Overview - 2019/2020
Want to get your career off the ground in just 12 months? If so, the Accelerated option of the Early Childhood Education program is for you. If shaping and nurturing the young minds of the future while enjoying a satisfying and in-demand career interests you, Fanshawe's Early Childhood Education program will give you the skills and the hands-on experience to get you on your way.
This unique program blends theory and coursework with real experience in the field, so you'll graduate with all of the skills necessary to begin your career. You'll develop your knowledge and professional skills in child development. You'll learn about your valuable and specialized role in the community, the importance of play in children's learning, the family involvement, and curriculum design and implementation.
When you graduate, you'll have a diverse and dynamic set of skills for the always evolving world of childhood education. You'll be qualified to work in a variety of jobs including child care centres, early learning and family centres, Best Start programs, before and after school programs and with school boards.
At the end of the day, a child's education is only as effective as their educator. The Early Childhood Education program will allow you to make a real and lasting difference in the lives of children.
Admission Requirements - 2019/2020OSSD with courses from the College (C), University (U),
University/College (M), or Open (O) stream WITH:
- Any Grade 12 English (C) or (U)
Academic and Career Entrance Certificate (ACE)
Human Services Foundation Ontario College Certificate AND:
- standing in the required course stated above
Ontario High School Equivalency Certificate (GED)
Mature Applicant with standing in the required course stated above
English Language Requirements
Applicants whose first language is not English will be required to demonstrate proficiency in English by one of the following methods:
- A Grade 12 College Stream or University Stream English credit from an Ontario Secondary School, or equivalent, depending on the program's Admission Requirements
- Test of English as a Foreign Language (TOEFL) test with a minimum score of 550 for the paper-based test (PBT), or 79 for the Internet-based test (iBT), with test results within the last two years
- International English Language Testing System (IELTS) Academic test with an overall score of 6.0 with no score less than 5.5 in any of the four bands, with test results within the last two years. SDS Program Requirements
- Canadian Academic English Language (CAEL) test with an overall score of 60 with no score less than 50 in any of the four bands, with test results within the last two years
- Pearson Test of English Academic (PTE) with a minimum score of 53, with test results within the last two years
- A Cambridge English Test (FCE/CAE/CPE) with an overall score on the Cambridge English Scale of 169 with no language skill less than 162, with test results within the last two years
- An English Language Evaluation (ELE) at Fanshawe College with a minimum score of 70% in all sections of the test, with test results within the last two years
- Fanshawe College ESL4/GAP5 students: Minimum grade of 80% in ESL4/GAP5 Level 8, 75% in ESL4/GAP5 Level 9, or 70% in ESL4/GAP5 Level 10
Recommended Academic Preparation
- Grade 11 Raising Healthy Children (O)
- Grade 11 Working with Infants and Young Children (C)
- Grade 12 Challenge and Change in Society (U)
- Grade 12 Families in Canada (C) or (U)
- Grade 12 Human Development Throughout the Lifespan (M)
Recommended Personal Preparation
- Students should develop leadership experience in schools, churches, community and special activity interests appropriate to preparation for this field
- Knowledge of and interest in this field plus good writing skills
- Visitation at two Nursery schools and/or Day Care Centres for observation purposes is highly recommended
Applicant Selection Criteria
Where the number of eligible applicants exceeds the available spaces in the program, the Applicant Selection Criteria will be:
- Preference for Permanent Residents of Ontario
- Receipt of Application by February 1st (After this date, Fanshawe College will consider applicants on a first-come, first-served basis until the program is full)
- Achievement in the Admission Requirements
- Admission to the Fanshawe College Human Services Foundation program does not guarantee admission in a subsequent year to the Early Childhood Education (Accelerated) program. Successful completion of the Fanshawe College Human Services Foundation program, however, does enable the student to be given additional consideration when applying to the Early Childhood Education (Accelerated) program. The Human Services Foundation program is the preferred designated preparatory program for admission to the Early Childhood Education (Accelerated) program.
The following items are applicable to the program:
- Possession of a Standard First Aid course certificate (either St. John Ambulance or Canadian Red Cross or equivalent) and a Basic Rescuer course certificate (Level "C" CPR)
- Evidence of Good Health
- Police Record Check and Vulnerable Sector Screening, including a check of the Pardoned Sexual Offenders Database
- Placement Agreement
Early Childhood Education (Accelerated)-2019/2020
COMM-3037 Communication 12 This course prepares students for recording and documenting responsibilities in their related professions. Students will use a variety of technological supports as a means of enhancing their professional communication skills. In addition, students will be introduced to the concepts of critical thinking and advocacy as they relate to the changing social context of their practice in the community. DEVL-3002 Professional Development 7 This course prepares students for assuming the responsibilities associated with professional practice. Students examine their personal values in the context of their professional obligations and ethical standards. The personal characteristics of the human service professional including a commitment to excellence, life long learning, professional development and wellness will also be addressed. FLDP-3005 Professional Development Practicum 2 This practicum is designed to allow students an opportunity to apply the theoretical knowledge gained in the academic component of this module. Special emphasis during this practicum experience is on demonstrated professional attitudes and behaviours. Post admission requirements in order to participate in the practicum course include; completion of the mandatory practicum sessions satisfactorily, completion of the Health and Safety course satisfactorily, valid First Aid/CPR level C certification provided, (PVSC) Police Vulnerable Sector Check provided, completed Pre Placement Health Form provided, and successful completion of the corresponding academic course component. SOCI-3014 Lifespan Development 4 This course prepares students to recognize developmental periods in a person's life. Emphasis will be placed on the pattern and sequence of development in each developmental period. Factors influencing development will also be considered. FLDP-3006 Lifespan Development Practicum 2 This practicum is designed to allow students an opportunity to apply the theoretical knowledge gained in the academic component of this module. Special emphasis during this practicum experience is on demonstrated professional attitudes and behaviours. Post admission requirements in order to participate in the practicum course include; completion of the mandatory practicum sessions satisfactorily, completion of the Health and Safety course satisfactorily, valid First Aid/CPR level C certification provided, (PVSC) Police Vulnerable Sector Check provided, completed Pre Placement Health Form provided, and successful completion of the corresponding academic course component. LAWS-3047 Legislation 7 This course give students an opportunity to review and apply the requirements of current legislation and regulatory bodies within a framework of ethical and professional standards. An emphasis will be placed on establishing safe and healthy environments and the careful consideration of changing social contexts when developing policies and procedures. FLDP-3007 Legislation Practicum 2 This practicum is designed to allow students an opportunity to apply the theoretical knowledge gained in the academic component of this module. Special emphasis during this practicum experience is on demonstrated professional attitudes and behaviours. Post admission requirements in order to participate in the practicum course include; completion of the mandatory practicum sessions satisfactorily, completion of the Health and Safety course satisfactorily, valid First Aid/CPR level C certification provided, (PVSC) Police Vulnerable Sector Check provided, completed Pre Placement Health Form provided, and successful completion of the corresponding academic course component. ECED-3031 Relationships with Children 7 This course emphasizes the role of the Early Childhood Educator in building emotionally healthy and supportive relationships with children and their families. Best practices for guiding children's behaviour in a developmentally appropriate fashion will be introduced and practiced. FLDP-3010 Relationships with Children Practicum 2 ECED-3032 Curriculum Design 7 This course emphasizes curriculum planning for children from birth to 12 years of age based on a thorough knowledge of child development. Observation and documentation as well as developmentally appropriate practices for curriculum planning will be emphasized. FLDP-3011 Curriculum Design Practicum 2 ECED-3029 Family Violence 9 This course prepares student s to deal with situations where a child or a parent discloses abuse or domestic violence. Ethical and legal responsibilities including identifying, documenting and reporting suspicions of abuse will be emphasized. Strategies for supporting families and children by connecting with community resources as well as opportunities to understand personal biases and feelings related to family violence will be explored. ECED-3041 Understanding Child Abuse & Neglect 3 This online course provides information regarding the Early Childhood Educator's legal responsibilities in identifying and reporting suspicions of child abuse, domestic abuse and neglect. The course focuses on the different types of abuse including physical and behavioural indicators of abuse and behaviours in abusive adults. Strategies for supporting families and children are also covered including the most current literature on resiliency. ECED-3045 Studies in Brain Development 7 Students will be presented with opportunities to review the current status of brain development research and will develop an appreciation of the impact this information has on parenting and Early Childhood Education pedagogy. Engagement strategies for enhancing the healthy development of growing brains will be explored. FLDP-3028 Studies in Brain Development Practicum 2
Careers - 2019/2020
Graduates find employment in a variety of settings, including child care centres, early learning and parenting centres, Best Start programs, before and after school programs and with school boards.
More Information - 2019/2020A Twelve-Month Ontario College Diploma ProgramProgram Code: ECE5J
Campus Code: SC (SC - Simcoe)
12 week terms
Academic Calendars available at www.fanshawec.ca/academicdates
ContactSimcoe/Norfolk Regional Campus: 519-426-8260
This Ontario College Diploma program is offered in an accelerated format and can be completed in one year. The Early Childhood Education program prepares students for their future roles as early childhood educators. Academic courses combined with field placements contribute to the students' knowledge and understanding of the child's needs and their ability to provide programs which promote the child's physical, social, emotional and intellectual development.
- Certification: Certification by the Association for Early Childhood Educators, Ontario may be applied for after completion of the program. The certification process involves the completion of a personal profile and successful completion of a certification examination.
- Students are required upon graduation and prior to working as an Early Childhood Educator to join the College of Early Childhood Educators (www.college-ece.ca).
- Students who graduate from this program and wish to transfer to another Community Studies program at Fanshawe College, may qualify for some internal credits that have already been achieved.
- Graduates of this program, once they have completed a bridge program, can enter into Level 5 of the Honours Bachelor of Early Childhood Leadership Degree program at Fanshawe College.
The graduate has reliably demonstrated the ability to
1. Design, implement and evaluate inclusive* and play-based* early learning curriculum* and programs that support children's* holistic development* and are responsive to individual children's* and groups of children's* observed abilities, interests and ideas.
2. Establish and maintain inclusive* early learning environments* that support diverse*, equitable and accessible developmental and learning opportunities for all children* and their families*.
3. Select and use a variety of screening tools, observation and documentation strategies to review, support and promote children's* learning across the continuum of early childhood development*.
4. Establish and maintain responsive relationships* with individual children*, groups of children* and families*.
5. Assess, develop and maintain safe, healthy and quality early learning environments* which meet the requirements of current legislation, agency policies and evidence-based practices* in early learning.
6. Prepare and use professional written, verbal, nonverbal and electronic communications when working with children*, families*, colleagues, employers, and community partners.
7. Identify, select and apply relevant legislation, regulations, College of Early Childhood Educators Standards of Practice and Code of Ethics, policies and evidence-based practice* guidelines, and interpret their impact on a variety of early learning environments*.
8. Apply a developing personal philosophy of early learning in accordance with ethical and professional standards* of early childhood education practice.
9. Advocate* for quality early learning environments* and collaborate with members of the early learning team, families* and community partners to establish and promote such settings.
10. Engage in reflective practice, develop learning goals and maintain an ongoing professional development plan in accordance with evidence-based practices* in early learning and related fields.