This course focuses on relevant developmental domains, theories and sequences of child development for children from two to six years of age. It also examines observation techniques and the use of screening tools.

Students will learn to plan play-based, inclusive, emergent curriculum for preschool children. Theories that support children's learning and the role the Early Childhood Educator will be explored. Students will identify ways to build professional relationships with adults and children. There will be a focus on observing and documenting children's play for the purpose of designing curriculum. Positive guidance strategies will be learned.

This course focuses on four health related topics and their relevance in working with young children in preschool settings.
These topics are

1. health
2. nutrition
3. safety
4. child abuse

Students are introduced to the role of advocacy and bias-free practice in a professional context. Students will examine advocacy and diversity as it relates to services for children, families and early childhood educators.

This course introduces students to the complex process of incorporating music and creative arts into the preschool curriculum. Based upon observations of preschool children, students will design, implement and evaluate music and creative arts learning experiences, which reflect an understanding of the development of the preschool child. In addition, students will explore a selection of art materials and develop an awareness of how preschool children utilize these to express an understanding of their world.

Field placement gives students the opportunity to practice what they have learned in the ECYA program. Students will plan, implement and evaluate play-based, inclusive, emergent curriculum experiences for preschool children. The early childhood educator's role as facilitator will be studied and practiced. Inclusive child guidance techniques will be utilized that support, nurture and respect children's individuality. Based on observation of children, students will develop skills in planning, implementing and evaluating programming that meets the needs of individuals and small groups of children and which are safe, diverse and developmentally appropriate. In addition, time is spent reflecting and examining issues related to the field placement experience.
Note: If at any time a student jeopardizes the physical and/or 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. Students may also be withdrawn from placement and fail ECY102 and EFP102 courses for inappropriate and unprofessional conduct.
Field Placement Requirements: Students must have copies of their medical, standard first aid - CPR Level C and Vulnerable Sector Screen in order to begin placement. Failure to provide these documents will delay the placement start date and missed days/hours will need to be made up.
Please note that field placement is 16 hours per week throughout the term.

This course focuses on principles, theories and sequences of child development from conception to thirty-six months. Students will gain exposure to a variety of observational techniques and screening/assessment measures which will enable them to apply developmentally appropriate practice for this age group.

This course is a methodology subject that supports students in their application of child development theory to create an effective learning and caring environment for infants and toddlers.

Students will examine the complex relationships between the child, family and the community. Theory and practice will be emphasized which are relevant to helping parents and other family members work with their child. Students will explore their own attitudes, beliefs and values as they are shaped by their life circumstances and become aware of how these impact on themselves as Early Childhood Educators. Students will learn the signs and symptoms for the three types of abuse (physical, emotional, and sexual) and the four types of neglect (physical, neglect, emotional, and educational). The course content includes safety of the child, legal responsibilities and the process used when a suspected case has been reported.

Interpersonal communication is the function of communication that involves the care and maintenance of relationships. As humans our interpersonal interactions are affected by political, rhetorical, cultural, and organizational contexts and pressures. As early childhood educators it is essential that we understand the complexities of all facets of communication.

The student will study the historical and philosophical foundations of Early Childhood Education. They will have the opportunity to examine current models of ECE and how they relate to their own and examine their own beliefs about early education. In the course students will begin to create their own personal philosophy of Early Education.

Students will be placed in sites where they will be able to integrate learning from all their classes. They will have the opportunity to practice skills required for the care and teaching of children birth to 2.5 years. On placement they will be mentored and receive feedback, see professionals on the job and experience the multifaceted work involved in facilitating the optimal growth and development of young children.
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.