educational endeavors in community settings where adults are the target audience of learners. As a generalist, students will design and implement adult learning activities, within a community based forum. This course explores the various ways an early childhood educator includes learning theory, human development, learning styles, cultural needs, values and relationships, as well as advocacy, and awareness of sensitivities necessary for success in designing educational programs for adults. As a seventh semester course, the course assignments are tailored within an area of focus as selected by the student, thus supporting the specific career interest of each student.
EAD706 Research Methods and Statistical Analysis
In this course, students will document growth and transformation over time through reflective thought and critical analysis of practice. Students will reflect upon and document contextual factors that affect teaching in the early years and look at their own growth developmentally. Students will employ various tools for reflective practice and establish goals for future learning including participation in an on-line discussion forum.
This course will focus on the development and successful completion (meets the program degree criteria) of an applied research project carried out under the direct supervision of an appropriate member of the faculty. Research papers will be based on the research proposals developed in the Research, Methods and Statistical Analysis course and be based on a field-relevant question and an appropriate methodology. Projects will attempt to contribute to their field by further developing research documented in the literature or propose a new direction for further research. Such papers will include a review of the literature (including the foundational work and theoretical component upon which the study is based), definitions of key terms and concepts, field and social relevance of the study, statement of methodology, a discussion of the ethical safeguards taken with human subjects, biases and assumptions, presentation of field and/or lab data. Analysis and interpretation of the data, statement of the applied/practical implications, summary and implications for future research, an abstract and works cited and consulted. Students will also be required to present their findings to the field (e.g. college community or conference presentation, publication, community seminar).
Family-focused practice takes different forms across Canada. Students will gain an understanding of the nature of both universal and targeted programs that address common parenting needs as well as those issues faced by multi-risk families. Empirical research is examined in order to understand how principles of family support have evolved and been transformed into community and home-based programs on all three levels (federal, provincial and municipal). The challenges of building and maintaining relationships with families, both informally and formally, are explored. Students will analyze and design strategies and interventions that are parent-focused and parent-child focused in order to reach goals set by families. As future practitioners, students will identify potential opportunities for joint collaboration among community service agencies on behalf of young children and their families.
This course focuses on the development of an understanding of theories about leadership and the acquisition of the necessary skills and insight to become an effective leader. Current ideas and practices are interwoven with established scholarly research in order to present an encompassing study of leadership.
Every day, millions of people share their opinions with a global audience via Tweets, #s, blogs, wikis, videos, likes, tags, text messages and online comments. Digital spaces and mobile technologies allow us to be connected to our personal and professional networks and communities 24/7. In what ways does this hyper-connectivity impact the ways in which people regard their place in the world and define themselves?
In this course we will analyse the social, ethical, political and cultural ramifications of societies that are increasingly mobile and digital. The impact of new genres and forms of expression on our identities will be explored as we actively participate in online networks and create materials for social media.
This course covers theoretical and applied aspects of crisis intervention from an integrated biopsychosocial perspective. We explore the human stress response to crisis, recognizing a crisis, the elements of a crisis, major theories of the impact of crisis on emotional and psychological wellbeing, crisis intervention techniques, crisis aftermath and self care for first responders/people who have experienced a crisis and promoting healing and resilience. Emphasis will be placed on understanding the human response to crisis and intervention techniques.
This course concerns the principals of community organizing in relation to community development work at the grassroots level. Students examine the history, theory and practice of community development and evaluate social change using a cost and benefit analysis of local and national community mobilization efforts. Students will formulate their values and beliefs to create their own philosophical approach toward community organizing.
Note: Students must take two upper-level Liberal Studies Options. Please speak with the Program Manager if you are unclear which LSOs are upper-level courses.
Students in the bachelor's degree program must successfully complete one co-operative education work term in order to graduate. The co-op work experience provides the learner with the opportunity to apply knowledge and skills learned in the classroom to real world applications.
Graduates of the Bachelor of Applied Arts (Child Development) program will demonstrate the ability to consistently:
This program is eligible for OSAP funding.
Course load is used by OSAP to determine funding options for programs.
If you are taking 1 - 2 courses at the same time, you may be considered for part-time student grants and loans.
If you are taking 3 or more courses at the same time, you may be considered for full-time student grants and loans.
To find out if you qualify and to learn how to apply, please visit the OSAP website.
For information on other awards and financial assistance, please see Financial Aid.
Earn college credits for what you already know!
Prior Learning Assessment is a method of assessing and recognizing learning that is equal to college level learning, but has been gained outside a traditional classroom (through work experience, volunteering, outside study, etc.). If you can prove that the knowledge you have gained meets the outcomes of a Seneca course, then credit will be awarded.
How does the PLA process work?
Prior Learning is demonstrated through a "challenge" process. The process measures learning through a variety of methods which may include tests, portfolio assessment, interviews, demonstrations, essays, and work samples. The method used will be determined in consultation with a Program Coordinator.
For more information and to determine if you are eligible for PLA, please call the Program Coordinator.
The process may take from 6 to 8 weeks.
Note: Not all courses can be challenged. For more information go to PLA website or contact your Program Coordinator.
Many students who enter Seneca College will have earned academic credits in post-secondary educational institutions which they may be able to apply toward completion of a Seneca College program.
Requests for Transfer Credit must be for a specific course and must be accompanied by an official transcript and course outline. A minimum grade of "C" (60 percent) is generally required for a course to be considered for Transfer Credit.
Download a Transfer Credit Request form. An official copy of your transcript and applicable detailed course outlines should be attached and submitted. Please note it may take 4 to 6 weeks for a Transfer Credit decision.
Please visit the Degree and Credit Transfer Office.
If you meet all program requirements and become eligible for a Certificate, Diploma or Degree you must inform the Registrar by completing a Graduation Application form and paying the fee. Forms are available at the Registration office and online.
Certificates and diplomas are issued twice a year: Fall (October) and Spring (June). Graduation Application forms must be received no later than July 31 (for Fall Convocation), November 30 or March 31 (for Spring Convocation).
As per section 12.1 of Seneca's Academic Policy:
For degree programs, the minimum requirement for promotion is an average of C (2.5) in subjects in the main field of study (professional subjects), and an average of C (2.0) in all other subjects.
City Wide Training Early Childhood Professional, visit regularly for postings of professional development opportunities available across the city including Seneca College.
The most rewarding aspect of my work is the inspiration, motivation, and engagement that my students are able to walk away with. For me, teaching is only 40 percent content. The other 60 percent is focused on inspiration, motivation and genuine student engagement. I lead by example. My students first see the value of the course to me as a professor. They see that I am inspired, motivated, engaged, energized, enthused and excited when I enter the classroom. That passion is infectious. They see that and they covet that level of passion and they desire to take that back to their own professional spaces and personal life. I am most happy when I see that they leave my classroom with the same passion and are equipped with the necessary tools to do the same to their own students/clients.
I am a graduate of the University of Toronto with a PhD in Educational Leadership. My research focus is on teacher performance evaluation, leadership, faculty professional development, early childhood education and diversity studies. For the last twenty years I have worked in various areas of education and at all levels in Jamaica, The Bahamas, and Canada.
Dr. Campbell teaches or has taught in the following courses:
Academic Program Manager
New students are invited to attend an information session.