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ECE112 - Wellbeing and Ethics of Care
Through the ethics of care lens, students will examine health, safety, and nutrition regulations, policies, procedures, and evidenced-informed practices in Early Childhood programs. Students will evaluate multiple dimensions of health, wellbeing, and vulnerability examining the socio-cultural contexts of lives of families, communities, and educators. The process of child abuse reporting will be examined at an introductory level.Students will learn about health, safety and nutrition practices in Early Childhood programs. The process of child abuse reporting will be examined at an introductory level.
ECE412 - Legislation, Advocacy and Social Policy
Students will study the interconnection of relevant legislation, quality indicators, funding mechanisms, and administrative practices to provide educated support and guidance to families in early childhood programs. Students will gain insight into the administrators' role and the educators' role as it applies to administrative practices. Students will expand their advocacy role and leadership role on behalf of children and families in Ontario and the early childhood education profession.
ECE413 - Pedagogy and Care: Inclusive Community Practices
In this course students will focus on a variety of theories and pedagogical approaches to co-design inclusive environments that support equity and diversity. The role of the reflective educator as researcher, collaborator, documenter, and supporter of learning will be examined. Students will examine the implications of applying a variety of cultural and philosophical values in pedagogical practices in various contexts. This course explores special considerations related to mathematics, construction play, digital and written literacies, and inquiry-based learning. By the end of this course students should have the competencies to practice as a Registered Early Childhood Educator in a variety of settings, including Full Day Kindergarten.
ECE414 - Critical Perspective of Childhood Disablement
This course provides an in-depth perspective on theories and narratives describing forms of disablement from the perspective of disability as an identity. Students will examine their preconceived notions of disability and gain a depth of understanding of impairments. Students will learn about adaptations that empower child self-advocacy across settings and apply inclusive praxis while working with disabled children.
ECE415 - Ethics, Professional Practice and Leadership
Students will examine what it means to be a professional early childhood educator. Being a Registered Early Childhood Educator has implications that include public and professional expectations and accountability. Students will become knowledgeable in professional ethics, standards of practice, and their role within the spectrum of services for children, families, and communities. Students will further their knowledge and skills in communication, mentorship, and reflective practice in a professional context.
Specifically, students will engage in processes that invite them to amalgamate their philosophical ideals and the realities of ethical obligations and policies through collaboration with colleagues. Students will recognize that all early childhood educators are leaders regardless of their role or position in early years and childcare settings.
ECE416 - Field Placement: Inclusive Community Environments
Subject Description
Students will complete two full days per week of field practice throughout the semester, in an inclusive early childhood field placement. Students will draw from their knowledge of child development and their insights into individual children to plan, implement and reflect on developmentally appropriate investigations for individuals and the entire group. Students will design environments and emergent curriculum that is inclusive, play-based, meaningful, and responsive to children's interests and ideas. The role of the reflective practitioner as researcher, collaborator, documenter, and supporter of learning will be practiced. Learning experiences that connect children with nature will be planned, implemented, and evaluated. Students must consistently demonstrate skills in professionalism, keeping children safe and healthy, appropriate program planning, facilitation of learning, problem solving, positive behaviour guidance, and effective communication with children, teachers, parents, and other adults.
If at any time a student jeopardizes the emotional well-being, health, or safety of a child through actions or behaviours and the supervising professor determines that the student is not capable of the required level of independent functioning, the student may be withdrawn from placement and may fail the course. The student may also be asked to leave the program.
FIELD PLACEMENT REQUIREMENTS
Students must have copies of their medical, standard first aid / CPR level C and Vulnerable Sector Screen to begin placement. Failure to provide these documents will delay the placement start date and missed days/hours will need to be made up.