Make a difference in the lives of young children with an early childhood education degree - 2022/2023
The education and early years landscape is rapidly evolving and requires successful and passionate leaders. Begin your journey with the innovative Honours Bachelor of Early Childhood Leadership program.
This four-year early childhood education degree program will prepare you with a solid foundation in child development, pedagogy, human relationships, curriculum development and leadership skills. You will participate in applied learning, case studies, research and field placements in the community. All this culminates in one fourteen week-internship before your final year of studies, followed by your final year capstone research project. Your studies and experiences in the Honours Bachelor of Early Childhood Leadership program will provide you not only with your Bachelor's in early childhood leadership, but also with the necessary skill set to graduate and move forward into various leadership roles.
This innovative four-year honours program offers students studies in early childhood development, pedagogy, human relationships, curriculum development, and leadership. Students develop the necessary skills to engage as pedagogical leaders in a diverse range of roles in the evolving disciplines within the early years education and care sector.
A key component of this degree is the applied learning that takes place in ideal sized classrooms focusing on case studies, research, interpersonal communication, advocacy and leadership skills. Students complete two field practicums in first and second year in addition to a fourteen-week intensive Internship between third and fourth year. International internships are offered on a limited basis for qualifying students.
In the final year, graduating students participate in a major capstone course that provides students the opportunity to integrate their practical experiences and knowledge in a supervised research project. Opportunities for graduating students include positions as Registered Early Childhood Educators in childcare, JK, SK, supervisory roles, ECL leaders in social service agencies, or with the Ministry of Education. Students may further their studies in B.Ed. programs (Teacher’s College) at Canadian universities, as well as internationally. Graduates may also pursue their Master of Education, Master of Social Work, or Master of Arts degree.
The first two field experiences in Level 2 and Level 4 are completed concurrently with course work. Students will be expected to demonstrate their ability to apply their growing knowledge of children's early learning and development taking into account the context of their daily lives in families and residential and cultural communities. They will also demonstrate increasing abilities to design, implement and to evaluate curriculum for individuals and groups of children. The third field experience is a 14-week work term in an early childhood program, related child and family service, or relevant government department. The focus of the work term is on the students' growing understanding about the conditions that guide and promote effective curriculum and pedagogy. Students’ preparation and acquisition of their internship placement is supported via a seminar in level 6 before the work term. The fourth field placement is concurrent with Level 7 and aligns with courses in early childhood studies, curriculum leadership, and managing projects. Students will continue in their work term site and complete a project related to pedagogy or curriculum. They will work with the site to identify an issue and collaborate with appropriate staff and families to complete the project.
A Bridging program for Early Childhood Education diploma graduates to become eligible for admission consideration into Level 5 of the Honours Bachelor of Early Childhood Leadership program is as follows:
- Two composite courses (Bridging Course #1 Evidence Based Practice in Early Childhood and Bridging Course #2 Introduction to Early Childhood Leadership) for a total of six credits
- PLUS Composition & Rhetoric from Level 1 of the Honours Bachelor of Early Childhood Leadership program
- PLUS One Breadth Course Elective (it is recommended that this be an intro level degree elective that is not an SOSC course)
"I feel that my honours degree in early childhood education has prepared me well and given me a solid foundation for my future research. My degree has offered me professional opportunities to work effectively in our community, as well as to further my studies as a graduate student in the Master’s of Education program at Western University."
Admission Requirements - 2022/2023
Admission RequirementsOSSD with courses from the University (U)
or University/College (M) stream WITH:
- Grade 12 English (U)
(Note: minimum final grade required is 65)
- Mathematics ONE OF:
- Grade 12 Mathematics for College Technology* (C)
- Grade 12 Foundations for College Mathematics* (C)
- Grade 12 Advanced Functions (U)
- Grade 12 Calculus and Vectors (U)
- Grade 12 Mathematics of Data Management (U)
- Any Grade 12 Science (U) or (M)
- Plus four additional Grade 12 University (U) or University/College (M) courses; *applicants applying with Grade 12 Mathematics for College Technology (C) or Grade 12 Foundations for College Mathematics (C) must have five additional Grade 12 University (U) or University/College (M) courses
- Final minimum average of 65.0% based on the highest six Grade 12 University (U) or University/College (M) courses
Mature Applicant with standing in the required courses and grade stated above
Post-Secondary Standing** (if applicable)
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 88 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 7.0 with no score less than 6.5 in reading and listening and a score of 7.0 in writing and speaking, with test results within the last two years
- Canadian Academic English Language (CAEL) test with an overall score of 70, with test results within the last two years
- Pearson Test of English Academic (PTE) with a minimum score of 65, 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 185 with no score les than 176 in reading and listening and 185 in writing and speaking, with test results within the last two years
- An English Language Evaluation (ELE) at Fanshawe College with a minimum score of 75% 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 9 or 75% 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)
- Advanced standing will be considered on a case by case situation based on previous area of study.
Applicant Selection CriteriaWhere 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
- Achievement in Post-Secondary Studies** (if applicable)
- **Applicants currently enrolled in a university or who have previously attended university or other post-secondary institutions and are applying to transfer into the Honours Bachelor of Early Childhood Leadership program are considered on the basis of their post-secondary standing. Specifically, applicants currently enrolled in a university or who have previously attended university must maintain a minimum average of 65.0% on the last ten full credit or full credit equivalent courses in order to be considered for admission. Applicants with less than ten full credit courses must maintain a minimum average of 65.0% on all courses in order to be considered for admission. Applicants applying from a community college must have successfully completed a diploma program with an overall GPA of 2.5 in the completed program. In addition, all students applying from university or college must have completed the pre-requisite courses in English, Mathematics and/or Science, as stated 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
Honours Bachelor of Early Childhood Leadership-2022/2023
|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.|
|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-7005||Observing, Recording & Assessing||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.|
|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.|
|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-7010||Field Practicum 1||6|
|In a school-aged setting, students will have opportunities to integrate course knowledge into practice. Trusting relationships and respectful interactions will be of key focus in the practicum experience. Students will actively engage in processes of observing, documenting and developing curriculum that is child-centered, play-based, and linked to current pedagogical documents. 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.|
|ECED-7013||Curriculum for Early Learning||3|
|In this course, students examine the theory, research, as well as the current pedagogical and child development documents that inform curriculum design within 4 to 8 years learning environments. Students explore their skills designing curriculum that supports children's learning through an inquiry play-based approach, in both outdoor and indoor environments, based on pedagogical observation, documentation, and reflective practice on acquired knowledge. Co-construction of curriculum and pedagogical practices in the early primary learning environment as it connects to the child, family, and class community is also considered.|
|FLDP-7008||Field Seminar 1||2|
|In a school-aged setting, students will have opportunities to critical reflect upon and consider integration of course knowledge into practice. Trusting relationships and respectful interactions 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. 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.|
|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.|
|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.|
|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.|
|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-7011||Field Placement 2||6|
|Students build on the foundational experience gained during the first field practicum in an early learning and care environment. Working collaboratively with educators, students consolidate knowledge in observational methods, curriculum planning, and responding to children and families in early learning environments. Students have opportunities to discuss program related issues, and design specialized projects in the practicum. 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 community partners will be emphasized as foundational elements of practice.|
|FLDP-7009||Field Seminar 2||2|
|Students build on the foundational experience gained during the first field seminar in an early learning and care environment. Working collaboratively with educators, students reflect on their consolidated knowledge in observational methods, curriculum planning, and responding to children and families in early learning environments. Opportunities to discuss relevant academic literature related to early years education and care, problem solve program related issues, and design specialized projects for the practicum 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 community partners will be emphasized as foundational elements of practice.|
|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.|
|ECED-7011||Curriculum for Young Children||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.|
|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.|
|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.|
|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.|
|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-7020||Curriculum Leadership in ECE Prgms||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.|
|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.|
|ECED-7022||Research in Early Childhood||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.|
|ECED-7023||Current Issues-Leadership for Quality||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.|
|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.|
|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.|
Careers - 2022/2023
Career OpportunitiesThis Honours Early Childhood Leadership (ECL) baccalaureate prepares graduates to guide and lead curriculum and pedagogy in Ontario's early childhood settings, other family support programs, and early intervention services. The goal of the program is to prepare childhood professionals with program leadership capacity to move into supervisory/director positions in a full range of early childhood programs and/or to further their studies in graduate programs such as the Bachelor of Education and Master of Education programs.
More Information - 2022/2023
Campus Code: LC (LC - London)
15 week terms
Academic Calendars available at www.fanshawec.ca/academicdates
School of Community Studies: 519-452-4224
This innovative four-year honours baccalaureate program offers students studies in early childhood development and pedagogy, human relationships, curriculum development and leadership skills. Students develop the necessary skills to engage as pedagogical leaders in a diverse range of roles in the evolving disciplines within early years education and care. A key component of this degree is the applied learning that takes place in ideal size classrooms focusing on case studies, research, interpersonal communication, advocacy and leadership skills. Students complete two field practicums in first and second year in addition to a fourteen-week intensive Internship between third and fourth year. International internships are offered on a limited basis for qualifying students. In final year graduating students participate in a major capstone course that provides students the opportunity to integrate their practical experiences and knowledge in a supervised research project. Opportunities for graduating students include positions as Registered Early Childhood Educators in childcare, JK, SK, supervisory roles, ECL leaders in social service agencies or Ministry of Education. Students may further their studies in B.Ed. programs (Teacher�s College) at Canadian universities as well as internationally. Graduates may also pursue studies in Master of Education, Master of Social Work and Master of Arts.
- A Bridging program for Early Childhood Education diploma
graduates to become eligible for admission consideration into Level
5 of the Honours Bachelor of Early Childhood Leadership
program is as follows:
- Two composite courses (Bridging Course #1 Evidence Based Practice in Early Childhood and Bridging Course #2 Introduction to Early Childhood Leadership) for a total of six credits
- PLUS Applied Research Methods from Level 3 of the Honours Bachelor of Early Childhood Leadership program
- PLUS One Breadth Course Elective
- The first two field experiences in Level 2 and Level 4 are completed concurrently with course work. Students will be expected to demonstrate their ability to apply their growing knowledge of children's early learning and development taking into account the context of their daily lives in families and residential and cultural communities. They will also demonstrate increasing abilities to design, implement and to evaluate curriculum for individuals and groups of children. The third field experience is a 14-week work term (leadership internship) in an early childhood program, related child and family service or relevant government department. The focus of the internship is on the students' growing understanding about the conditions that guide and promote effective curriculum and pedagogy. Field supervisors will support individual student's learning and the preparation of a detailed portfolio by the completion of the placement. The fourth field placement is concurrent with Level 7 and will align with courses in early childhood studies, curriculum leadership, and managing projects. Students will continue in their internship organization/community partner (if possible) and complete a project related to pedagogy or curriculum. They will work with the community partner to identify the issues and collaborate with appropriate staff and families to complete the project.
Devlin, CMM, MSC, CD, HBA, MSS
Senior Vice-President Academic Services: G. Lima, MA
Vice-President Student Services: M. Beaudoin, BA, MLS
Dean, Faculty of Health, Community Studies and Public Safety: P. McLaughlin, BNSc, MEd
Associate Dean, School of Community Studies: S. Fieber, MSW, RSW, MBA
S. Lackenbauer, BA, MA, PhD
M. Mitches, BA, RECE, AECEO.C, MPed.
T. Bonnett, Ed.D, M.ECEd., R.E.C.E., Certified Trauma Integration Clinician
C. Bourbonnais-MacDonald, BA, BEd, MEd, Ed.D.
Within the program, breadth courses are taught by a variety of faculty with graduate credentials in Social Sciences, Humanities and Sciences.
Fanshawe College has been granted a consent by the Minister of Advanced Education and Skills Development to offer this applied degree program for a seven-year term starting August 2017. The College shall ensure that all students admitted to the above-named program during the period of consent will have the opportunity to complete the program within a reasonable time frame.
The graduate has reliably demonstrated the ability to:
1. Analyze the interacting social and biological forces that collectively shape early brain development and set the stage for lifelong learning, behavior and health.
2. Respect families’ central role in child-rearing and early learning and the impact of family structures, community support systems, culture and socio-economic status on parenting.
3. Lead the design and implementation of inclusive, effective curricula for young children, based upon a critical analysis of historical perspectives, observation, current research, and understandings of early human development.
4. Develop inclusive early intervention programs that respond to children with identified special needs.
5. Evaluate early childhood programs, engaging stakeholders in the process and addressing diverse needs of young children and families.
6. Acquire self-knowledge, critical thinking skills and professional habits of mind essential to the practice and leadership of early childhood education.
7. Apply research skills, including assessment of the research process, formulation of research questions and collection and interpretation of data, in a variety of research projects.
8. Establish responsive and reciprocal relationships with children, families, colleagues and other stakeholders.
9. Perform responsibilities in a manner consistent with ethical and professional codes of conduct; in compliance with legislative and legal requirements; and, within the defined scope of practice limitations.
10. Advocate on behalf of children, families, colleagues and the broader community, promoting the principles of quality in early childhood programs.
11. Apply the principles of human resources, financial and facilities management to the operations of an early childhood program.
12. Collaborate with early childhood educators and other professionals in multi-disciplinary or cross-sectoral environments and across diverse domains of practice.
13. Communicate in a professional manner in all verbal, non-verbal and written mediums
For information about Program Pathways visit www.fanshawec.ca/programpathways.