Honours Bachelor of Early Childhood Leadership-2023/2024
| Core Courses | ||||
| Take all of the following Mandatory (Core) Courses: The Minimum Cumulative GPA for Core Courses is 2.5 (ECED-7002 and ECED-7001 are for ECE bridging students only) | ||||
Group 1 | ||||
| LEVEL 1 In addition to the following mandatory courses, please refer to the Non-Core Level 1 requirement below | ||||
| ECED-7004 | Human Development-Foundations | 3 | ||
| The course introduces the study of human development from a developmental health perspective. Recent findings about early brain development and genetic expression join traditional theories from development psychology and population health perspectives into a framework of understanding that is the foundation for working with young children and their families. | ||||
| HLTH-7011 | Holistic Wellness | 3 | ||
| In this course students will explore the Canadian healthcare system, and resources that promote holistic well-being. Prevailing health conditions and their associated risk, protective, and prevention influences will likewise be examined. Students will analyse connections between neurobiology, early years environments, the early childhood leader, and trauma-informed care. Opportunities to apply health risk evaluation tools and integrate holistic wellness concepts into a personal wellness plan, reflective of the complexities of first year post-secondary studies, are main to this course. | ||||
| ECED-7025 | Observing for Pedagogical Documentation | 3 | ||
| In this course students will explore observing, recording and assessing skills and their connectedness to curriculum and pedagogy in early childhood programs. Students will examine how to gather and interpret data to inform curriculum that positively influences children's play, and development. Students will have opportunities to translate theoretical knowledge into practice, and investigate sensitive and professional ways to communicate documentation with families, colleagues, and community partners. | ||||
| COMM-7009 | Interpersonal Communication | 3 | ||
| The course emphasizes self-knowledge and professional development through the mastery of effective interpersonal skills while addressing leadership skills, advocacy and conflict resolution. Students build a foundation in effective communication theory and practice within the context of early childhood settings. Particular emphasis is given to communication competence in a multicultural, interdisciplinary, child- and family-focused workplace. | ||||
| ECED-7024 | Principles to Practice in Early Years | 3 | ||
| Students will be introduced to models of early childhood program delivery and review curriculum in which environments, interactions, daily routines, schedules and transitions are designed to support childrens capacity to regulate the expression of emotions, behaviour and attention. This course explores play as a means to early learning and development. Respect for families, communities, relationships and diversity are emphasized as a prerequisite for effective early childhood programs. | ||||
Group 2 | ||||
| LEVEL 2 In addition to the following mandatory courses please refer to the Non-Core Level 2 requirement below | ||||
| ECED-7006 | Human Development-The Early Years | 3 | ||
| The study of early human development from an interdisciplinary perspective begun in the introductory course continues. Students examine how early experiences set trajectories for lifelong health, well-being, competence and coping abilities. The development of self-regulation, social competence, communicating and learning from early childhood through the middle years are examined from multiple perspectives. Students consider the impact of social and physical environments and have an opportunity to practice a variety of observation methods. | ||||
| HLTH-7002 | Wellness & the Young Child | 3 | ||
| The course introduces the principles and practices of health, safety and nutrition requirements related to the education and care of children from birth to six. Health and safety elements are explored within the framework of health promotion, preventative practices, legislative requirements and supportive community resources. Students examine the role of proper nutrition and physical activity from birth until adolescence with a focus on the physical maturation of the brain's architecture that underlies all domains of development. Students consider and respect the interface of family childrearing values and beliefs, and evidence-based practices. | ||||
| FLDP-7015 | Field Practicum 0-3 Years | 6 | ||
| In an Early Years setting (typically an infant and toddler room), students will have opportunities to integrate course knowledge into practice. Working collaboratively with classroom educators, students consolidate knowledge in building responsive relationships, respectful interactions, and the pedagogical processes in relation to varying abilities and temperaments. Students will actively engage in processes of observing, documenting, and developing curriculum that is child-centered, play-based, and linked to current pedagogical documents and evidence-based practices. Maintaining healthy and safe environments, aligned with legislative and legal requirements will be emphasized. Students will be expected to exhibit professional behavior that is grounded in ethical practices. Reflective practice will be utilized as a method to enhance integration of the field experience. The field practicums are to be taken concurrently with the associated field seminar to fully support the learning experience. | ||||
| ECED-7026 | Curriculum for Young Children: 0-3 Years | 3 | ||
| In this course students examine the foundations of learning with reference to current play-based pedagogical documents. Inquiry play-based learning in outdoor and indoor environments, with a concentrated focus on relationships and inclusion is of essence. Students have opportunities to further build on and integrate pedagogical observation, documentation, and reflective practice knowledge and competencies. Co-construction of pedagogical practices and curriculum in 0-3 early years environments, in linkage to the child and family, is of focus. | ||||
| FLDP-7016 | Field Seminar 0-3 Years | 2 | ||
| Students will have opportunities to critical reflect upon and consider integration of course knowledge into practice. Building trusting relationships and responsive interactions and the pedagogical processes in relation to varying abilities and temperaments will be of key focus in seminar. Students will critically examine processes of observing, documenting, and developing curriculum that is child-centered, play-based, and linked to current pedagogical documents and evidence-based practices. Strategies to maintain healthy and safe environments, aligned with legislative and legal requirements, will be emphasized. Students will be expected to exhibit professional behavior that is grounded in ethical practices. Reflective practice will be utilized as a method to enhance processing of the field experience. | ||||
Group 3 | ||||
| LEVEL 3 | ||||
| ECED-7009 | Human Development to Late Adult | 3 | ||
| This course explores physical, social, emotional, and cognitive development at four age periods: adolescence, early adulthood, middle adulthood, and late adulthood. Students consider family relationships and parenting issues across the life cycle. Using an interdisciplinary perspective, theoretical concepts and relevant age-specific issues (e.g., teen sexuality, family patterns of interactions, marriage, death and bereavement) are analyzed and synthesized for each age period within the lifespan context. | ||||
| PHIL-7011 | Philosophy & History of ECE | 3 | ||
| This course introduces historical, theoretical, and philosophical antecedents of early childhood education and care (ECEC) broadly, with a specific focus on what we know as early childhood pedagogy in Canada today. Through this course, we will examine ideas such as "what is childhood?" as well as the values and practices related to the care, education and development of young children and how these ideas have evolved from ancient times to the present. Together, through discussions about the perspectives of children, the roles and responsibilities of families and communities, and the values and practices we employ in ECEC settings we will discuss and build our understanding of the history of childhood and the institution of early childhood education. We will engage in collaborative analysis through a study of key European philosophers as well as key Indigenous perspectives and teachings that underpin our pedagogical approaches in ECEC today. | ||||
| SOCI-7016 | Family Studies-Research & Application | 3 | ||
| The social construct of 'family' and the different expectations of children and teachers across cultures are examined in this course. Concepts of 'class', 'race', 'racism', and 'ethnic relations' are studied within the context of globalization, migration, refugee and settlement experience. Students expand their understanding of parenting processes and examine work-family balance. Students examine a range of theoretical perspectives and research on family issues and consider their application in working with families, engaging families and supporting parenting within early childhood programs. | ||||
Group 4 | ||||
| LEVEL 3 Add'l Reqm't Take ECED-7008 or ECED-7002 | ||||
| ECED-7008 | Reflection & Critical Thinking | 3 | ||
| This course focuses on students' development as early childhood professionals. Students are introduced to self-assessment, reflective practice, and perspective-taking skills that are essential to effective work with young children and their families and the foundation of inquiry and research. Students practice processes of discernment, analysis, and evaluation in order to reconcile scientific evidence with professional experience. Current empirical research topics and research-to-professional practice issues are included. | ||||
| ECED-7002 | Intro to Early Childhood Leadership | 3 | ||
| Critical thinking (including problem-solving, self-assessment, perspective-taking skills), reflective practice and personal wellness strategies are foundation skills essential to effective early childhood leadership. Students' personal and employment experiences, their personal wellness experiences and goals, as well as their previous education, are examined and reframed within the context of an early childhood leadership curriculum perspective. Students review the role of peer-reviewed and action research to early childhood leadership. Students develop a holistic picture of their development and demonstrates mastery of foundation skills of the Ontario college of Early Childhood Educator's Standards of Practice through the lens of an emerging leader. Students practice strategies for information presentation framing of questions, generating persuasive arguments, analysis, synthesis and evaluation related to these foundation skills. Students will also establish personal wellness goals and prepare an action plan. | ||||
Group 5 | ||||
| LEVEL 4 | ||||
| ECED-7012 | Human Development-Relationships | 3 | ||
| Students analyze the role of significant relationships in human development to gain a deeper understanding of the impact of relationships in all areas of development, and the impact of early development in shaping human relationships. Emphasis is placed on the multidirectional processes and complexity of relationships. Students examine children's relationships in expanding social environments and in diverse cultural contexts. Students consider relationships in immigrant and refugee families and in lesbian, gay, bisexual, transsexual and transgendered families. | ||||
| MGMT-7001 | Organizational Structure | 3 | ||
| In this course the student examines organizational structures, behaviours and governance in early childhood programs within the context of regulatory requirements. Students examine how structures and procedures can influence effective teamwork, decision-making, conflict resolution and communication. Students are introduced to legal governance structures, legal requirements and public policy infrastructures related to regulated child care, kindergarten, early intervention and family support programs. | ||||
| FLDP-7017 | Field Practicum 3-6 Years | 6 | ||
| In a school-aged setting (typically a Kindergarten classroom), students will have opportunities to build on the foundational experience gained during the first field practicum. Working collaboratively with educator teams, students consolidate knowledge in observational methods, pedagogical documentation, play-based learning in a culture of inquiry curriculum planning and building responsive and inclusive relationships with children and families in a Kindergarten Classroom. Students have opportunities to discuss program related issues and evidence based pedagogical practices in the Kindergarten classroom. Students engage in self-reflection for the purpose of developing professional goals to increase responsibility and knowledge as emerging leaders. Respectful and reciprocal relationships with children, families and the school community will be emphasized as foundational elements of practice. Reflective practice will be utilized as a method to enhance integration of the field experience. The field practicums are to be taken concurrently with the associated field seminar to fully support the learning experience. | ||||
| FLDP-7018 | Field Seminar 3-6 Years | 2 | ||
| Students build on the foundational knowledge gained during the first field seminar in an Early Years learning environment to the School Age Learning environment (specifically the Kindergarten classroom). Working collaboratively, students reflect on their consolidated knowledge in observational methods, pedagogical documentation, play-based learning in a culture of inquiry curriculum planning and building responsive and inclusive relationships with children and families in a Kindergarten Classroom. Opportunities to discuss relevant academic literature related to early years education and care and to problem solve related program issues occurs. Students engage in self-reflection for the purpose of developing professional goals to increase responsibility and knowledge as emerging leaders. Respectful and reciprocal relationships with children, families and the school communities will be emphasized as foundational elements of practice. | ||||
| ECED-7010 | Inclusive Practice | 3 | ||
| Students review adaptations of the curriculum that accommodate the inclusion of children with an identified special need. Identified exceptionalities in young children are examined within the contexts of family life and group care. Historical, social, and political contexts of inclusion are discussed. Students are introduced to the skills and knowledge related to children with special needs including the adaptation of environments and programs and individual program planning. Research, observation, and fieldwork are integral aspects of the course. | ||||
Group 6 | ||||
| LEVEL 4 Add'l Reqm't Take ECED-7027 or ECED-7001 | ||||
| ECED-7027 | Curriculum Early Learning: for 3-6 Years | 3 | ||
| In this course, students examine the theory, research, and current pedagogical and curriculum documents that inform practice within kindergarten learning environments (3-6 years). Students explore their skills designing curriculum that supports children's learning through an inquiry play-based approach, in both outdoor and indoor environments. Observation, pedagogical documentation, and reflective practice are key concepts that are explored and evaluated through this course. Co-construction of curriculum and pedagogical practices in the early primary learning environment as it connects to the child, family, and community are also themes that are central to the learning in this course. | ||||
| ECED-7001 | Evidence-Based Prac in Early Childhood | 3 | ||
| In this course students will have opportunities to analyse early childhood education and care-focused scholarly literature, and pedagogical documents, to determine the ways in which they inform practice in the sector. An evidence-based approach will be of focus, as will the role of human development theory in linkage to learning, behaviour, and the social determinants of health. A continuum approach to development, that is multiperspectival and responsive to diverse contextual informants of children, families and disparate early years settings will be examined. Analysis of systematic and naturalistic observation techniques in relationship to pedagogical documentation will be main to this course. Students will additionally engage in reflective practice to deepen and broaden their curriculum design knowledge and competencies offering attention to play, inquiry, and inclusion in both indoor and outdoor early education and care environments. | ||||
Group 7 | ||||
| LEVEL 5 | ||||
| ECED-7014 | Quality Assurance in ECE | 3 | ||
| Students analyze the components of effective early childhood programs and the skills necessary to advocate for those components. Students compare a variety of tools used to monitor and evaluate early childhood programs. The course presents governments' accountability role in relation to early childhood programs. Students design action plans that promote quality and communication strategies that carry the quality message to families, colleagues, administrators, communities, and policy-makers. | ||||
| MGMT-7002 | Leadership in Learning Organizations | 3 | ||
| Curriculum and pedagogical leadership in early childhood programs requires on-going learning and skill development. The course includes the theoretical foundations of leadership skills and the practical methods to develop these skills. Students analyze the key principles that guide early childhood programs as learning organizations, recognizing change as a continuous process. | ||||
| MGMT-7003 | Leadership in a Tech World | 3 | ||
| Technology is an effective management tool for early childhood programs. Students explore theoretical and practical approaches for planning, implementing and evaluating technology in early childhood programs. Effective practices are debated and implications for the early childhood profession and pedagogy are examined. | ||||
| ECED-7017 | Healthy Community-Advocacy & Leadership | 3 | ||
| Students compare social action and advocacy strategies for early childhood programs with those related to community development and health promotion with a focus on effective communication and clear and persuasive presentations. The relationships among ethical issues, professional standards, advocacy, public policy and healthy communities are analyzed. Students consider the unique strengths and challenges inherent in Canadian Aboriginal communities. | ||||
| ECED-7003 | Applied Research Methods | 3 | ||
| Students will examine the various components of the research process and how they relate to the development of supportable conclusions, the generation of new ideas, and the quality of research findings. This course introduces the research process, including formulating research questions, understanding qualitative and quantitative research, sampling, measurement, research design, and data analysis. Students will examine theoretical and philosophical underpinnings of research. | ||||
Group 8 | ||||
| LEVEL 6 | ||||
| ECED-7016 | Human Development-Current Topics | 3 | ||
| The course includes current research and theory in the area of human development in more depth and detail than in previous courses. Students critically evaluate, analyze and synthesize research information on human development from a variety of disciplines. Research findings are placed in historical context and students explore changes in attitudes, philosophies and practices to critique our understanding of human development. Students actively question scientific methodology and become critical consumers and generators of developmental research. | ||||
| MGMT-7005 | Managing Projects | 3 | ||
| Students are introduced to articulating and communicating a vision, managing change, applying appropriate leadership styles and coaching. The course includes phases of organizing and managing a project in an early childhood program from inception to completion. The course emphasizes planning, documenting, and scheduling a project while effectively communicating with, and managing, the project team to achieve the determined goals of a project. | ||||
| ECED-7028 | Pedagogical Leadership in ECE Programs | 3 | ||
| In this course students analyse variant pedagogical philosophies and curriculum models specific to the early education and care sector. Discourse prevalent in the profession is examined, as is the binary of education and care. A co-constructivist and inclusive approach to pedagogical practice across diverse global early years settings, and curriculum decision-making that is context responsive, are central to content explored in this course. One's own pedagogical philosophy is re-dressed in linkage to culminating field experiences and future academic and/or professional goals. | ||||
| FLDP-7012 | Internship Seminar | 2 | ||
| Students plan and prepare for the 420-hour third-year internship in an early childhood program, a related child and family service, or a relevant government department. Students will develop strategies to support continuous learning and promote effective pedagogical practices in an early childhood setting. The internship offers students the opportunity to pursue a placement setting according to their future and/or academic interests and goals. The internship may be local, elsewhere in Canada or in an international setting. At the completion of the internship, students will have developed a professional portfolio that documents exemplary pedagogical practices as well as leadership competencies. | ||||
Group 9 | ||||
| LEVEL 7 | ||||
| ECED-7029 | Capstone Research 1 | 6 | ||
| In this course students will analyze theories, philosophical paradigms, methods, and methodologies that are central to human development and early years pedagogical leadership research. Students will review literature and develop a research question that will inform a qualitative or quantitative study in the final semester of this degree program. Opportunities to design and utilize research data tools will be main to this course, as will developing a conceptual understanding of data analysis, summarization, synthesis, and dissemination of study findings. Core to all facets of this research-orientated course is ethics. | ||||
| FLDP-7007 | Solutions for Early Childhood Leadership | 7.4 | ||
| In this course, students will use the theoretical and technical knowledge gained throughout previous semesters of the program to undertake a specific project that addresses an identified program issue. Students will work in their internship site (if possible) to evaluate and propose a solution to address a specific program area that may benefit from strengthening related to curriculum and pedagogy. Students model collaborative leadership throughout the process. | ||||
| ECED-7018 | ECE Program & System Delivery | 3 | ||
| The course is a critical overview of childhood program and system delivery. Students analyze and compare public social policies that shape Canadian and international frameworks. Regulation, governance and financial investment are essential components of public policy and students will assess the contribution of market and public good approaches. | ||||
Group 10 | ||||
| LEVEL 8 In addition to the following mandatory courses, please refer to the Non-Core Level 8 requirement below | ||||
| ECED-7030 | Capstone Research 2 | 6 | ||
| Students action a refined research design that examines an early years-specific question. Adhering to ethical, legal, and methodological best practices students collect, analyse, interpret, and synthesis data. Students defend their project findings in a public forum, and have the opportunity to articulate how their study holds potential to inform the early education and care sector, and their personal and professional selves as emerging leaders. A culminating written research report outlining all facets of the project is submitted at the conclusion of the research process. | ||||
| SOSC-7029 | Social Policy in Canada | 3 | ||
| In this course, students analyze the origins and development of social policy in Canada. Social programs and services ranging from child care to education and health care that affect well-being, opportunity, and quality of life in Canada are examined. The evolution of social policies and programs in the context of changing beliefs, values, social conditions, economic circumstances and political development in Canada are likewise critically analysed. Policy is investigated giving lens to the child, family and early years professional, as is the relatedness between social policy and early childhood leadership. | ||||
Group 11 | ||||
| Internship (Co-op Work Term) Usually Completed after Level 6 | ||||
| COOP-ECL1W | ECL1 Internship | 1 | ||
| The third-year internship is a 420-hour work experience in an early childhood program, a related child and family service, or a relevant government department. Students will apply strategies to support continuous learning and promote effective pedagogical practices in an early childhood setting. The internship offers students the opportunity to pursue a placement setting according to their future and/or academic interests and goals. The internship may be local, elsewhere in Canada or in an international setting. At the completion of the internship, students will have developed a professional portfolio that documents exemplary pedagogical practices as well as leadership competencies. | ||||
| Non-Core Courses | ||||
| Take the following Mandatory (Non-Core) Courses: Taken in Levels 1 and 2 The Minimum Cumulative GPA for Non-Core courses is 2.0 | ||||
Group 1 | ||||
| COMM-7008 | Composition & Rhetoric | 3 | ||
| Composition and Rhetoric is an advanced level communications breadth course that focuses on argument and persuasion and examines theoretical models for organizing arguments and presenting evidence, use of primary and secondary sources in research, and student opportunities to construct their own arguments. Functions and strategies of argument are examined through reading, writing, and oral presentations. | ||||
| PSYC-7044 | Principles of Psychology | 3 | ||
| This is a survey course in psychology, exploring psychology's orientation and subfields, its guiding principles and research strategies. Through learning about the scope of psychology's subfields and the interrelationships among them, students are encouraged to appreciate the diversity and richness of human behaviour. Students acquire knowledge about the key concepts that constitute the core of the introductory psychology curriculum. | ||||
Group 2 | ||||
| Take 9 General Education Elective Credits at the Upper Level (Non-Introductory) - Normally taken in Levels 6, 7 and 8 | ||||
Group 3 | ||||
| Gen Ed - Electives Take 6 General Education Elective Credits at the Introductory or Upper Level from two of the following subjects - Humanities (HUMA), Global Culture (GBLC), Math (MATH), Science (PHYS) - Normally taken in Levels 3 and 6 | ||||
Group 4 | ||||
| Take 3 General Education Elective Credits at either the Introductory or Upper Level - Normally taken in Level 8 | ||||
| Program Residency | ||||
| Students Must Complete a Minimum of 36 credits in this program at Fanshawe College to meet the Program Residency requirement and graduate from this program | ||||