Early Childhood Education-(PECED) Ontario College Diploma Program Profile for Second Career September 2013 start INSTITUTION INFORMATION Name of Institution: Sheridan College Institute of Technology & Advanced Learning Trafalgar Road Campus: 1430 Trafalgar Road Oakville, ON L6H 2L1 905-845-9430 Davis Campus: 7899 McLaughlin Road Brampton, ON L6V 1G6 905-459-7533 Locations: (Campus Location of Program is in bold) Hazel McCallion Campus: 4180 Duke of York Boulevard Mississauga, ON L5B 0G5 905-845-9430 Skills Training Centre: 407 Iroquois Shore Road Oakville, ON L6H 1M3 905-845-9430 Website Address: www.sheridancollege.ca All Sheridan campuses are accessible by local public transit, with convenient connections to GO Transit. Visit: www.sheridancollege.ca / About Sheridan/ Campus Info/ How to Get to Sheridan Second Career Coordinator: Deborah Campbell Contact Person: Application Process/Offer of Admission/Letter of Acceptance: Phone: 905-459-7533 or 905-845-9430 ext. 5068 Fax: 905-874-4385 E-mail: deborah.campbell1@sheridancollege.ca 1. If you have been provided with a Second Career Application Package by your Employment Assessment Centre, please review Sheridan’s full-time program admission requirements outlined below under Program-Specific Admission Requirements. Please note that to be extended an offer to Sheridan and obtain an acceptance letter, you are required to meet the admission requirements. We will be pleased to talk with you about your program and Second Career. Also, please attend a Sheridan Second Career Information Session - times and locations are noted at www.sheridancollege.ca under Programs and Courses, then select Second Career. 2. Please apply to your program choice through the Ontario Colleges website at: www.ontariocolleges.ca. Please provide transcripts or request mature student testing, if you meet the criteria (see below Mature Student Status). There is a $95 non-refundable application fee, payable Page 1 of 15 Early Childhood Education-(PECED) Ontario College Diploma Program Profile for Second Career September 2013 start to Ontario Colleges. 3. If Sheridan determines you do not meet the admission requirements through transcripts or testing, we will provide you with information about how you can most efficiently obtain the necessary prerequisites through Sheridan’s Upgrading or ESL Programs. 4. If you are accepted into your program choice, you will receive an offer of admission and, subsequently, a detailed acceptance letter, which you will submit with your Second Career funding application. Certification of School: Sheridan is an Ontario Public College and is certified to issue T2202A tax receipts. Sheridan recognizes that some students who enter a program at the College will have earned postsecondary credits at other recognized postsecondary institutions and may wish to apply these credits towards the Sheridan credential. Advanced standing refers to the transferring of credit earned at another recognized postsecondary institution towards a Sheridan credential. Students may apply to receive advanced standing for specific Sheridan course(s) based on the successful completion of similar courses at other recognized postsecondary institutions subject to meeting applicable Sheridan policies. Advanced Standing: Candidates must have achieved a minimum course grade of C grade in the course that is being considered for advanced standing, or the minimum pass for the course for promotion within the program, whichever is higher. Courses considered for advanced standing must have been completed within five years prior to the request except with the permission of the Dean of the respective school. Please refer to the full time Advanced Standing policy on Sheridan’s Policies and Procedures website for specific details. Mac users please note: you must use Firefox, Opera or Netscape to access the documents on the Policies and Procedures website. PROGRAM INFORMATION Program Name/Credential: Early Childhood Education Ontario College Diploma Ontario Secondary School Diploma or equivalent, including these required courses: Program-Specific Admission Requirements: One English, Grade 12 (ENG4C or ENG4U) Or, Mature Student Status – Mature students do not possess an Ontario Secondary School Diploma, or equivalent, and are 19 years of age or older Page 2 of 15 Early Childhood Education-(PECED) Ontario College Diploma Program Profile for Second Career September 2013 start before the starting date of the program. Mature students who apply to Sheridan’s certificate and diploma programs must demonstrate their ability to work at the postsecondary level in one of the following two ways: By successfully completing equivalency testing in English and/or mathematics and/or; science or By completing a program of academic upgrading at a level appropriate to the program of choice.* Mature students must demonstrate proficiency in meeting specific program prerequisites. *If you do not have the required prerequisites, you may wish to enrol in Sheridan’s Academic Upgrading program to obtain equivalent credits. Sheridan also offers an ESL program. Preparatory training, such as academic upgrading, is eligible for Second Career funding, subject to the approval of Employment Ontario. APPLICANT SELECTION Eligible applicants will be selected on the basis of previous academic achievement (the average of their six highest senior-level credits, including the required course(s). Strong English skills are essential because of the demands in early language development. Applicants who do not meet the admission requirements for this program will be assessed and advised individual and may be considered for other, related programs. Start/End dates by semester: September 2013 Start Sept. 3, 2013 1 To Dec. 13, 2013 Jan. 6, 2014 2 To April 17, 2014 Sept. 2, 2014 3 To Dec. 12, 2014 Jan. 5, 2015 4 To April 17, 2015 This is a full time program over 2 years: (4 semesters of 14 weeks each) Hours per week: 21.5 (daytime hours between 8:00 a.m. and 6:00 p.m., Monday to Friday) Program Length/ Hours/Weeks: Programs starting in September have a four month break over the summer (from approximately mid-April to end of August) between first and second year. The Christmas break is approximately 3 weeks, and breaks between semesters are 2 weeks. Programs starting in January and May run continuously over 16 months (no summer break). The Christmas break is approximately 3 weeks, and breaks between semesters are 2 weeks. Page 3 of 15 Early Childhood Education-(PECED) Ontario College Diploma Program Profile for Second Career September 2013 start Approximate hours of hands on training: Semester two: Students are in placement for 2 days a week for 7 weeks = 98 hours Semester three: Students are in placement for 4 days a week for 7 weeks= 196 hours Semester four: Students are in placement for 3 days a week for 7 weeks= 147 Total: 441 hours Students will be notified about their class schedule and timetable prior to the beginning of each semester. Class Size: Approx. 35 Course Outline: See Program Outline section below Registration Fee – (applicable at time of publication – subject to change without notice): The $95 non-refundable application processing fee paid to Ontario Colleges covers application processing for one application cycle. Annual Tuition 2012/13 – (applicable at time of publication – subject to change without notice): Parking 2012/13 – (applicable at time of publication – subject to change without notice): Additional Costs 2012/13 – (applicable at time of publication – subject to change without notice): • Year 1: $3,825.00 Tuition fees are regulated by the Ministry of Training, Colleges and Universities. *Tuition for programs starting September 2013, and subsequent terms, is subject to increase and will be updated when the increase has been determined. • Year 2: * *Tuition fees are regulated by the Ministry of Training, Colleges and Universities. By action of the Ontario government, a change may be made to year two tuition. For purposes of your research, please use the year one tuition. Parking for programs starting September 2013, and subsequent terms, is subject to increase and will be updated when the increase has been determined. • One Month: $80.00 • One Semester (September to January): $186.00 • Two Semesters (September to May): $343.00 • Three Semesters (September to August): $410.00 Cost for books, etc. for programs starting September 2013, and subsequent terms, is subject to increase and will be updated when the increase has been determined. Year 1 Books: $468.00 Expendable Supplies: $380.00 Uniform & Equipment: $145.00 Field Trips: $213.00 Page 4 of 15 Early Childhood Education-(PECED) Ontario College Diploma Program Profile for Second Career September 2013 start Year 2 (subject to increase) Books: $467.00 Expendable Supplies: $380.00 Uniform & Equipment: $145.00 Field Trips: $293.00 Mobile Program - laptop required: Mobile computing programs require the use of a laptop as a mandatory component of curriculum during academic terms. New students in mobile computing programs must bring a laptop of their choice that will meet the program’s requirements. For more information please refer to: mobilecomputing.sheridaninstitute.ca. Criminal Record Check and Immunization Requirements Other: Payment Policy for Second Career: Refund Policy: Your Second Career in Early Childhood Education: Career opportunities/ Employment Prospects/Success Factors: Sheridan field placement agencies may require a police record check for criminal offences, a vulnerable sector check and/or a current acceptable record of immunization. Students will be required to provide this documentation directly to their field placement prior to the start of the placement and at their own expense. Students who cannot meet these requirements may have limited field placement opportunities. A blank immunization form can be found at: http://healthforms.sheridancollege.ca Option 1: Payment of total fees for one full year should be paid in full by the tuition deadline. Please refer to your Fees Invoice for tuition deadlines as deadlines vary depending on when you are extended and accept an offer. To officially withdraw from Sheridan full time programs, you must do so in writing by submitting to the Office of the Registrar an “Application for Term or Complete Program Withdrawal” form available at all Sheridan Student Advisement offices. If you withdraw by the tenth scheduled day of the term, then all fees are refunded for that term, minus a $100 administrative processing charge. Sheridan’s Early Childhood Education (ECE Diploma) program prepares you to become a highly skilled professional dedicated to providing young children with the best possible education and care. The ECE program focuses on applying research-based theory to practical experiences that encourages young children’s optimal development and growth. When you graduate from this program, you will be eligible to become a registered member of the College of Early Childhood Educator (CECE), a requirement for practice in the province of Ontario. Opportunities Working in: Centre-based child care programs Ontario Early Years Centres Nursery schools Family resource programs Board of education kindergarten programs Recreation programs Regulated home child care agencies Page 5 of 15 Early Childhood Education-(PECED) Ontario College Diploma Program Profile for Second Career September 2013 start Before and after-school programs Hospital pediatric playrooms ESL/LINC child minding programs Alumni of Sheridan can access all in-person and web-site Career Centre’s services for assistance in Career Counselling and Employment Advising for one year after their graduation date. After one year, they can access all web-site services including jobs.sheridan (our on-line job posting system). Method of Instruction: Equipment Availability: Instructor Qualifications: Courses are instructor-led. Students will engage in a variety of applied learning and experiential activities and will complete multiple industry projects. Students will have access to computers in open access computer labs. College faculty are hired based on a combination of industry experience and academic qualifications. Most full-time faculty have relevant Master’s degrees and/or professional certifications where applicable to their field of expertise. Faculty are provided with opportunities to engage in professional development to ensure currency in their field as well as proficiency in teaching adults. All Sheridan’s programs are designed and kept up to date with input from Program Advisory Committees that include representation from employers and industry organizations. Curriculum Design: Network for Innovation & Leadership in Education at Sheridan (NILES) at Sheridan oversees the design of new programs and courses and maintains a schedule of program review to keep programs up to date. Students have the opportunity to complete a formal evaluation of the course and instructor at the end of each course. Evaluation of Instructors, Courses and Programs: Physical Facilities: In addition, students can participate in the Student Satisfaction Survey to evaluate their program. Public colleges must survey students, graduates and employers as mandated by the Ministry of Training, Colleges and Universities to obtain information on Key Performance Indicators (KPIs). Please visit: Sheridan Home Page, About Sheridan, Sheridan at a Glance, Key Performance Indicators (KPIs). Sheridan classrooms and campus facilities are accessible and are designed to support a wide range of applied learning activities. Classrooms and labs are equipped with modern technology, including digital AV teaching and learning aids. At the Davis and Trafalgar Road campuses, gyms and fitness centres, full-service cafeterias, modern learning resource centres and vibrant student centres contribute to supporting student learning and life. Both campuses have attractive grounds that provide a relaxing counterpoint to the hustle and bustle of student activity. Page 6 of 15 Early Childhood Education-(PECED) Ontario College Diploma Program Profile for Second Career September 2013 start As a public college, Sheridan is able to offer a full range of student services and supports: Athletics and Recreation Career Centre (job search assistance): available for one year following graduation Counselling and Special Needs Services Additional Supports and Resources Available: Accessible Learning Services Library Services Peer Tutoring and Mentoring Health Services Student Advisement Centre Student Union Special Accommodations: Sheridan’s Accessible Learning Services facilitates equal access for eligible students with disabilities by coordinating reasonable academic accommodations and support services. Accommodation plans and services are tailored to correspond with the disability related needs of each student and are determined based on the documentation provided and program specific requirements. Page 7 of 15 Early Childhood Education-(PECED) Ontario College Diploma Program Profile for Second Career September 2013 start PROGRAM OUTLINE Course Requirements: Course code: Hours / week: Course Name: Semester 1: EDUC 16800 Learning Environment 1 3 EDUC 11582 Play Experiences 1 3 COMM 16117 Professional Relationship Skills 3 EDUC 15323 Child Development 3 FLPL Field Orientation COMM 19999 Essential Communication Skills 3 SOCI 12029 Understanding Families 3 SOCI 11129 Living and Working in a Diverse Society 3 0.5 TOTAL HOURS PER WEEK 21.5 Semester 2: EDUC 14648 Learning Environment 2 3 EDUC 10065 Play Experience 2 3 SOCS 10023 Child Abuse 1 EDUC 12375 Observations in Early Childhood Education 2 EDUC 13764 Nutrition, Health and Safety 4 GNED General Education Elective 3 EDUC 23329 Infant and Toddlers Development and Programming 2 FLPL 14933 Field Practice/Seminar 6 TOTAL HOURS PER WEEK 23 Children with Special Needs 3 Semester 3: EDUC 23109 Page 8 of 15 Early Childhood Education-(PECED) Ontario College Diploma Program Profile for Second Career September 2013 start EDUC 25283 Promoting Prosocial Behaviour 3 EDUC 23329 Infant and Toddlers Development and Programming 2 EDUC 25436 High/Scope and Curriculum Models in Early Learning 3 FLPL 22487 Field Practice/Seminar 2 10 TOTAL HOURS PER WEEK 21 EDUC 25372 Individualized Programming 3 EDUC 20705 School Age Child Care 2 EDUC 22629 Professional Practices 3 FLPL 24804 Field Practice/Seminar 3 7 GNED General Education 3 TOTAL HOURS PER WEEK 18 Semester 4: ** Students are offered the option to graduate from the program with a cooperative education component. Enrolment is limited through an additional co-op application process. Students who are accepted into the co-op program will take their remaining class at the Trafalgar Road Campus and will spend three paid work terms working in a program-related position. Co-op work experience complements classroom study and provides an ideal background for enhancing career opportunities. See http://coop.sheridaninstitute.ca/ for details. COURSE DESCRIPTIONS COURSE Learning Environment 1 Code: EDUC 16800 Hours / wk: 3 Students will examine types of early childhood programs in relation to parent and child needs. The educator's role in designing developmentally appropriate prosocial environments will be explored with emphasis on the interest area approach to classroom design. Detailed exploration of the home, block and toy areas will be included. Students will be introduced to supportive adult-child interactions and will engage in reflective practice related to the role of an early childhood educator. COURSE Play Experiences 1 Code: EDUC 11582 Hours / wk: 3 An emphasis is placed on the importance of play and developmentally appropriate practice specific to preschoolers in early learning and care environments in order to foster and facilitate learning related to Page 9 of 15 Early Childhood Education-(PECED) Ontario College Diploma Program Profile for Second Career September 2013 start the development of logical mathematical skills, creativity, fine motor and sensory development. Issues related to the adult-child relationship, human development and the types of experiences that young children engage in are discussed as they influence children¿s ability to learn through play. The ingredients of active learning and the High/Scope key developmental indicators are highlighted as an example of developmentally appropriate practice. At the conclusion of this course, students have a greater awareness of their future role as Early Childhood Educators in facilitating and promoting active learning for young children. COURSE Professional Relationship Skills Code: COMM 16117 Hours / wk: 3 In this course, students will examine communication theory. Through the examination of a variety of topics including, self concept, perception, assertive behavior and conflict resolution, students will assess their ability to communicate effectively in both personal and professional relationships. Students will be expected to improve their communication, thinking and problem solving skills within a context of intrapersonal, social, emotional and interpersonal awareness. COURSE Child Development Code: EDUC 15323 Hours / wk: 3 This course focuses on the developmental characteristics of the children from pre-birth to 6 years of age. All aspects of development and an introduction to the major theoretical positions that explain development will be examined to gain understanding of the growth of young children in all domains of development. Throughout this course, students will have an opportunity to critically analyze the various components of a theoretical and practical perspective on child development. The student will examine the overall effectiveness and efficiency of their understanding of child development in terms of its practical application to the field of early learning and care. The methods and techniques of course delivery vary from the use of a power point presentation to case studies and topical video presentations with opportunities for group discussion and problem solving. COURSE Field Orientation Code: FLPL 12205 Hours / wk: 3 Students will be introduced to the educational expectations of the field practicum experiences that will occur in subsequent semesters. Students will be given opportunities to explore the role of the ECE student in presenting a professional appearance, manner and attitude while progressively enhancing their learning in their successive field education sites for the early learning and care sector. All required forms, medical and criminal reference documentation will be completed prior to completion of this course. COURSE Essential Communication Skills Code: COMM 19999 Hours / wk: 3 Essential Communication Skills is an introduction to college-level English that develops transferable communication skills required by students for both academic and professional success: writing, reading, speaking, presenting, listening and visual literacy. Students become familiar with various writing styles, Page 10 of 15 Early Childhood Education-(PECED) Ontario College Diploma Program Profile for Second Career September 2013 start and course work provides opportunities for students to read, analyze and practice a variety of structures and formats. Students develop critical reading and response strategies, create well-reasoned reports, edit their own work, perform the fundamentals of academic research and give effective oral presentations. Course work includes a variety of learning experiences including lectures, lab work and collaboration. COURSE Code: SOCI 12029 Understanding Families Hours / wk: 3 The overall purpose of this course is to provide you with the opportunity to examine and analyze the role of family in today's diverse society and to reflect on its implications both personally and professionally. The methods and techniques of course delivery vary from standard lecture format to case studies and topical video presentations. Portions of the course involve student-facilitated group discussion, mediation and problem solving. COURSE Living and Working in a Diverse Society Code: SOCI 11129 Hours / wk: 3 Gender, race, ethnicity and culture affect us all personally, from how we see ourselves and others, to how the institutions in our society operate. This course will provide students with an understanding of, and skills necessary for, living and working in a diverse society. COURSE Learning Environment 2 Code: EDUC 14648 Hours / wk: 3 The educator's role in planning the daily routine and schedules in a psychologically safe, active learning environment for young children will be examined. Understanding and responding to children's behaviour as a means to forming authentic relationships will be emphasized. The outdoor play environment and gross motor experiences are examined within the context of active learning. COURSE Play Experience 2 Code: EDUC 10065 Hours / wk: 3 This course is integral to the Early Childhood Education program as it provides students with an opportunity to continue to acquire knowledge and skills to plan and implement child-centred learning through play experiences. An emphasis on active learning and key development indicators will be based on principles of developmentally appropriate practice. The curriculum areas of language and literacy, small group, and large group will be explored. Students will continue to develop their communication skills by providing and receiving feedback from their peers. In addition, students will continue to consolidate skills in problem solving and critical thinking. At the conclusion of this course, students will have an awareness of the role of the Early Childhood Educator in supporting and implementing a childcentred play curriculum. Page 11 of 15 Early Childhood Education-(PECED) Ontario College Diploma Program Profile for Second Career September 2013 start COURSE Code: SOCS 10023 Child Abuse Hours / wk: 1 In this course, students are provided with an overview of the strategies for identifying and working with abused and at-risk children, including legal and professional duties of the Early Childhood Educator and its impact on children. Strategies for identifying, documenting and reporting children at-risk or abused are discussed through a combination of lectures, videos, classroom discussion and interactive activities. COURSE Observations in Early Childhood Education Code: EDUC 12375 Hours / wk: 2 This course examines the importance of observation as it applies to the daily practice of the early childhood professional. Students will explore topics such as the significance of observation; different observation techniques used in early childhood settings; confidentiality and objectivity in observation; interpretation of recorded data to aid developmentally appropriate program planning. Through both inclass exercises and out-of-class observations, students will have opportunities to apply observation skills and practice selected observation techniques in early childhood settings. COURSE Nutrition, Health and Safety Code: Hours / wk: 3 This course introduces the concept of the social welfare system in Canada and the Province of Ontario. Students become acquainted with the major historical events in the development of the Canadian system, selected pieces of legislation, and sectors in society, including their shortcomings, and strengths. They also acquire practice skills related to researching various current issues, and working in teams to present material to their peers in a professional manner. Through interactive lectures, simulations, research on the web and in person, group work, assignments and tests students discover how the welfare society in Canada functions in terms of its legislation and practice. COURSE Field Practice/Seminar Code: FLPL 14933 Hours / wk: 6 In this course students are provided with an introduction to the roles and responsibilities of the early childhood educator in early learning and care environments in the field. Students will have the opportunity to begin to integrate their knowledge of developmentally appropriate practice into the field placement and to develop professional attitudes and practical skills essential in the field of Early Childhood. The field one placement focuses on students gaining competence in the following areas: interacting in a positive, professional manner with children and adults; promoting and maintaining safe and healthy environments for young children: and planning and implementing activities for children's learning. Students will participate in a seminar class to support their field experiences. COURSE Children with Special Needs Code: EDUC 23109 Page 12 of 15 Hours / wk: 3 Early Childhood Education-(PECED) Ontario College Diploma Program Profile for Second Career September 2013 start This course enables students to acquire an awareness of a wide range of exceptionalities and develop an inclusive program based on current research and developmentally appropriate practices. Exceptionalities are explored from a developmental framework and include: cognitive, social, behavioural, sensory, motor, chronic health and communication challenges. Students review the history, social and political context of ideas that support and impede inclusive practices. Support services and specialized agencies will be examined as a means of supporting children and families. COURSE Code: EDUC 25283 Promoting Prosocial Behaviour Hours / wk: 3 This course explores adult and child personality characteristics in general, and specifically in the social, emotional, behavioural domains. Characteristics of teacher and child relating styles are examined within this context. Building upon these topics, the course examines teacher-child interaction patterns in early learning and care settings. Aiming to promote positive teacher-child relationships, this course analyzes linkages between the broad range of children's adaptive and problematic social, emotional, and behavioural characteristics and the broad range of teachers' personality characteristics and relating styles. A variety of prosocial problem-solving models are examined with emphasis on the High/Scope Problem-Solving model. COURSE Infant and Toddlers Development and Programming Code: EDUC 23329 Hours / wk: 2 Research in the area of infant and toddler development is rapidly advancing and early childhood educators must be equipped with the most recent knowledge and skills to ensure the optimal development of this age group. In this course, students explore the principles of infant and toddler caregiving and education with emphasis placed on key developmental issues, the significance of the adult-child relationship, program and curriculum development to support active learning in all developmental domains and the principles of working with families to understand and support the needs of the child. Students further explore the theory and application of emergent literacy. Students gain a comprehensive understanding of developmentally appropriate practice for infants and toddlers through interactive lectures, collaborative group work, and video analysis. COURSE High/Scope and Curriculum Models in Early Learning Code: EDUC 25436 Hours / wk: 9 Students examine how identifiable curriculum models support quality and best practices in programs for young children. Students use a reflective process for understanding the components of a curriculum framework with reference to "Early Learning for Every Child Today in Ontario" documents. Research from the High/Scope Foundation provides a context for students to compare and contrast a variety of current curriculum models delivered in the community. Models discussed include Montessori, Reggio Emilia, Kindergarten, Creative Curriculum, and theme-based and emergent curriculum. Students plan strategies to integrate elements of the High/Scope Curriculum into eclectic programs of early learning. Students are involved in discussions, group projects, and in-class research. Page 13 of 15 Early Childhood Education-(PECED) Ontario College Diploma Program Profile for Second Career September 2013 start COURSE Field Practice/Seminar Code: FLPL 22487 Hours / wk: 10 In this course students will continue to integrate their knowledge of developmentally appropriate practice into the field placement setting. Students will apply strategies learned from competencies in field practice and seminar one and build on these competencies to develop professional attitudes and practical skills essential in the field of Early Childhood. There will be opportunity to engage in reflective practice of an effective early childhood educator; to plan and implement developmentally appropriate individual and small/large group experiences for children; and to practice prosocial behavioural strategies in creating healthy and supportive environments. Students will participate in a seminar class to support their field experiences. COURSE Individualized Programming Code: EDUC 25372 Hours / wk: 3 This course synthesizes the threads of observation, child development, developmentally appropriate practices, the complexities of teacher-child relationships, and early identification and early intervention practices. Keeping in mind the family context, the course focuses on observing and describing children's developmental status and teacher-child dynamics in group care. Students examine a variety of observation, early identification, and early intervention modalities. The High/Scope Child Observation Record is featured. The Nippissing District Developmental Screen (NDDS), Battelle Developmental Inventory, the AGS Early Screening Profile, Ages and Stages Questionnaires (ASQ), and a variety of others are reviewed. The early intervention and support modality, Floortime, is examined and implemented, and others, such as the Transdisciplinary Play Based Assessment and Intervention method, are reviewed. Through completion of a developmental observation project, students employ observation and screening tools to document the strengths and needs of an individual child and to plan supportive, developmentally appropriate curriculum. COURSE School Age Child Care Code: EDUC 20705 Hours / wk: 3 This course promotes student understanding of the fundamentals of school age care, including developmentally appropriate environments and curriculum practices. Aiming to promote high quality care for school age children when they are outside of the school, students will explore the needs of school age children, as well as curriculum strategies created to promote learning environments that complement children's school experience. Students will also examine issues related to working with families and providing behaviour guidance to school age children through a mixture of in-class lectures and discussions, interactive school age activities, collaborative group tasks and Internet research project. COURSE Professional Practices Code: FLPL 21095 Hours / wk: 3 In this course, students examine historical, political and social issues that affect early childhood practice in today's society. Professional responsibilities and practices of early childhood educators are explored Page 14 of 15 Early Childhood Education-(PECED) Ontario College Diploma Program Profile for Second Career September 2013 start within a context of recognized best practices and current research. Students formulate a personal philosophy of early childhood education which reflects a thorough understanding of early childhood education theories and practices. COURSE Field Practice/Seminar 3 Code FLPL 24804 Hours / wk: 3 In this course students will consolidate knowledge and reflective practice to become a professional early childhood educator. Students will be required to demonstrate competence in the areas of professional performance, interpersonal communication skills, maintaining safe environments, planning and implementing for children's learning, and promoting children's self-regulation. Students will participate in a seminar class to support their field experiences and to prepare for entry into the profession of early childhood education through discussion and compilation of a variety of professional documents such as resumes and portfolios. ADDITIONAL NOTES All information current at time of publication - subject to change without notice. Page 15 of 15