Early Childhood Education

Ontario College Diploma (29 courses) Part-time Online
Program Code: 0430X07PWO Academic Year: 2016/2017


This program is listed under the following fields of study:

This program requires three full-time block placements over 4, 5 and 6 weeks. Please thoroughly review the placement information to ensure this program is right for you.

Other Delivery Options

Part-time On Campus
Full-time Online
Full-time On Campus
Intensive On Campus

Our Program

This Ontario College Diploma program prepares students to become educators of young children in a variety of early learning settings. Students develop the knowledge and skills necessary to work with families and other professionals to support children's learning and development. Emphasis is on the development of inclusive play-based curriculum for children from birth to age 12. Students benefit from opportunities to observe the application of best practices and to apply their knowledge in real-world settings as they participate in field placements.

To qualify for this diploma, you must complete the program within eight years.

Success Factors

This program is well-suited for students who:

  • Have strong observational and analytical skills.
  • Enjoy working as a member of a team.
  • Have strong language (oral and written) skills.
  • Are self-reliant and enjoy challenges.
  • Are interested in child development and teaching children through play.
  • Are comfortable using computers and other forms of technology.
  • Enjoy working with children and their families.

Early childhood education is a physically demanding profession. Individuals entering this profession must be able to lift children, materials and equipment (up to 70 pounds). As well, individuals must be able to move quickly/run between areas in the room and outside in order to ensure children's safety. In addition, educators must constantly observe children to ensure safety and to assess children's abilities, skills and interest in order to develop meaningful curricula. Entering the program without these abilities may result in unsuccessful field placements and students who fail to successfully complete field placements are not eligible to graduate from the program.

Your Career

Graduates may find professional employment opportunities as educators in early learning and care programs (infant, toddler, preschool, school-age), nursery schools, resource and Ontario Early Years Centres, full-day kindergartens, programs run by community health agencies and as home child care advisors. Opportunities in entrepreneurial areas (e.g. marketing of educational toys/books/materials consulting) are emerging.

Graduates are required to register with the College of Early Childhood Educators to be eligible to apply for jobs within the profession.

Fees & Expenses

Fees for part-time programs are charged on a course-by-course basis and are published on each individual course page. For questions related to fees, please call the Registrar's Office at 613-727-0002.

Graduation Fee

Once you have completed all the courses in the program, it is the responsibility of the student to contact the Registrar's Office to obtain a certificate/diploma application. A graduation fee of $40 will be charged when the application is submitted. When your certificate/diploma application has been approved, you will be invited to Spring or Fall Convocation.

Admission Requirements

College Eligibility
  • Ontario Secondary School Diploma (OSSD) or equivalent. Applicants with an OSSD showing senior English and/or mathematics courses at the Basic Level, or with Workplace or Open courses, will be tested to determine their eligibility for admission; OR
  • Academic and Career Entrance (ACE) Certificate; OR
  • General Educational Development (GED) certificate; OR
  • Mature Student status (19 years of age or older and without a high school diploma at the start of the program). Eligibility may be determined by academic achievement testing for which a fee of $50 (subject to change) will be charged.
Program Eligibility
  • English, Grade 12 (ENG4C or equivalent) with a grade of 65% of higher.

Applicants with International transcripts must provide proof of the subject specific requirements noted above along with proof of either:

  • IELTS-International English Language Testing Service-Overall band of 6.5 with a minimum of 6.0 in each band; OR
  • TOEFL-Internet-based (iBT)-overall 88, with the minimum of 22 in each component: Reading: 22; Listening: 22; Speaking: 22; Writing: 22.

Should the number of qualified applicants exceed the number of available places, applicants will be selected on the basis of their proficiency in English.

College Eligibility
  • Ontario Secondary School Diploma (OSSD) or equivalent. Applicants with an OSSD showing senior English and/or mathematics courses at the Basic Level, or with Workplace or Open courses, will be tested to determine their eligibility for admission; OR
  • Academic and Career Entrance (ACE) Certificate; OR
  • General Educational Development (GED) certificate; OR
  • Mature Student status (19 years of age or older and without a high school diploma at the start of the program). Eligibility may be determined by academic achievement testing for which a fee of $50 (subject to change) will be charged.
Program Eligibility
  • English, Grade 12 (ENG4C or equivalent) with a grade of 65% of higher.

Applicants with International transcripts must provide proof of the subject specific requirements noted above along with proof of either:

  • IELTS-International English Language Testing Service-Overall band of 6.5 with a minimum of 6.0 in each band; OR
  • TOEFL-Internet-based (iBT)-overall 88, with the minimum of 22 in each component: Reading: 22; Listening: 22; Speaking: 22; Writing: 22.

Should the number of qualified applicants exceed the number of available places, applicants will be selected on the basis of their proficiency in English.

Notes

Practice Teaching Field Placements

Students in the Early Childhood Education program complete three practice teaching field placements during their studies. These placements are assigned by the Program Coordinator with an emphasis on having students experience different early childcare environments during their course of study.

Field Placement Eligibility
  • Please note that due to limited practice teaching field placements in the Ottawa area (including surrounding areas), part-time students are not guaranteed to undertake placements in your preferred term. We are committed to accommodating students where possible.
  • Students may be required to travel up to 90 minutes to reach their practice teaching field placement. While every attempt is made to provide students with a placement close to a preferred area, this is not always possible. Students are not permitted to contact child care centres in an attempt to arrange placement. Hours vary from centre to centre. Students may be starting as early as 7:00 a.m. and ending as late as 6:15 p.m.
  • Practice teaching field placements are completed during regular, full-time working hours. Students will need to determine the schedule for placements well in advance to make arrangements to be available for that period of time.
  • Practice teaching field placements must be completed during the indicated series and cannot be saved until the end of your diploma.
  • Students can only obtain Prior Learning Assessment and Recognition credits toward their first practice teaching seminar and placement (FAM1233 / FAM1234).
Distance Education Students
  • Please note that due to limited practice teaching field placements in the Ottawa area (including surrounding areas), students from outside of the region will not be permitted to do placements in Ottawa and the surrounding area.
  • Students outside the Ottawa area will be responsible for providing a selection of suitable placement agencies. The Coordinator will confirm the eligibility of these agencies and make the final arrangements for student placements.
Field Placement Requirements

Upon acceptance into the program, the following requirements must be met. Failure to complete these requirements will prevent students from participating in the field placement components of the course.

Health Requirements

Applicants must provide evidence of full and complete immunizations. ParaMed will review the student's record of immunization and provide authorization for entry into field placement. More information in this regard will be available on the website for successful applicants. Some field placement agencies may require the Hepatitis B vaccine and the Influenza vaccine.

First Aid and CPR Certification

Valid standard First Aid and CPR Certification (St. John Ambulance, Red Cross or equivalent) must be completed prior to the commencement of classes. This certificate must be valid for the duration of the program.

Police Records Check Documentation

Successful completion of field placement is a requirement for graduation from the Early Childhood Education program. Agencies that provide placement opportunities may require you to have a clear Police Records Check for Service with the Vulnerable Sector (PRCSVS). Your acceptance for placement is at the discretion of the agency. If you register in the program without a clear PRCSVS and as a result are unable to participate in placement, you will not be able to graduate.

To be eligible for placement, you must have submitted proof of first aid certification, PRCSVS and health authorization through ParaMed. You will be required to disclose the contents of the PRCSVS, including all notations, to the placement agencies.

It is your responsibility to obtain the PRCSVS from your local Police Department prior to the deadline identified by your Department and to pay any associated costs. It may take 8-12 weeks to obtain this documentation; please submit your application as early as possible. Should you require further information, contact the CCOL Field Placement Officer at ccol_fieldplacement@algonquincollege.com.

Level 01 Student Observations

In addition to field placements, students will be required to undertake observations and visit agencies. Many agencies require anyone visiting or observing children to have a valid Police Records Check. Students in Level 01 should obtain the Police Records Check before commencing studies.

ACADEMIC PROBATION

Students who have two or more F grades in a given term or whose term grade point average falls below 1.7 are considered to be on academic probation (Policy AA14 Grading System). This requires the student to meet with their academic advisor or coordinator to sign a learning contract which identifies the conditions which must be met to continue in the program. Students who do not meet the terms of their learning contract are withdrawn from the program.

Additional Notes
  • Online registration is not available for part-time Practice Teaching or Field Seminar courses. Part-time students must be on the approved to register list and will be required to call the Registrar’s Office to register.
  • This program is also offered full-time and part-time on campus at Woodroffe, Pembroke and Perth campuses. While the learning outcomes at the Woodroffe, Pembroke and Perth campuses are the same, the curriculum order and subject delivery are reflective of the local circumstances which affect program delivery.
Important Notice

This program is fully online and students are required to have a computer and access to the Internet.

Algonquin College has several articulation agreements with other colleges and universities whereby ECE graduates receive credit towards these diplomas or degrees.

Program Progression

As per policy AA39: Program Progression and Graduation Requirements when students are admitted to a program, they are assigned to the Program of Study that aligns with their start date. If a student takes a break for two or more consecutive terms the Program of Study is reset to align with the current version (when studies are resumed). For more information please contact your Program Coordinator.

CCOL Academic Planner

The Academic Planner provides registered part-time students in the Centre for Continuing and Online Learning (CCOL) the ability to declare into a program of study. The Academic Planner outlines successfully completed courses to date, as well as courses that need to be completed in order to meet graduation requirements. It is therefore, essential that all part-time students in CCOL declare to their program of study, allowing administrators to plan course offerings. The tool is available on ACSIS, located under 'Continuing Education' on the left-hand toolbar.

Substitutes and equivalencies for Winter 2017

  • The course ENL2027 is not available this semester, ENL0011 is the equivalent.

Additional Information

Check out our FAQs page for answers to commonly asked questions regarding the Early Childhood Education program.

After reviewing the program FAQs, if you have further questions please contact Samantha Harris, Program Coordinator, at 613-727-4723 ext. 6311 or harriss2@algonquincollege.com.

Courses

Online:Online Learning   On campus: On Campus
Course
Number
HoursCourse NameWinterSummer
Series: 01
ENL1813S45.0Communications IOnline Learning On Campus
FAM100045.0Observation SkillsOnline Learning Blank Icon
FAM101530.0Preparation for Field PlacementOnline Learning Blank Icon
FAM123645.0Introduction to CurriculumOnline Learning On Campus
FAM124145.0Health and Wellness for ChildrenOnline Learning Blank Icon
FAM124260.0Foundations of Early Childhood EducationOnline Learning On Campus
FAM124360.0Child DevelopmentOnline Learning Blank Icon
Series: 02
ENL202730.0Communication II for EceOnline Learning Blank Icon
FAM002944.0Music and Movement Experiences for ChildrenOnline Learning Blank Icon
FAM100345.0Psychology of LearningOnline Learning Blank Icon
FAM123310.0Field Seminar IOnline Learning Blank Icon
FAM1234140.0Practice Teaching IOnline Learning Blank Icon
FAM124544.0Environments and Programming for Young ChildrenOnline Learning On Campus
FAM124644.0Introduction to Children with ExceptionalitiesOnline Learning On Campus
FAM124844.0Guiding Children's BehaviourOnline Learning Blank Icon
Series: 03
ENL1904F45.0Children's LiteratureOnline Learning Blank Icon
FAM003040.0Creative Art Experiences for ChildrenOnline Learning Blank Icon
FAM1033140.0Practice Teaching IIOnline Learning Online Learning Blank Icon
FAM124010.0Field Seminar IIOnline Learning Online Learning Blank Icon
FAM124450.0Environments and Programming for Kindergarten and School-Age ChildrenBlank Icon Online Learning Blank Icon
FAM124730.0Creating an Effective CurriculumBlank Icon Online Learning Blank Icon
FAM124940.0Math and Science Experiences for ChildrenBlank Icon Online Learning Blank Icon
General Education Elective: choose 1
ART000848.0Art History and TheoryBlank Icon Online Learning Blank Icon
COR173745.0Abnormal PsychologyOnline Learning Online Learning Blank Icon
DAT011345.0Growing Up Digital - Living and Working in CanadaBlank Icon Online Learning Blank Icon
ENL001042.0Science FictionOnline Learning Online Learning Blank Icon
ENL179845.0Contemporary Canadian IssuesOnline Learning Online Learning Blank Icon
ENV000245.0Environmental CitizenshipBlank Icon Online Learning Blank Icon
GED710545.0Professionalism and EthicsOnline Learning Online Learning Blank Icon
GEO000142.0Political GeographyPolitical Geography

There are no classes currently scheduled for this course.

Blank Icon Blank Icon Blank Icon
GEO000245.0Introduction to Geology: an Overview of Planet EarthBlank Icon Online Learning Blank Icon
GEO000345.0Geography and TourismBlank Icon Online Learning Blank Icon
GEO500345.0Introduction to Paleontology (Fossils)Blank Icon Online Learning Blank Icon
HLT013945.0Introduction to Complementary TherapiesIntroduction to Complementary Therapies

There are no classes currently scheduled for this course.

Blank Icon Blank Icon Blank Icon
MGT234645.0Introduction to E-BusinessOnline Learning Online Learning Blank Icon
PSI000242.0Canadian PoliticsBlank Icon Online Learning Blank Icon
PSY000145.0Co-Dependency as an AddictionBlank Icon Online Learning Blank Icon
PSY000245.0Domestic and Workplace ViolenceBlank Icon Online Learning Blank Icon
PSY000745.0Cults and TerrorismOnline Learning Online Learning Blank Icon
PSY001045.0Criminal Psychology - Psychopathic MindsBlank Icon Online Learning Blank Icon
PSY001145.0Criminal Psychology II - Criminal MindsBlank Icon Online Learning Blank Icon
PSY001442.0Learning, Thinking and Problem SolvingBlank Icon Online Learning Blank Icon
PSY001545.0Social PsychologyBlank Icon Online Learning Blank Icon
PSY175442.0Psychology IntroductionOnline Learning Online Learning Blank Icon
SSC004842.0Technology: Apocalypse Or Eden?Technology: Apocalypse Or Eden?

There are no classes currently scheduled for this course.

Blank Icon Blank Icon Blank Icon
SSC501242.0Racism and DiscriminationBlank Icon Online Learning Blank Icon
Series: 04
FAM1043180.0Practice Teaching IIIOnline Learning Online Learning Blank Icon
FAM123812.0Field Seminar IIIOnline Learning Online Learning Blank Icon
FAM125045.0Language and Emergent LiteracyBlank Icon On CampusOnline Learning Blank Icon
FAM125145.0Families and CommunityBlank Icon On CampusOnline Learning Blank Icon
FAM125245.0Assessment of Children's LearningBlank Icon Blank Icon Online Learning On Campus
FAM125345.0Professional and Administrative Practices in EceBlank Icon Blank Icon Online Learning On Campus

COURSE DESCRIPTIONS

ENL1813S Communications I

Communication remains an essential skill sought by employers, regardless of discipline or field of study. Using a practical, vocation-oriented approach, students focus on meeting the requirements of effective communication. Students practice writing, speaking, reading, listening, locating and documenting information, and using technology to communicate professionally. Students develop and strengthen communication skills that contribute to success in both educational and workplace environments.

FAM1000 Observation Skills

Observations are used by educators to identify children's skills, abilities and interests. They are also used to determine the effectiveness of early learning and care programs and to plan effective curriculum. Students examine and utilize a variety of observational tools to facilitate assessment and planning.

FAM1015 Preparation for Field Placement

The ability to understand one's professional roles and responsibilities in the workplace is important if an educator is to be successful. Students examine professional ethics, standards of practice, management skills, and the roles and responsibilities of students during field placements in the early learning environment. Students develop an understanding of field placement expectations and their responsibilities.

FAM1236 Introduction to Curriculum

It is expected that educators plan, implement and evaluate play-based curriculum. Students explore a variety of factors that influence early curriculum including developmentally appropriate practice, play-based learning and delivery models. Students learn to apply a set of programming strategies used as part of curriculum development.

FAM1241 Health and Wellness for Children

Creating environments where children can safely explore and learn is an essential aspect of the profession. Students learn to recognize the signs of child maltreatment, environmental hazards and how to follow established protocol. Students also examine legislation regarding health, nutrition and safety requirements in early learning programs. Students examine ways to determine if the environment is safe and what steps to take if the child is at risk.

FAM1242 Foundations of Early Childhood Education

Early childhood educators are knowledgeable professionals who require a strong foundation in the history and philosophy of early childhood education in Canada and globally. Students examine the impact of policies, legislation and regulations across all levels of government on early childhood education. Students analyze the differences and commonalities found between school-based and early learning pedagogies. Students also examine the impact of cultural and family systems on early learning programs and professional relationships.

FAM1243 Child Development

Professionals working with children and families use knowledge of child development to guide their practice. Students examine physical, language, social, emotional and cognitive changes from birth to 12 years of age within a social ecological context. Students research, analyze, compare and assess various approaches addressing the development of the individual. Students have opportunities to link developmental information to the delivery of early learning programs.

ENL2027 Communication II for Ece

Registered early childhood educators require professional writing skills to produce letters, reports, assessments, guidelines, observations and curriculum. Clear and concise writing skills are essential for effective communication within the context of the early childhood education environment. Students refine the mechanics of their writing including organization, grammar, spelling, referencing, audience awareness and format.

Pre-requisites: ENL1813S

FAM0029 Music and Movement Experiences for Children

Music is considered a universal language that touches our heart, mind and body. Exposing children to a variety of musical and movement experiences is essential to children's learning and development. Students explore the pedagogical value of music and movement in early learning environments and actively participate in music and movement activities/games that can be incorporated into a variety of early learning settings.

Pre-requisites: FAM1000 and FAM1236 and FAM1242 and FAM1243

FAM1003 Psychology of Learning

To be successful, individuals need to understand how they acquire new knowledge/skills and how environmental factors impact this process. By examining a variety of theories from both historical and current perspectives, students develop an understanding of how an individual's learning is influenced by developmental, psychological and social elements. Students use real life situations to identify how these theories can be used to support learning and development within continuously changing environments.

FAM1233 Field Seminar I

Taking the time to reflect on one's knowledge, skills and practice is essential to the ongoing development of the educator. Students examine and reflect on their growing skills and competence. Students share and collaborate to facilitate reflection and problem solving.

Pre-requisites: FAM1000 and FAM1015 and FAM1236 and FAM1242 and FAM1243

Co-requisites: FAM1234

FAM1234 Practice Teaching I

Practical learning experiences support the integration of theory and professional expectations in early learning programs. Students practise observational skills, facilitation of routines and transitions and guiding children's behaviour. Students also reflect on their emerging knowledge and skills for working directly with children and families.

Pre-requisites: ENL1813S and FAM1000 and FAM1015 and FAM1236 and FAM1242 and FAM1243

Co-requisites: FAM1233

FAM1245 Environments and Programming for Young Children

Educators must be able to differentiate and implement essential elements that are characteristic of programs for infants, toddlers and young preschoolers. Students explore best practices within programs aimed for these age groups. The impact of family background, child development and legislation on environments, routines, transitions and curriculum implementation is examined.

Pre-requisites: FAM1000 and FAM1236 and FAM1242 and FAM1243

FAM1246 Introduction to Children with Exceptionalities

Educators require the knowledge and skills to create inclusive early learning programs and facilitate the learning and development of all children. Students explore causes of various exceptionalities and their impact on children, families and the early learning environment. Students investigate various topics, such as children at risk, communication disorders, intellectual differences, learning disabilities, sensory impairments and giftedness. Methods for working collaboratively with families and other professionals are also examined.

Pre-requisites: FAM1000 and FAM1236 and FAM1242 and FAM1243

FAM1248 Guiding Children's Behaviour

In early learning programs the guidance of children's behaviour requires the use of a proactive approach designed to help children develop self-regulation and prosocial skills. Students explore various factors that have an influence on the interactions and behaviours of children in early learning environments. Research-based methods and strategies that can be used to facilitate the development of prosocial skills and self-regulation are analyzed. Students examine the skills needed to build and enhance supportive relationships with families and children.

Pre-requisites: FAM1236 and FAM1242 and FAM1243

ENL1904F Children's Literature

Early exposure to effectively presented appropriate literature encourages children to develop language, cognitive, emotional, social and problem-solving skills. Students use critical thinking to select books and poetry, assess and use a variety of story sharing techniques, and create story sharing plans with diverse activities to promote literacy.

Pre-requisites: ENL2027

FAM0030 Creative Art Experiences for Children

Educators must have an understanding of children's artistic development in order to plan and implement appropriate play-based creative experiences. Students explore and assess developmentally appropriate materials and activities for infants, toddlers, preschoolers and school-age children. Students examine methods to foster children's creativity and learning.

Pre-requisites: FAM1245 and FAM1246

FAM1033 Practice Teaching II

Practical experience working directly with children and families allows students to broaden and deepen their integration of theory with professional practice in early learning programs. Working at a practice level, within an early learning environment, students guide children through the day with minimal support from their on-site supervisor and plan, implement and evaluate curriculum that facilitates the learning of all children. Students establish goals and determine strategies to successfully meet current and future field placement expectations.

Pre-requisites: FAM1000 and FAM1234 and FAM1241 and FAM1245 and FAM1246

Co-requisites: FAM1240 and FAM1247 and FAM1249

FAM1240 Field Seminar II

Personal and professional values and beliefs have a significant influence on an early childhood educator's practices. Students start to explore their own values and beliefs and the influence of these values and beliefs on their teaching practices. As well, students continue to examine and reflect on their growing skills and competence in working directly with children and their families through discussions in an online community of learners.

Pre-requisites: FAM1233 and FAM1234

Co-requisites: FAM1033

FAM1244 Environments and Programming for Kindergarten and School-Age Children

Full-day early learning kindergartens and after-school programs require educators who have knowledge of differentiated practices in these play-based settings. Students analyze how child development, family background, legislation and organizational structures influence best practices and the roles of the educator in both environments. Students establish how play-based learning differs from teacher-directed learning and explore how to promote play-based learning. Students discuss methods for working effectively and collaboratively with children, colleagues, inter-professional teams and parents.

Pre-requisites: ENL2027 and FAM0029 and FAM1243 and FAM1246 and FAM1248

FAM1247 Creating an Effective Curriculum

It is expected that educators plan, implement and evaluate play-based curriculum. Students develop the skills necessary to implement the curriculum cycle as a framework for creating programs that facilitate play-based learning. In addition, students examine a variety of curriculum approaches with respect to both the curriculum cycle and the guiding principles for best practice in early learning programs. Students also apply established quality assurance measures to examine strategies for enhancing best practices within traditional curriculum.

Pre-requisites: ENL2027 and FAM1003 and FAM1234 and FAM1245 and FAM1246

FAM1249 Math and Science Experiences for Children

To support children's active engagement with math and science educators must provide learning experiences that facilitate these everyday encounters. Building on children's natural interest, students examine how to support children's math and science skills in early learning environments. Students also explore the importance of connecting children to nature through active exploration. Students actively discover ways to engage children in math and science.

Pre-requisites: FAM1234 and FAM1245 and FAM1246

ART0008 Art History and Theory

This course is designed to familiarize students with early historical foundations to present day exemplars of art making. World art with an emphasis on Western art history (from renaissance to today) and minor focus on international art (Canadian, Contemporary, Asian, First Nations, Islamic, etc.) is covered. Students will be expected to complete required readings, write an essay and final examination.

COR1737 Abnormal Psychology

Emphasis is on the study of signs and symptoms of the major mental illnesses, including bipolar disorder, major depression, schizophrenia and personality disorders. Additionally, there are discussions about eating and sleeping disorders, stress and post-traumatic stress disorder.

DAT0113 Growing Up Digital - Living and Working in Canada

Youth in Canada today are the first generation to grow up in a digital world and they are transforming our culture and institutions. This course looks at the Internet and its role in shaping recent history and society. It examines the impact of digital media that empowers our youth to communicate, learn, play, shop and work differently from previous generations. It also provides analytical tools to anticipate and act on what lies ahead in the future.

ENL0010 Science Fiction

Science Fiction shows you other worlds; it describes possible future societies and the problems lurking ahead. It also shows how human beings can and do create these future worlds - that our future is in our hands. Science fiction stands as a bridge between science and art, between the engineers of technology and the poets of humanity.

ENL1798 Contemporary Canadian Issues

A critical understanding of contemporary Canadian issues is essential to being an active member in our democratic society. Students explore a variety of topics and analyze their ethical implications and relevance to Canadian life. Discussions and debates, as well as related interactive activities, offer opportunities to consider recent controversies from different perspectives. Use of a variety of media (e.g. newspapers, articles and electronic resources) allows for in-depth reflection on the history of current social and political issues.

ENV0002 Environmental Citizenship

Based on the general principles of national citizenship, environmental citizenship goes beyond national borders to emphasize global environmental rights and responsibilities. Focus is on both conservation and planned sustainable use of our planet's resources, as well as on the recognition that environmental health is a prerequisite to human health. Being an environmentally-aware citizen involves personal commitment to learning more about the environment and to taking responsible environmental action. Students are encouraged to adopt attitudes and behaviours that foster global environmental responsibility.

GED7105 Professionalism and Ethics

Professionalism and ethics are the foundation for those preparing for leadership roles in the workplace, community and educational settings. By exploring the different facets of leadership theory and ethical dilemmas, students develop decision making, judgment, and personal value positions that form the basis for the examination of professional conduct and personal accountability.

GEO0002 Introduction to Geology: an Overview of Planet Earth

This introductory course examines the science known as geology, the study of the earth. The course begins with the formation of the universe, the solar system, earth and its moon and the planets. Subsequent topics include the history of the earth, describing how oceans and continents were formed, plate tectonics, the movements of the continents, rock types and their formation.

GEO0003 Geography and Tourism

This course examines the world landscapes as well as associated cultural and historical phenomena. Contemporary theories in the earth sciences such as geological time, plate tectonics, processes of erosion, and factors affecting climate are explored. The course is intended for students who wish to know more about how the physical, cultural and historical elements of the world landscape combine to make each designated region interesting and unique.

GEO5003 Introduction to Paleontology (Fossils)

This course is an introduction to the study of fossils - paleontology. It examines the evolution of life on earth, how fossils are preserved, the identification of fossils and the Geological Time Scale.

MGT2346 Introduction to E-Business

Students are provided with tools, skills, an understanding of technology, business concepts and issues that surround the emergence of electronic business. Emphasis is on that part of the Internet known as the World Wide Web (WWW), where such tools as browsers are used. In addition to acquiring basic skills for navigating the Internet, students develop an understanding of the current practices and opportunities in electronic publishing, electronic shopping, electronic distribution and electronic collaboration. Students also explore several of the problems surrounding electronic business and commerce, such as security, authentication, privacy, encryption, safeguarding of intellectual property rights, acceptable use policies and legal liabilities.

Pre-requisites: BUS2301

PSI0002 Canadian Politics

This course will provide an overview of Canadian politics covering the structure of Canadian government, the practice of politics and a background of major political issues.

PSY0001 Co-Dependency as an Addiction

This course provides an overview of how individuals can become addicted to others and relationships. It examines the personalities of abusers and those who are abused. How individuals with complimentary personality disorders unite and form bonds is examined. Object Relations Theory and how women and men are unconsciously drawn to abusive partners because of personality disorders caused by childhood abuse or neglect are the focal point of this course. Students learn how individuals with co-dependent personalities can become capable of breaking free from the cycle many get caught in.

PSY0002 Domestic and Workplace Violence

This course examines workplace, school yard and family violence. Strategies for dealing with this violence will be explored. Conflict resolution strategies will be developed which can be applied to the workplace, school or home environment. Issues such as how and why co-dependency exists as well as the battered wife syndrome and abusive males will be addressed. Students will also examine why confrontation can escalate into violence in the workplace and why bullying exists in schools.

PSY0007 Cults and Terrorism

This course focuses on conformity issues surrounding religious fundamentalism, sects, cults, and terrorist groups. The reasons why people join and why they may have a difficult time leaving, are examined. Society's contributions to supporting cultic groups are explored. Strategies for protecting individuals and vulnerable populations from cultic and terrorist activity are developed.

PSY0010 Criminal Psychology - Psychopathic Minds

What makes a psychopath tick? Are they born that way, or are they products of society? Are serial killers really possessed with evil, or do they know exactly what they are doing? In this course, students study how and why some individuals become criminals and why some actually become killers. You study what is known about serial killers, stalkers, rapists and criminals. Also, the latest techniques used in criminal profiling and questioning are examined.

PSY0011 Criminal Psychology II - Criminal Minds

This course further explores issues discussed in Criminal Psychology - Psychopathic Minds, and compares and explains psychological models as they relate to criminology.

PSY0014 Learning, Thinking and Problem Solving

This subject examines selected knowledge about human behaviour and the use of this knowledge to the individual. Students learn how to better understand themselves and others, and to use psychological theory, and research to manage their own lives and their own problems more effectively.

PSY0015 Social Psychology

Social psychology is the scientific study of how people think about, interact, influence and relate to others. The course will emphasize understanding about how and why individuals behave, think and feel in social situations. Of particular importance will be the study of the individual, their thoughts and resultant behaviour in social situations.

PSY1754 Psychology Introduction

In order to understand ourselves and interact appropriately with others, we must first understand the basis for behaviour. The study of psychology provides students with an understanding of why people think and act as they do. It examines the scientific process of research, the human brain and nervous system, sensation and perception, learning, memory and personality.

SSC5012 Racism and Discrimination

This course targets racism and discrimination that are observed in the Canadian multiculturalism context. Students are able to identify types of discriminations and racisms based on our cultural values and find the connection between discrimination and the society. Students also analyze sociological factors, such as the media that could cause biases and prejudice. The objective of this course is to enhance the sensitivity and intolerance of mistreatment based on racial or ethnic background and to consider how to handle these issues as occupational professionals and individuals in this pluralistic society.

FAM1043 Practice Teaching III

Students consolidate knowledge and skills gained. Guided by the Ontario College of ECEs Code of Ethics and Standards of Practice, students demonstrate competence in management, curriculum development, professionalism and communication. Students develop and implement goals and strategies to support early learning.

Pre-requisites: ENL1904F and FAM1033 and FAM1240 and FAM1247 and FAM1248 and FAM1249

Co-requisites: FAM1238 and FAM1252 and FAM1253

FAM1238 Field Seminar III

A philosophy statement reflects and guides an educator's beliefs, values and practices when working with children and their families. Students build on previously completed work to develop a personal philosophy of early childhood education. Students analyze their emerging beliefs and values on early learning and best practices to create and articulate a professional philosophy.

Pre-requisites: FAM1033 and FAM1240

Co-requisites: FAM1043

FAM1250 Language and Emergent Literacy

Language and early literacy skills are foundational for life-long success; therefore, educators must possess the knowledge and skills to create, prepare and evaluate language-rich environments. Students examine the natural progression of language and literacy development and explore strategies and materials essential for environments that support the multi-dimensional language and literacy skills of children from birth to twelve years of age. Students explore parental involvement as literacy partners, a variety of language and literacy programs and current practices implemented in early learning environments.

Pre-requisites: ENL1904F and FAM1247

FAM1251 Families and Community

Professionals in a variety of fields can enhance their practice through awareness of the diversity which exists among families and communities within Canada. Students examine historical and current factors influencing families and communities within Canadian society. Students identify, implement and evaluate various strategies designed to support or advocate for a community or family.

FAM1252 Assessment of Children's Learning

The ability to assess how children are learning and the quality of the curriculum and educational environment provided for young children are essential to an educator's role. Through the use of a variety of data collection tools, as well as their knowledge of child and curriculum development, students enhance their ability to make summative and formative assessments of children's learning, development and interests necessary for creating appropriate curriculum. Students practise the skills required to efficiently collect, analyze and use data to create effective curriculum and to assess the quality of early learning environments. Effective methods for communicating information about children's learning and development to a variety of stakeholders involved in the educational process are also examined.

Pre-requisites: FAM1247 and FAM1248

FAM1253 Professional and Administrative Practices in Ece

Effective administrative practices are essential for developing and managing an early learning program. Students explore governance models and legislative requirements for different programs (e.g. kindergarten, licensed programs). Students examine administrative and professional practices with an emphasis on the CECE Code of Ethics and Standards of Practice. Students explore topics related to job recruitment, advocacy, human relations and ethics.

Pre-requisites: FAM1033 and FAM1241 and FAM1242