Bachelor of Early Learning Program Development (Honours)

This course will evaluate professional and ethical practices in the early years sector, embracing acommitment to interprofessional cross-sectoral collaboration. Using an experiential model for learning, this course will focus on comprehensive theoretical understandings of group process, personal skill development and practical application to interprofessional practice in the early years. Students will critique and practice effective strategies for initiating and maintaining reciprocal and positive professional relationships. Through a process of self-reflection and examination of professional documents, students will analyze the scope of professional practice and the unique contributions of members of interprofessional teams to assess the impact of those practices on their emerging professional identity.

• Hours: 42
• Credits: 3
• Pre-Requisites:
• CoRequisites:

This course introduces students to the historical and philosophical influences of early childhood education. Students will become acquainted with the history of childhood and the key philosophers and theorists that have influenced early learning and education. Through examinations of views of children through the centuries, students will review and discuss values and practices related to the education of children from ancient times to the present.

• Hours: 42
• Credits: 3
• Pre-Requisites:
• CoRequisites:

This professional engagement experience will provide students with an opportunity to relate theoryand practice to expand their capabilities by working with children and families in community basedearly years settings. Reflective classroom opportunities will emphasize engaging in pedagogicalconversations, exploring the nature of evidence that supports promising practices in settings whichpromote respect for diversity, equity, social justice, and inclusion. Emphasis will be placed ondocumenting and recording observable child development and practices using a variety ofstrategies and methodologies. Students will continue to chronicle their learning through theprofessional portfolio.

• Hours: 178
• Credits: 6
• Pre-Requisites: ECE71050 AND FPLT71045
• CoRequisites: SOCS71010

This course will explore the concepts of diversity, equity, inclusion, and social justice within thebroad social context, and connect those concepts with early years programs. Through criticalanalysis and reflection, students will examine definitions of social, cultural, and linguisticdiversity and the enablers and barriers to inclusive pedagogical practices. Building on theprinciples of responsive curriculum design, students will create strategies that support diversity,equity, inclusion, and social justice in early years programs, policies, and practices. Specificattention will be given to Indigenous peoples’ worldviews and Francophone identities.

• Hours: 42
• Credits: 3
• Pre-Requisites:
• CoRequisites:

• Hours: 14
• Credits: 1
• Pre-Requisites:
• CoRequisites:

This course will challenge students to consider the integrated nature of pedagogy and curriculum design. Students will assess the benefits and limitations of teaching singular concepts and subjects in contrast to supporting integrative concept development through learning centres, experiences, and negotiated curriculum that reflect the active interests of children and educators. Recognizing observation as central to negotiated curriculum, students will critique co‐constructed strategies that guide children’s engagement and learning. Emphasis will be placed on analyzing differentiated practices and inquiry‐based pedagogical practices.

• Hours: 42
• Credits: 3
• Pre-Requisites: ECE71050 AND FPLT72065
• CoRequisites:

• Hours: 163
• Credits: 6
• Pre-Requisites: ECE72085 OR FPLT72085
• CoRequisites: SOCS71020

• Hours: 42
• Credits: 3
• Pre-Requisites:
• CoRequisites:

This course will investigate the interdependent relationship between literacy and complex social variables. Students will identify and analyze the principles that support and hinder the development of literacy from both socio-political and program levels. Strategies and components of community based literacy programs will be compared and evaluated for effectiveness. Students will have opportunity to design and implement community based literacy experiences.

• Hours: 42
• Credits: 3
• Pre-Requisites: SOCS71000
• CoRequisites: ECE73005 OR FPLT73005

The co-op work term will provide students with college-approved work experience within an early learning program development environment. Students will be provided an opportunity to: build skills (physical and procedural skills including accuracy, precision, and efficiency); assist in the acquisition of knowledge in and application of knowledge gained in the academic setting (concepts and terminology in a discipline or field of study); develop critical, creative, and dialogical thinking (improved thinking and reasoning processes); cultivate problem solving and decision-making abilities (mental strategies for finding solutions and making choices); explore attitudes, feelings, and perspectives (awareness of attitudes, biases, and other perspectives, ability to collaborate); practice professional judgment (sound judgment and appropriate professional action in complex, context-dependent situations); and reflect on experience (self-discovery and personal growth from real-world experience).

• Hours: 420
• Credits: 14
• Pre-Requisites: CDEV71050 OR CEPR71050
• CoRequisites:

This course provides expanded opportunity to synthesize learning gleaned throughout theprogram to re‐imagine pedagogical practice in the early years. Students will critically examinetheories and research through multiple lenses to deepen their understanding of how ideas shiftover time, influence, and inspire practice in the early years. Informed by narratives of social andcultural diversity, equity, and inclusion as the basis for reflection of self as educator, researcher,and pedagogical leader, students will create, defend, and critique pedagogical practices.

• Hours: 42
• Credits: 3
• Pre-Requisites: EDUC74030
• CoRequisites:

As an extension to Professional Research Internship I, this course will focus on student’sengagement in a culminating research project relevant to the early years sector. Students will carryout research, demonstrate knowledge translation, and exchange ideas by presenting the findingsof their culminating experience with a relevant community of practice or within the broader collegecommunity. Through this experience, students will elevate awareness of relevant interests and theimportance of research to the early years sector.

• Hours: 163
• Credits: 11
• Pre-Requisites: RSCH74040
• CoRequisites:

In considering the complexities involved in community practice, students will assess individual, social, economic, and political influences that contribute to the ongoing development of professional identity. Students will reflect on their Professional Engagement experiences to critically analyze their own socio- political context, and how this connects to their emerging professional identity.

• Hours: 42
• Credits: 3
• Pre-Requisites: EDUC72020 AND EDUC74030
• CoRequisites:

Personal and professional development is correlated with leadership and supportive mentoring relationships. Building on their knowledge of adult learning principles, students will define and critique the various leadership models and mentoring approaches that enhance community programs. In addition, students will deepen their professional capacity as leaders and mentors in community programs.

• Hours: 42
• Credits: 3
• Pre-Requisites: SOCS74010
• CoRequisites: