ECD703 - Communication Strategies-Early Childhood Education

Outline info
Last revision date 2018-07-09 08:53:08.013
Last review date 2018-07-09 08:53:08.014

Subject Title
Communication Strategies-Early Childhood Education

Subject Description
Students construct, practice and analyze a variety of communication strategies, related to the responsibilities of a Supervisor/administrator in Early Childhood environments. Students develop a professional communication portfolio which includes; sample formats for surveys, program brochures, business letters, media releases, newsletters, policies/procedures and business proposals. Additionally students assess and analyze which strategies are most effective with different client groups; children, parents, board of directors, volunteers, staff and other community professionals. Through online discussions, postings, case studies, readings, assignments and practical applications, students have the opportunity to practice and utilize effective communication skills including analysis, research, evaluation, and decision-making to affect change in the workplace.

Credit Status
One credit in the Early Childhood Education Administration Graduate Certificate program.

Learning Outcomes
Upon successful completion of this subject the student will be able to:

1. Develop strategies to maintain open communication with families, volunteers, staff and other professionals.

2. Identify the key components of a philosophy statement for a variety of early childhood education settings, evaluating and incorporating the unique needs of each program.

3. Review and build strategies for developing a partnership with families and the community in the operation of an Early Childhood setting.

4. Write policies and procedures for an early childhood setting which include: personnel, confidentiality & nondisclosure, serious occurrence, guidance, admission to the early childhood setting, reporting to families and emergencies that conform with legal requirements of the Day Nurseries Act.

5. Demonstrate knowledge of the strategies for organizing and facilitating a Board of Directors including D.N.A. and Ministry of Social Services roles.

6. Describe the role and responsibilities of a Board of Directors in an early childhood setting.

7. Write a funding proposal.

8. Review and write sample reports; ie. child study, program reviews, staff evaluation, etc.

9. Review and evaluate promotional literature

10. Review and write sample communiques; ie. business letters.

11. Develop professional communications skills required by resource agencies including proper observations formats and professional assessment methods.

Upon completion of the Early Childhood Education diploma, students should have achieved the following generic outcomes and vocational skills.

Generic Skills Learning Outcomes
Early Childhood Education Programs(1)

The graduate has reliably demonstrated the ability to

1. communicate clearly, concisely, and correctly in the written, spoken, and visual form that fulfills the purpose and meets the needs of audiences.
2. reframe information, ideas, and concepts using the narrative, visual, numerical, and symbolic representations which demonstrate understanding.
3. apply a wide variety of mathematical techniques with the degree of accuracy required to solve problems and make decisions.
4. use a variety of computer hardware and software and other technological tools appropriate and necessary to the performance of tasks.
5. interact with others in groups or teams in ways that contribute to effective working relationships and the achievement of goals.
6. evaluate her or his own thinking throughout the steps and processes used in problem solving and decision making.
7. collect, analyze, and organize relevant and necessary information from a variety of sources.
8. evaluate the validity of arguments based on qualitative and quantitative information in order to accept or challenge the findings of others.
9. create innovative strategies and/or products that meet identified needs.
10. manage the use of time and other resources to attain personal and/or project-related goals.
11. take responsibility for her or his own actions and decisions.
12. adapt to new situations and demands by applying and/or updating her or his knowledge and skills.
13. represent her or his skills, knowledge, and experience realistically for personal and employment purposes.

Vocational Learning Outcomes
Early Childhood Education Programs(1)

The graduate has reliably demonstrated the ability to

1. plan curriculum* that is based on a thorough understanding of child development*.
2. plan and implement individual programs and curriculum* to meet the developmental needs of children*.
3. utilize a variety of observation techniques* to enhance work with children*, families*, and co-workers.
4. maintain responsive relationships* with individual children* and groups of children*.
5. establish and maintain safe and healthy environments* which best meet the requirements of current legislation*, regulatory bodies, and program policies.
6. develop and maintain effective written, oral, nonverbal, and electronic communications with children*, families*, co-workers, employers, and individuals/agencies.
7. apply relevant legislation*, policies, procedures, and regulations to early childhood education programs and settings in a changing social context.
8. apply a personal philosophy of early childhood education within the framework of ethical and professional standards*.
9. act in a manner consistent with principles of fairness, equity, and diversity* to support the development and learning of individual children*, within the context of his/her family*, culture*, and society.

(1) @2002, Ontario Ministry of Training, Colleges and Universities

*see web site at:

Cheating and Plagiarism
Each student should be aware of the College's policy regarding Cheating and Plagiarism. Seneca's Academic Policy will be strictly enforced.

To support academic honesty at Seneca College, all work submitted by students may be reviewed for authenticity and originality, utilizing software tools and third party services. Please visit the Academic Honesty site on for further information regarding cheating and plagiarism policies and procedures.

All students and employees have the right to study and work in an environment that is free from discrimination and/or harassment. Language or activities that defeat this objective violate the College Policy on Discrimination/Harassment and shall not be tolerated. Information and assistance are available from the Student Conduct Office at

Accommodation for Students with Disabilities
The College will provide reasonable accommodation to students with disabilities in order to promote academic success. If you require accommodation, contact the Counselling and Disabilities Services Office at ext. 22900 to initiate the process for documenting, assessing and implementing your individual accommodation needs.

An Early Childhood Education diploma or equivalent and attendance at the Mandatory Orientation Session

Topic Outline
1.  Professional communication

2.  Confidentiality

3.  Communication through technology

4.  Written communication

*Students must attend a Board of Director’s meeting, or other related meeting and be prepared to discuss this with the class (as per class discussions) on Week 11/12.

Mode of Instruction
Lectures, demonstrations, group discussions, presentations, possible guest speakers.

Prescribed Texts

Online Text:

Occupational Standards for Child Care Administrators, Child Care Human Resources Sector Council, Ottawa. Available from

Management of Child Development Centers 8th edition
by Patricia F. Hearron and Verna Hildebrand, Pearson Publishers, ISBN# 9780133830941

Optional Resources:
1. Everyday Encounters. An Introduction to Interpersonal Communication, 3rd edition
by Julia Wood and Ann Schweitzer, Nelson Publishers.

2. Interpersonal Communication for Canadians
by Jennifer MacLennan, Oxford Publishers.

Inclass Texts:

Day Nurseries Act; Treasurer of Ontario,

Healthy Foundations in Early Childhood Settings, 5th edition, 2009 ;
By B. Pimento and D. Kernested, Nelson Publishing, ISBN# 9780176509569

Administering for Quality: Canadian Early Childhood Development Programs, 4th edition;
By Yeates, McKenna, Warberg & Chandler; Publisher: Pearson Education   ISBN # 9780132113588

Handle With Care, Communicating in the Human Services Field in Canada, 5th Edition;
By Lucy Valentino; Nelson  ISBN# 9780176504397






Reference Material
A Writer's Resource, 2nd edition
By Maimon, Peritz, Rubens, McGraw Hill, ISBN#007078043-9

Required Supplies

Promotion Policy

Grading Policy
A+ 90%  to  100%
A 80%  to  89%
B+ 75%  to  79%
B 70%  to  74%
C+ 65%  to  69%
C 60%  to  64%
D+ 55%  to  59%
D 50%  to  54%
F 0%    to  49% (Not a Pass)
EXC Excellent
SAT Satisfactory
UNSAT Unsatisfactory

For further information, see a copy of the Academic Policy, available online ( or at Seneca's Registrar's Offices.

Modes of Evaluation
To pass this course, the student must achieve the learning outcomes of the course.  This is demonstrated by the students successful completion of all work.

Students must retain a duplicate of all assignments.  All assignments are due in hard copy form at the beginning of class. Late assignments will be subject to the following penalties:
After the start of class to one week late: 10% of total assignment grade will be deducted.
Second week late: 20% of total assignment grade will be deducted . If the assignment is not submitted within the two weeks after the due date it will be assumed that the student chooses not to submit the assignment and a grade of 0 will be assigned. The final grade will be calculated by adding the grades for the assignments submitted.

Students must request an extension for assignments in writing before the assignment due date. Extensions will be granted on an individual basis and many require submission of documentation to verify lateness. The instructor will determine any grade penalty that may apply.

Assignments/presentation are to be grammatically correct and marks will be deducted for errors in spelling, grammar, capitalization and punctuation.  It is expected that students have a sufficient command of the English language to express their thoughts clearly in both written assignments and class discussions.

All assignments / presentations must be cited.  Students are referred to the following web site for Seneca College library APA Style Guide for citation and Guide to Integrating Quotations (APA Style):

Students are strongly encouraged to attend all classes and assessments (online participate in all learning activities).  It is your responsibility to cover any missed materials.  Presentations or exams missed without sufficient documented reason, will result in a grade of zero for the missed assessment(s).

The student must attain a combined grade of at least 50% on the term work and the final exam to pass the course.  For further information on evaluation and academic standing, see a copy of the Academic Policy available at Seneca registration offices or online at:

In class Evaluations:

Grading is based on the following marking scheme:

Confidentiality & Non-Disclosure Policy & Procedure                   20%
Board of Director Report/Presentation   25%
*Policies and Procedures Manual  35%
Funding Proposal 20%

*Designated Final Assignment

Online Evaluations:

Assignments  100%


Approved by: Sandra Noble