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Overview

This degree program provides a firm grounding in teaching and curriculum courses, early childhood development, as well as familiarity in multidisciplinary and family practice. Graduates will be equipped to succeed within any number of child-related job sectors, as progress continues toward integrating services and programs that focus on the child, the family and the community.

The degree integrates three streams: theories of child development, early learning and teaching, and interdisciplinary/collaborative care services. Graduates will be well equipped to become leaders in these settings, working with families of young children and offering skilled community support for the healthy development. Professional skills, values and attitudes that are essential to an integrated team approach are learned in classes and practiced in supervised field placements and a mandatory work term. Students learn how to conduct independent, scholarly research through a series of courses culminating in a capstone applied research project.

Information Session

New students are invited to attend an information session.

Entry Requirements

The Semesters 4-8 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 for part-time courses, however prior approval by the Part-time Studies Program Coordinator must be obtained.

  • Applicants with an ECE diploma or ECE equivalency with a 3.0 GPA or higher
  • New students may begin the program in any of the three semesters (Fall, Winter, Spring/Summer). Deadlines: August 10, December 10, April 10.
  • Apply directly through the program manager rather than OCAS

Fast Track Your Degree

Students receive the first 1.5 years of the degree (Module 1, 2, 3) advanced to them as block transfer on the basis of their diploma credential. That means you're nearly halfway through, and you haven't even started!

By taking 4 courses per term, you can complete your Honours Degree in 2 years.

By taking 3 courses per term, you can complete your Honours Degree in under 3 years.

By taking 2 courses per term, you can complete your Honours Degree in just over 4 years.

Or mix and match, adjust your schedule as you see fit. Transitioning to full-time studies is also possible.

Mandatory Work Term

Students must successfully complete one mandatory work term in order to graduate from the degree. This fieldwork may be completed during an arranged 14-week work term, or for students who are eligible, via a Prior Learning Assessment that demonstrates their current and recent workplace experience satisfies this requirement.

Career Opportunities

As a graduate of the Bachelor of Child Development degree program, you will be able to work with many health, education and social service professionals in an interdisciplinary approach to education. You will be ideally suited to work as an educator in parent/child resource centres such as Ontario Early Years Centres (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 will be well equipped to further their studies by earning a Masters degree or further specialization in a number of fields including education, child studies, child development, occupational and speech therapy, autism therapy, counselling and social work. 

For those entering the work force, this degree supports candidates in the following, diverse roles:

  • classroom teacher
  • resource teacher
  • early interventionist
  • education administrator
  • government employment in child and community services sectors
  • family and mental health care professional
  • child care entrepreneur

Wherever organizations and companies could benefit from a deep understanding of child development, you'll be prepared to lead the way.


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Curriculum

BCD400
Integrative Seminar: Kindergarten to Grade 3
Availability
 

This field placement seminar is designed to support students in integrating practical skills and knowledge into kindergarten and early elementary school settings. This course focuses on developing a solid foundation for professional practice that values the diversity of children, families, communities, and colleagues in school settings. The seminar is designed to allow students to discuss experiences from their field placement and reflect on these experiences with other students.




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BCD404
Attachment Across the Lifespan
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Theories of attachment focus on the nature of social and emotional adult-child relationships and how they develop. Literature on attachment enables students to examine how attachment affects development, what effect caregiving (both in home and out of home) has on attachment and how early attachments affect relationships in later life. Observations in diverse settings will enable students to identify and describe behaviours associated with different patterns of attachment. Students will examine how attachment can be nurtured and optimized between caregiver and child. In addition, an examination of the criticisms of attachment theory will be scrutinized and alternate relational constructs discussed.




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BCD406
Mathematics and Digital Literacy
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This course explores the principles, methods, and materials for working with children from birth to 12 using mathematics and digital literacy in an integrated and inclusive curriculum. Students will participate in activities to develop the practical and theoretical skills required to support children's development. The focus will be on developing the skills and understandings to be critically reflective of pedagogical practices in the areas of mathematics and digital media.




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BCD408
Child and Family Relationships: Theoretical Foundations
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This course will give students the opportunity to explore diverse theories of family dynamics. Students will gain skills in identifying the cultural and historical lens of each theory, along with the inherent assumptions of family trends. A sound knowledge of family research and theory application will provide students some of the tools necessary in understanding families and to recognize their role in positive change where needed in family life.




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BCD410
Critical Social Theories
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In this course, students are introduced to critical social theory, and the various sub-fields of critical theory relevant to work in human services contexts. Students will develop the skills necessary for questioning the values and assumptions of society, and to move beyond mere explanation of social phenomena, towards transformation of society. Dominant discourses about children and childhood are problematized and deconstructed with an aim to reconceptualizing ways of being in the world with children that are equitable and just. Critical literacy is explored as a pedagogical tool for engaging children in the critical reading of the world.




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BCD500
Integrative Seminar: Community
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This field placement seminar is designed to support students in integrating practical skills and knowledge in community settings. This course focuses on developing a solid foundation for professional practice with children, families, communities, and colleagues in community settings. The seminar allows students to discuss experiences from their field placement and reflect on them with other students.




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BCD502
Mental Health Intervention Planning for Children
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Policies and practices related to children's mental health are critically analyzed. Different classification systems for understanding and defining children's behaviours are studied. The application of evidence-based practices for intervention and program planning are considered. Collaboration with members of inter-professional teams from a culturally competent strengths-based perspective is explored.




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BCD504
Children's Emotional Well Being
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The seeds of mental health are planted in the early years. Through discussions and case studies, students will explore how young children experience emotions, how they express emotions and a range of feelings, and the significant role of the attachment and other primary relationships throughout the early years. Building on this knowledge, developmental constructs such as regulation and resilience will be explored. Students will examine the issue of risk and protective factors and resiliency in child development and how these factors influence children in the early years. Finally, strategies and tools to observe and screen early mental health will be explored.




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BCD508
Inter Professional Collaboration
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Community organizations, service providers, residents, governments, and large institutions work together to enhance child, family, and community services. Students will be introduced to social work, public health, policy development, education, child development, and early intervention disciplines to explore the possibilities of inter-professional practice. Students will identify resources and gaps in community services and opportunities for professional collaboration.




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LSO510
Indigenous Awareness: Towards Truth and Reconciliation
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WTP200
Work Term Preparation
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BCD604
The Brain and Cognitive Development
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Students will investigate the ways the brain functions, changes over time, and responds to both environmental and genetic factors. Connections between the continuum of development of cognitive skills and the contexts that they develop will be explored. Students will examine the link between early adversity, brain development, and gene expression with the goal of leveraging the science of brain development to support their professional practice. This course will expand on topics that have been introduced in previous development courses such as self-regulation, executive functioning, memory, attention, and learning.




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BCD606
Introduction to Research Methods
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This course will familiarize students with the research process. Students will come to understand the many decisions they need to make to develop a research project. To this end, this course will provide students with practical understanding of research methodologies relevant to the human services field. Topics secondary to the research process such as time management, personal motivation, organization, identifying the audience, writing conventions, and formatting will be discussed. Students will also learn about research ethics.




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BCD608
Care Collaboration with Families
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This course is designed to familiarize students with the purpose, function, and rationale for care collaboration. The skills associated with practitioner roles in service delivery by child and family agencies are explored. Students examine a variety of delivery models in human services and ways to address practitioner self-care and compassion fatigue. Students will explore their own biases and beliefs in order to enhance cultural competence in working with diverse families.




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BCD610
Language Development
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This course is intended to provide students with an introduction to language acquisition from infancy through the early school years by exploring syntax, morphology, semantics, phonology, and pragmatics. Development of more than one language is explored. Individual differences in language learning and how and why these occur are examined. Atypical language development with attention to the most common disorders is also addressed.




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BCD881
Childhood Development, Work Term
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WTR200
Work Term Reflection
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BCD702
Effects of Stress, Trauma and Violence on Children's Learning
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This course is designed for students to learn to identify children affected by stress, trauma and/or violence and to effectively support them. Students will learn about the signs and symptoms of stress and trauma and 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 considered. Central to this course is the examination of resilience and the strategies that may be used to meet child and family needs.




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BCD706
Applied Research Proposal
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In this course students will develop an applied research proposal based on a research interest relevant to their professional practice. Students will learn how to formulate a feasible research design based on particular philosophical and methodological assumptions. Students will learn to effectively synthesize the literature and theoretical frameworks relevant to their research topic. Choosing or designing valid and reliable instruments when conducting research and ethical protocol for research will also be addressed.




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BCD708
Methods of Screening and Assessment
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This course is designed to introduce students to a variety of tools used to identify children's differing abilities. Students will learn that screening and assessment are part of the continuum of intervention and not only a means of labeling and identification. Students will gain insights into the range of screening and assessment instruments typically used with families and children birth to twelve years of age.




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BCD710
Childhood in Global Contexts
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As future practitioners poised to work in pluralistic contexts, it is important to gain understanding of global perspectives about children and childhood. This course will focus on the significance of sociocultural-historical circumstances and the impact that local values, beliefs, and practices have upon children, families, communities, and colleagues. At the same time, the influence globalization plays in creating a normalizing discourse about children and childhood is critically examined.




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BCD802
Transformative Learning in Communities
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As graduates of this program you have a responsibility to share with others the knowledge and experience you have gained in a way that honours and supports community capacities. Through this course, you will build your own values and beliefs about how change is facilitated in and effects people's lives. Students will connect with a group of adult community members with the focus to engage in partnerships with them to create transformative learning opportunities that have the potential for far reaching effects.




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BCD806
Applied Research Paper
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This course will focus on the successful completion of an applied research project. Students' research will be conducted under the supervision of faculty. Students will collect and evaluate data to make recommendations and draw conclusions on the basis of the analysis of the research findings. Students will be required to present their findings to representatives in the field.




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BCD808
Family Focused Practice: Early Intervention
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Students will gain understanding of the nature of funding for universal and targeted programs (at the federal, provincial, and municipal government levels) that address the needs of a wide range of families. Empirical research, government documents, and other publications are examined. Students will examine the evolution of principles and theories of family support connected to service delivery. Contextually relevant programs for families with complex service needs will be explored.




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Program Outcomes

This Seneca program has been validated by the Credential Validation Service as an Ontario College Credential as required by the Ministry of Advanced Education and Skills Development.

As a graduate, you will be prepared to reliably demonstrate the ability to:

  • Support human growth and development from prenatal to age 12 within diverse sociocultural-historical contexts.
  • Design programs, services, and curricula for children, families, and communities informed by contextually relevant research, theories, philosophies, and human histories.
  • Implement inclusive programs, services, and curricula across a broad range of complex systems and settings.
  • Foster nurturing interpersonal relationships through positive communication to support children, families, communities, and colleagues.
  • Promote principles that honour the diversity and equity of all persons, including but not limited to minorities such as: Indigenous peoples, newcomers, persons with exceptionalities, LGBTQ2S, and other groups listed in the Ontario Human Rights Code.
  • Analyze information and situations using critical thinking in professional practice.
  • Collaborate within interdisciplinary teams across a wide range of professional environments to provide services to children, families, and communities.
  • Comply with regulatory standards, ethics, and codes of conduct in professional practice.
  • Develop written, visual, and digital media to support a range of communication across professional contexts and audiences.
  • Conduct applied research that informs contextually relevant practice.
  • Advocate with colleagues, families, and community partners to further the right to justice, dignity, and equity for all persons.
  • Engage in reflective practice to support professional growth and learning.

OSAP Funding Available

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.

  • 1 course (20%)
  • 2 courses (40%)

If you are taking 3 or more courses at the same time, you may be considered for full-time student grants and loans.

  • 3 courses (60%)
  • 4 courses (80%)
  • 5 courses (100%)

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.

Credit for Prior Learning

Prior Learning Assessment

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.

Transfer Credit (Advanced Standing)

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.

More Information

Please visit the Degree and Credit Transfer Office.

Graduation

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).

Promotion and Status

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

City Wide Training Early Childhood Professional, visit regularly for postings of professional development opportunities available across the city including Seneca College.

Faculty Profile

andrew-campbell

Andrew Campbell, PhD

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:

  • EAD508 A Constructivist Approach to Math and Science
  • EAD606 Case Management & Leadership
  • EAD802 Designing Educational Programs for Adults
  • TRI802 Introduction to Leadership Theories

Program Contacts

Contact us via this form or using the phone number(s) below it.





Dedra Profitt
Program Assistant
Dedra.Profitt@senecacollege.ca
416-491-5050 ext.22635


Karen Skeaff
Academic Program Manager
Karen.Skeaff@senecacollege.ca
416-491-5050 ext.26626


Information Session

New students are invited to attend an information session.