This course introduces the student to the significance of early childhood education and care. Students will examine the history, philosophical tenets, curriculum models, professional standards, and legal requirements of the field. Students will explore the changing context to the field provincially, nationally, and globally.

Infant and Toddler Development explores child development from prenatal to toddlerhood (ages 0-3), examining their physical, neurological, motor, cognitive, language, social, and emotional development Emphasis is placed on integrating developmental theories relevant to infancy and toddlerhood with contemporary research findings for practical application purposes. Students achieve a strong foundation in prenatal and infant development, supporting a knowledge base from which they can thoughtfully bring forth into future courses to support their learning in the field of early childhood.

This course introduces students to pedagogical frameworks and policies for working with children and families in early learning settings. Students will practice using these pedagogical frameworks, policies, and observations made during a 6-day job shadow to develop mock program plans. Through seminar discussions and job shadowing in an early learning setting, students will be provided an opportunity to understand the professional regulations and mandates of the College of Early Childhood Educators. Students will also familiarize themselves with the field practicum expectations that will be required of them throughout their four years of practice. A pass/fail grade will be assigned upon completion of the course

Early and Middle Childhood Development explores child development from early to middle childhood (3-12 years), examining their physical, neurological, motor, cognitive, language, social, and emotional development. Emphasis is placed on integrating developmental theories relevant to childhood with contemporary research findings for practical application purposes. Students achieve a strong foundation in early and middle childhood development.

This course is designed to provide an introduction to strategies for ensuring the health, safety, and well-being of children in early learning settings. The course provides students with a framework for understanding the roles and responsibilities of early childhood professionals in maintaining children's health and well-being. Current legislation issues will be explored including: health and safety information; the types, levels, and response to child abuse, and human rights and child protection.

This course will focus on the value of play and its roles in the life of a young child. Play is central for the development of young children. It is through play that children consolidate their knowledge, learn social skills, express their emotions, process experiences/information, and most of all have fun. Play allows for creativity and fantasy. Students will study the value of play and the need to advocate for inquiry-based programs for young children.

This interdisciplinary course is designed to examine parent-child relationships in the context of several theoretical and applied social science perspectives onto the multitude of socio-cultural circumstances and factors in today's North-American/Canadian families. Introducing students to the possibilities of viewing parent-child relationships from multiple standpoints in a critical manner. Beyond this, students have the opportunity to examine and explore their own values, opinions and experiences in the context of parent-child relationships.

This course examines the philosophy behind the systematic use of observational methods and identifies the reasons for observing children and recording that information for future use. A variety of basic observational techniques used in the field of early childhood will be discussed, explored and evaluated.

This course examines the biological, psychological and social changes associated with the adolescent stage of human development. Current research findings are presented to illustrate key developmental issues and to locate adolescent development historically as well as socially. Physical, cognitive, emotional and sexual development is explored within the context of family, peer and school relationships. Particular attention is paid to the application of theories and concepts to the lived experiences of adolescents.

This course continues the exploration and understanding of pedagogical frameworks and policies for working with children and families in early learning settings. It introduces students to childcare settings where students will participate in developing and implementing curriculum that is based on daily observations and pedagogical frameworks. Through discussion seminars, reflective journals and the creation of an e-Portfolio, students will have an opportunity to gain insight into various dimensions of teaching and learning for self-improvement and growth. A pass/fail grade will be assigned upon completion of the course.

This course provides students with a conceptual framework for designing appropriate play-based curriculum. The importance of fostering creativity in young children is emphasized. Students apply theory as they design, implement and evaluate developmentally appropriate play-based learning experiences for children 0 to 4 years of age in an early childhood setting. A variety of curriculum resources and creative materials are explored.

This course is designed to help students identify the essential factors required in implementing a program that enhances and supports school-age development and learning. Helping students to understand the unique differences and challenges facing school-aged children will help educators as they design developmentally responsive inclusive curricula. In addition, the role of the educator, use of guidance, and effective teaching and learning experiences will be examined. A practical approach will provide opportunities for students to plan, implement, and evaluate responsive inclusive curriculum for children six to nine years of age.

Children with Exceptionalities provides an overview of the diversity of special needs of children and the effects on children's development. This course prepares early childhood professionals to work with all children in a diverse range of settings. Different causes and common characteristics of exceptionalities, intervention approaches, and programming guidelines for creating an anti-bias and inclusive learning environment will be explored.

This course will expose students to issues surrounding social justice through the examination of one's values, beliefs, and attitudes, specifically as it relates to working with marginalized children and families. Students will explore a wide range of topics related to social justice, enabling them to understand the causes of injustices and how they can become professionals who are responsible agents of change.

Students will explore the effects of the digital world on brain development, child development, social and parental relationships. They will examine the impact of technology in early learning and educational environments with an emphasis on the use of technologies to support the diverse needs of children's mental health; wellness; assistive technologies; medical interventions and academic skills.

This course focuses on the development of interviewing and counselling skills that will enable effective communication with children and their families in a variety of professional settings in the fields of early childhood services. An examination and analysis of major theoretical approaches to working with children and their families will also be provided. This course will involve a skill lab component which requires students to practice skills demonstrated in the lectures.

This course introduces students to children with special needs, and inclusive and individualized curriculum. In their assigned field practicum setting, students will be expected to design and implement activities that meet the needs of individual and groups of children. Students are expected to modify and adapt curriculum to meet the needs of all children. Through discussion seminars, reflection reflective journals and the creation of an e-Portfolio, students gain insight into various dimensions of child development and inclusive curriculum and practices, which will support their professional growth.

This course challenges students to appreciate how historical events, demographic trends, political ideologies, jurisdictional responsibilities and global economic and social influences have shaped, and continue to shape public policies and programs that are important to children and families. The course considers current early learning and care policy from a variety of perspectives. Students will examine how issues have been addressed to date throughout Canada and internationally.

This course introduces students to the various community settings that support the development and well-being of children and families. Students will gain experiences in the area of diversity including special needs, family services, early intervention and prevention settings, therapeutic settings and elementary schools. Through discussion seminars, reflective journals and the creation of an e-Portfolio, students will have an opportunity to gain insight into various dimensions of child development and inclusive curriculum to support their professional growth.

This course examines the history, theory and practice of community development and participation in the field of early childhood. Students explore their own values and beliefs in relation to collaborative capacity building by experiencing community development work at the grassroots level.

This course will focus on the assessment of child development and the creation of interventions to support the needs of the child. Principles of assessment and intervention will be explored, with respect to children, their families, and children within larger organizational settings. Students will review different standard assessment tools and intervention programs/techniques available to children between the ages of 0-8.

This course will encourage students to examine their personal perceptions and experiences with families and explore a variety of challenges they experience. It provides an overview of different types of families. Theories, interventions, and programming guidelines will be explored/examined.

This course provides students with a conceptual framework for designing curriculum that fosters the strengths and needs of children with exceptionalities. The importance of fostering development through a strengths-based approach is stressed as a variety of curriculum resources are explored. Students apply theory as they design, modify, adapt, and implement and evaluate appropriate learning experiences for children with exceptionalities in an early childhood setting. With the use of case studies, the course provides opportunities for students to analyze theories, exchange ideas, and practice skills with an applied approach.

This course focuses on how mental health and trauma impact children's development. It prepares early childhood professionals to work with children who have experienced trauma and mental health challenges in a diverse range of settings. Different causes and common characteristics of mental health differences such as behavioural, emotional and social challenges, grief, and trauma will be explored.

This course will provide students with knowledge and practical strategies for developmentally supporting children's voices, perspectives and experiences professionally. Students will learn to foster open communication, actively listen and manage conflicts with parents and colleagues. Students will learn to create safe and supporting spaces of belonging and relationships to support children in sharing their thoughts, ideas and their authentic selves. Students will additionally learn to build strong supportive trusting relationships with parents and develop the skills to navigate difficult conversations.

This course will examine the importance of a multidisciplinary approach when working with children and families. Students will explore the meaning and importance of collaborating with other professionals to ensure the needs of the whole child are met. As future early childhood professionals, students will learn what their role is in a collaborative team.

This course explores current issues and trends in professional practice. Through collaborative learning and reflective practice, students acquire skills in best practices such as effective communication and conflict resolution. The importance of advocacy and empowerment in relation to marginalization and power are investigated. Students examine their personal and professional values, supporting the process of making ethical decisions related to the field of early childhood studies.

This course focuses on the child's rights to quality programs in early education and care. The issue of quality will be reviewed from various perspectives. Students will examine the roles, responsibilities, skills, and techniques available to professionals who develop and administer high quality programs. Students consider the effective planning and utilization of resources (money, human energy, physical resources, and time) to provide services to children and families while meeting the needs of the community.

Students will choose a practicum in an area of interest in the field of Early Childhood Studies. This allows for an in-depth experience independently planning, implementing and evaluating curriculum for children and/or their families in collaboration with other professionals. Students will be involved in various aspects of the field practicum setting to understand the role that it fulfills in the broader community of support services for children and families.

Students continue their practicum at the same site they were placed for Field Practicum V. This allows for an in-depth experience independently planning, implementing and evaluating curriculum for children and/or their families in collaboration with other professionals. Students use the knowledge gained in the previous semester to refine their reflective practice skills in a weekly integrative seminar and through the development of an e-Portfolio Students will gain practical experience in the role of Early Childhood Professional, further developing their knowledge and skills in leadership, research, communication, programming, advocacy, teamwork, social justice and reflective practice.

Students will choose a practicum in a specialized setting within the field of Early Childhood Studies. This allows for an in-depth independent experience working with children and/or their families in collaboration with other professionals. This practicum course is for transfer students who are eligible to register with the College of Early Childhood Educators and would like additional experience in diverse and specialized environments.

This course will require students to critically analyze the role of advocacy, leadership, self-awareness, innovation and entrepreneurship in the field of early childhood. Students will explore advocacy and leadership potential, qualities, and abilities for professionals who work with children and families. Students will examine the importance of advocacy and leadership in the early years and develop an understanding for how it impacts the changing nature of the field and available services.

This seminar course will provide Early Childhood Studies students in their final year with an opportunity to engage in discussion addressing the theoretical and applied aspects of the professions engaging children and families. The seminar will provide students the opportunity to explore in depth, synthesize and debate current issues early childhood studies. The seminar focus may change each year based on the instructor's expertise, areas of interest and the local and or global environment affecting children, profession or field.

The independent study course is designed to provide senior undergraduate students with an opportunity to pursue library or field research under faculty supervision and to prepare an integrated paper or literature review. Formal agreement between the student and the faculty supervisor is required, as is approval of the program head.

The independent study course is designed to provide senior undergraduate students with an opportunity to pursue library or field research under faculty supervision and to prepare an integrated paper or literature review. Formal agreement between the student and the faculty supervisor is required, as is approval of the program head.