Overview - 2021/2022
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 - 2021/2022
An Ontario College Diploma in Community Studies
A University Degree in Social Sciences
A combination of relevant education and work experience in a related field as judged by the College to be equivalent to the 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 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
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
The following items are applicable to the program and are time sensitive. Please refer to www.fanshawec.ca/preplacement for important information about preparing for placement by the due date.
- 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 (Fast Track)-2021/2022
|ECED-1084||Foundations of ECE||3|
|This course provides an introduction to the foundations and principles of early childhood education. It identifies the importance of a play based pedagogical approach to 'How Does Learning Happen?' Students will examine the role of the Early Childhood Educator in maintaining an inclusive, child centered and developmentally appropriate practice.|
|ECED-1005||Health Safety & Nutrition in ECE||2|
|This course will identify components of a safe and healthy environment which meets the requirements of current legislation and regulatory bodies. The nutritional and health needs of young children are identified, and the implementation of appropriate environments and practices are discussed.|
|ECED-1075||Child Development: 0-3 Years||3|
|In this course students will explore theories of child development that inform pedagogy and practice prenatal through the first three years of life. Brain structure and function during this critical period of development will be analyzed. Sensitive and responsive interaction strategies and their connection to belonging, well-being, engagement and expression of the young child will be explored. The implications of temperament and attachment in the early years will be appraised.|
|ECED-1053||Promoting Pro-Social Behaviour||3|
|This course explores the need for Early Childhood Educators to establish relationships, support play and foster children's acceptance within the peer group. It examines strategies for creating an environment and curriculum that enhance positive peer interactions and pro-social behaviour. Based on research in resilience, this course identifies risk and protective factors affecting emotional development, and impacting behaviour in early childhood settings. Students explore specific strategies for Early Childhood Educators to promote resilience in children at risk.|
|ECED-1076||Curriculum & Pedagogy: 0-3 Years||3|
|This course examines the critical role of the early childhood educator in creating caring and responsive relationships with children zero-three, their families, and communities. This course focuses on children's holistic development and wellbeing by understanding and responding to children's unique, capabilities, interests, and experiences through the integration of the principles from 'How Does Learning Happen?' Students will have opportunities to collaborate and facilitate observation-based inquiry and play-based early learning experiences using pedagogical documents*. As this course is focused on understanding and responding to infant and toddler development, emphasis is placed on the use of open-ended materials that scaffold learning and support investigation, creativity, reasonable risk taking and problem-solving. *ELECT, How Does Learning Happen?, Indigenous Early Learning and Child Care Framework|
|SOCI-3003||Canadian Families Change & Diversity||3|
|This course introduces students to different windows (theories) to understanding the issues families and children face. These sociological theories or perspectives are used to guide our thinking as applied to family life in all its forms. The intent is to learn how to best support the lives of children and parents as they work through various stressors to achieve success in their social worlds of education, work and leisure. The course is focused on the changing worlds and social structures that affect Canadian families, with particular emphasis on how the increasingly diverse nature of families shape policy, interactions, life-ways as well as living their day to day lives. Students will be encouraged to recognize the historical nature that has built Canadian values and the increasing challenges presented by achieving postmodern lives, GBLTQIP, ethnicity, economics, immigration and diversity that continue to shape beliefs, traditions and Canadian culture. Diversity both directly and indirectly shapes the experiences of all Canadian children. Students will develop skill in critical thinking and basic research and apply this knowledge to family and children's lives. Small picture or family issues are analyzed through the perspectives of economics, globalization, and culture.|
|This course compares and evaluates Early Childhood Education philosophies and theories from both historical and contemporary perspectives. The emphasis will be on the student integrating current knowledge with experience from the field practicum, into a personal philosophy of Early Childhood Education.|
|ECED-3042||Curriculum & Pedagogy: 3-6 Years||3|
|This course examines and engages with the concepts of play-based learning, inquiry-based practice, and child centred pedagogy. Through this course, students will build on understandings gained in ECED 1076 and work to hone their skills in curriculum planning and the development of their pedagogical approach. Through this course, we will focus on collaborating to co construct learning and support an understanding of how observation and pedagogical documentation can be used to facilitate and enhance play-based learning environments that are responsive to children's strengths, needs, and interests as well as their skill development within the four frames of the kindergarten program document. Students will practice the skills necessary to become collaborative, critically reflective practitioners through focused group work opportunities in and outside of class. Students will also have the opportunity to practice planning and implementing curriculum, and analyze and create examples of pedagogical documentation to support the whole child in ways that that are engaging and responsive to children's diverse strengths and needs.|
|ECED-3038||Child Development: 3-6 Years||3|
|In this course students will examine theories of preschool and kindergarten development and their impact on current pedagogy and practice. Preschool and kindergarten continuums will be utilized as a foundation to articulate development. Brain structure and function and their impact on the multi-faceted growth and development of the child will be investigated. Ethical and objective documentation, and the role of the early childhood educator in scaffolding child development will be explored.|
|ECED-3040||Professionalism, Ethics & Advocacy||3|
|In this course, students will consider issues and perspectives that influence the professional behaviour and image of early childhood education, including implementation of a common philosophy, ethics, advocacy, and ongoing professional development. Students will be encouraged to reflect on their own professionalism and appreciate the valuable contribution made by early childhood educators, both individually and collectively, to the broad spectrum of services for children and families.|
|ECED-3044||Best Practices: Reflective Practitioner||3|
|In this course students will have the opportunity to integrate and consolidate theoretical and practical learning while applying an understanding of reflective practice and pedagogical leadership in the context of best practice in the field of early education. Development is documented and supported through the revision and development of a professional e-portfolio.|
|FLDP-1022||Field Practicum 0-3 Years||4.4|
|In a child care setting with infants, toddlers or preschoolers students will have the opportunity to integrate their knowledge of child development, play based curriculum by implementing 'How Does Learning Happen', using appropriate and inclusive practice through routines, interactions and experiences which encourage play and exploration. Students will foster nurturing and supportive relationships, responding sensitively to the children's needs and utilizing guidance techniques that balance autonomy and security. Professional attitudes and behaviours are expected.|
|FLDP-3023||Field Practicum 3-6 Years||4.4|
|In a Kindergarten or Child Care setting with children ages 3-6 years students will have the opportunity to integrate their knowledge of child development, play based curriculum by implementing the Kindergarten document or How Does Learning Happen? document, using appropriate and inclusive practice through routines, interactions and experiences which encourage play, exploration and inquiry based learning. Students will foster nurturing and supportive relationships, responding sensitively to the children's needs and utilizing guidance techniques that balance autonomy and security. Professional attitudes and behaviours are expected.|
|FLDP-3024||Field Practicum 0-12 Years||4.4|
|In an Early Years setting with children ages 0-12 years, students will have the opportunity to integrate their knowledge of child development, play based curriculum by implementing the Early Childhood Education documents They will use appropriate and inclusive practice through routines, interactions and experiences which encourage play, exploration and inquiry based learning. Students will foster nurturing and supportive relationships, responding sensitively to the children's needs and utilizing guidance techniques that balance autonomy and security. Professional attitudes and behaviours are expected.|
|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.|
|This course is designed to integrate theory with practice, as well as to provide peer support for problem solving and sharing successful practicum experiences. This gives students an open forum to write, discuss, practice and reflect on the skills, knowledge and dispositions needed to be successful in the field. The students will continue to develop their professional e-portfolio as a tool for documenting their skills and knowledge and ongoing professional learning 1.) Engage in reflective practice through weekly writing and discussions. (VLO 4 and 10) 2.) Develop skills to evaluate and revise professional practice. (VLO 1) 3.) Maintain a professional e-portfolio utilizing relevant technology. (VLO 6 and 1O)|
Careers - 2021/2022
Career OpportunitiesWhen the student graduates they will have the knowledge and necessary skills to work with children, families and community in the context of early learning and development programs for children from birth to age twelve.
The student will be prepared to work 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 - 2021/2022
Campus Code: LCL (LCL - London-Online)
15 week terms
Academic Calendars available at www.fanshawec.ca/academicdates
ContactSchool of Community Studies: 519-452-4224
Program DescriptionThis diploma program blends theory with hands-on application of theoretical principles delivered through course work and field practicum.
Students in this program will develop their knowledge and professional skills in areas such as child development and best practices in early childhood; the early childhood educator's role and responsibilities; the importance of play in children's learning; family involvement and curriculum design and implementation.
- 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.
- All classes are fully online with placements occurring in an early years setting.
The graduate has reliably demonstrated the ability to:
- Create learning contexts to enable, build and maintain caring, responsive relationships in partnerships with children, families and communities that value and respect social, cultural and linguistic diversity including Indigenous peoples’ worldviews and Francophone identity;
- Co-create, facilitate and reflect upon inquiry and play-based early years and child care programs and pedagogical approaches to support children’s learning, holistic development and well-being following children’s capabilities, interests, ideas and experiences;
- Co-design and maintain inclusive early learning environments to value and support equitable, accessible and meaningful learning opportunities for all children, their families and communities in a range of early years and child care settings;
- Collaborate with children, families, colleagues, agencies and community partners to create, maintain, evaluate and promote safe and healthy early learning environments to support independence, reasonable risk-taking and healthy development and well-being;
- Use observation strategies to identify children’s strengths and challenges and to ascertain when children and families might benefit from additional support or community resources;
- Use professional communication in interactions with children, families, colleagues, employers, the regulatory body, government authorities and children’s service agencies to meet legal and ethical standards of the early years sector;
- Act in accordance with relevant legislation, regulations, College of Early Childhood Educators Code of Ethics and Standards of Practice, agency policies and procedures and principles of evidence-informed practice and reflect upon their impact on one’s own role in early years and child care settings;
- Identify, report and document when a child is in a situation of perceived risk for, or actual neglect or abuse, in accordance with legislation, the College of Early Childhood Educators Code of Ethics and Standards of Practice, policies and procedures;
- Create and engage in partnerships with families, communities, colleagues, interdisciplinary professionals, authorities and child service agencies to advocate for quality early years and child care programs and services;
- Engage in reflective practice and continuous professional learning in accordance with principles of lifelong learning, evidence-informed practices in the early years sector and requirements of the College of Early Childhood Educators.
For information about Program Pathways visit www.fanshawec.ca/programpathways.