• Overview - 2019/2020

    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 degree program will prepare you with a solid foundation in child development, pedagogy, human relationships, curriculum development and leadership skills. As well 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 will provide you with the necessary skill set to graduate and move forward into various leadership roles. Your journey may take you to further studies in the Bachelor of Education – Teacher College or a Master of Education. Or you may choose to work and lead as a Registered Early Childhood Educator or other supervisory/leadership positions within education and social service agencies. Whatever role of leadership you choose you will be making a difference in the lives of young children!

    Bridging for Advanced Standing

    Maureen Cullen
    Maureen Cullen
    Graduate

    "I feel that my honours undergrad degree in ECL 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."

    Program coordinator:

    Donna R. Davis, R.E.C.E, B.A., TESL C., M.T.S.
    Phone: 519-452-4188

    Field and internship coordinator:

    Tina Bonnett
    Phone: 519-452-4430 x2912

  • Admission Requirements - 2019/2020

    OSSD 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)
        OR
        -
    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
    OR
    Mature Applicant with standing in the required courses and grade stated above
    OR
    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 570 for the paper-based test (PBT), or 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

    • Advanced standing will be considered on a case by case situation based on previous area of study.

    Applicant Selection Criteria

    Where the number of eligible applicants exceeds the available spaces in the program, the Applicant Selection Criteria will be:
    1. Preference for Permanent Residents of Ontario
    2. 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)
    3. Achievement in the Admission Requirements 
    4. Achievement in Post-Secondary Studies** (if applicable)

    Note:

    • **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.

    Post-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
  • Courses

    Honours Bachelor of Early Childhood Leadership-2019/2020

    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-7004Human Development-Foundations3
    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-7001Personal Wellness3
    This course identifies the determinants of healthy lifestyles by examining the scientific literature regarding lifestyle choices that promote optimal health. The course provides the opportunity for personal goal-setting for health enhancement and application of health risk evaluation tools.
    ECED-7005Observing, Recording & Assessing3
    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-7009Interpersonal Communication3
    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-7024Principles to Practice in Early Years3
    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-7006Human Development-The Early Years3
    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-7002Wellness & the Young Child3
    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-7010Field Practicum 16
    In a kindergarten 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 ethics. Reflective practice will be utilized as a method to enhance processing of the field experience.
    ECED-7013Curriculum for Early Learning3
    In this course, students will examine theory, research, and practice that support curriculum design for early learning in play-based early childhood programs. Students expand their skills in designing curriculum that supports children's learning that includes action, problem solving, reasoning, making connections, communication, and representation. Students practice their own creative and critical thinking skills to support children's language, communication, literacy, numeracy, and inquiry skill development.
    FLDP-7008Field Seminar 12
    In a kindergarten 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 ethics. Reflective practice will be utilized as a method to enhance processing of the field experience.


    Group 3
    LEVEL 3
    ECED-7009Human Development to Late Adult3
    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.
    ECED-7003Applied Research Methods3
    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.
    PHIL-7011Philosophy & History of ECE3
    This course introduces historical, theoretical and philosophical antecedents of today's early childhood profession in Canada. Students examine what is childhood and the values and practices related to the nurturing, education and development of young children from ancient times to the present, including a study of the key philosophers and the history of childhood. The views of children through the centuries are compared to the values and practices found today in western society.
    SOCI-7016Family Studies-Research & Application3
    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-7008Reflection & Critical Thinking3
    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-7002Intro to Early Childhood Leadership3
    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-7012Human Development-Relationships3
    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-7001Organizational Structure3
    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-7011Field Placement 26
    This seminar builds upon the foundational experiences of the first ECL field practicum. Students further their knowledge and skills in a variety of early childhood and family-based programs. Students complete assignments related to inclusive practice and curriculum processes. In addition to participating in a practicum experience, students engage self- reflective practice for the purpose of professional development. Opportunities to discuss literature related to the program, problem solve program related issues, and design specialized projects for the practicum will occur. Respectful, reciprocal relationships with families will be emphasized.
    FLDP-7009Field Seminar 22
    This seminar builds upon the foundational experiences of the first ECL field practicum. Students further their knowledge and skills in a variety of early childhood and family-based programs. Students complete assignments related to inclusive practice and curriculum processes. In addition to participating in a practicum experience, students engage self-reflective practice for the purpose of professional development. Opportunities to discuss literature related to the program, problem solve program related issues, and design specialized projects for the practicum will occur. Respectful, reciprocal relationships with families will be emphasized.
    ECED-7010Inclusive Practice3
    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-7011 or ECED-7001
    ECED-7011Curriculum for Young Children3
    This course builds on students' abilities to observe, record, and assess children's development. Students expand their skills in planning curriculum with focus on play, creativity and physical activity for children from infancy to school age. Taking into account research-based theoretical knowledge of how children grow and develop, students select materials, organize the environment, choose pedagogical methods, and make adaptations to make sure all children are able to participate.
    ECED-7001Evidence-Based Prac in Early Childhood3
    Students build on their understanding of human development theory that is the foundation of learning, behaviour and health, and of work with young children and their families in early childhood programs. The course recognizes multiple perspectives, variations in patterns of child development and the diverse context in which children live their daily lives. Students critique a variety of approaches to curriculum design and pedagogy in early childhood programs. Play is examined as a pedagogical strategy to support children's development and learning. Students analyze systematic and naturalistic techniques to observe and monitor children's developmental progress and learning.Students conduct an inquiry-based project in an early childhood program that demonstrates their application of human development theory, abilities to make direct observations of individual and groups of children, and abilities to translate theory and observations into curriculum design and implementation. The project includes a background review of the literature and adaptations to the curriculum for the inclusion of all children.


    Group 7
    LEVEL 5
    ECED-7014Quality Assurance in ECE3
    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-7002Leadership in Learning Organizations3
    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-7003Leadership in a Tech World3
    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-7017Healthy Community-Advocacy & Leadership3
    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.


    Group 8
    LEVEL 6
    ECED-7016Human Development-Current Topics3
    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-7005Managing Projects3
    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-7020Curriculum Leadership in ECE Prgms3
    Curriculum and pedagogical leadership in early childhood settings draws on experiences and philosophical values; knowledge of early child development and learning; and, methods of observing, documenting and interpreting child behaviour. Students construct a program philosophy, review curriculum design, apply principles of curriculum evaluation and design professional learning plans. Students assess existing curriculum and evaluation tools and invent new tools that are consistent with their philosophy. Students analyze assumptions about how children learn, what is important for them to learn and how to support learning. Students examine the delivery of early childhood curriculum in different types of program delivery, including centre and home-based programs. The course uses Early Learning for Every Child Today as a curriculum framework to analyze curriculum models.


    Group 9
    LEVEL 7
    ECED-7022Research in Early Childhood6
    In this course students analyze perspectives and methods that are central to current research in human development and early childhood programs. They become skilled in evaluating qualitative and quantitative research and develop a full proposal for the required research paper. The course presents a wide range of approaches to early childhood research from different philosophical paradigms.
    FLDP-7007Solutions for Early Childhood Leadership7.4
    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-7018ECE Program & System Delivery3
    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-7023Current Issues-Leadership for Quality6
    Students conduct specialized research on an early childhood curriculum topic of their choice and produce a scholarly paper based on primary or secondary sources. The project is comprised of a relevant literature and research review, analysis of data gathered in direct field observations and interviews, and a summary formulation including strengths-and-needs critique, conclusions, and recommendation.
    SOSC-7029Social Policy in Canada3
    In this course, students will analyze the origins and development of social policy in Canada. Social policy includes social programs and services that range from child care to education and health care that affect individual well-being, opportunity and quality of life in Canada. The course considers the evolution of social policies and programs in the context of the changing beliefs and values, social conditions, economics circumstances and political development in Canada.


    Group 11
    Internship (Co-op Work Term)
    Usually Completed after Level 6
    COOP-ECL1WECL1 Internship1
    The third year internship is a 14 week work experience (a total of 420 hours) 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 curriculum and pedagogy in early childhood programs. The internship offers students the opportunity to pursue a placement setting according to their career interests and goals. The internship may be local, elsewhere in Canada or in an international setting. At the completion of placement students will have a professional portfolio that documents their delivery of early childhood curriculum and pedagogy, capacity to evaluate early childhood programs and examples of team-building and collaboration within early childhood programs.

    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-7008Composition & Rhetoric3
    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-7044Principles of Psychology3
    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
    Gen Ed - Electives
    Take 6 General Education Elective Credits at the
    Introductory Level from two of the following subjects -
    Humanities, Global Culture, Math, Science
    Normally taken in Levels 5 and 6


    Group 3
    Take 9 General Education Elective Credits at the
    Upper Level (Non-Introductory) - Normally taken in
    Levels 6, 7 and 8


    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 35 credits in this
    program at Fanshawe College to meet the Program Residency
    requirement and graduate from this program

  • Careers - 2019/2020

    Career Opportunities

    This 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 - 2019/2020

    A Four-Year Honours Degree Program
    Program Code: ECL1
    Campus Code: LC (LC - London)

    September Admission
    15 week terms
    Academic Calendars available at www.fanshawec.ca/academicdates

    Contact

    School of Community Studies: 519-452-4224


    Program Description

    This innovative four-year honours baccalaureate program offers students studies in early childhood development, early childhood pedagogy, human relationships, curriculum development and leadership skills, developing the necessary skills to engage as pedagogical leaders in a diverse range of roles in the evolving disciplines within early childhood education and care.  A key component of this degree is the applied learning that takes place in ideal sized classrooms, with a focus on case studies, research, three field placements, that culminates in one fourteen-week Internship between third and fourth year.  International internships are offered on a limited basis for qualifying students. In the final year, graduating students will 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 early childhood positions in a variety of early years settings such as Early Childhood Educator, Supervisory Roles in Early Childhood, Designated Early Childhood Educator with Ontario�s school boards, social service agencies that provide early years programs, and opportunities to further study in Bachelor of Education (teacher�s college) and Master of Education programs.

    Other Information

    • 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 (it is recommended that this be taken in Level 6 if not in the Bridge Session)
    • The first two field experiences in Level 2 and Level 3 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.  Professors 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 work term site and complete a project related to pedagogy or curriculum.  They will work with the site to identify the issues and collaborate with appropriate staff and families to complete the project.

    President: P. 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
    Chair, School of Community Studies: 
    S. Fieber, MSW, RSW, MBA
    Faculty:
    D. R. Davis, BA, RECE, TESL. Cert., MTS 
    S. Lackenbauer, BA, MA, PhD
    C. Bourbonnais-MacDonald, BA, BEd, MEd, Ed.D.(c);
    L. McCorquodale, PhD, OT Reg (Ont);
    T. Bonnett, M.ECEd, R.E.C.E., (ED.D.Uwo, 2019)

    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.

    Learning Outcomes 

    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

    Program Pathways

    For information about Program Pathways visit www.fanshawec.ca/programpathways.
Share this Program