Early Childhood Education Fast Track (ECE)

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Courses - September 2025

Level 1

Course details

Conestoga 101
CON0101

Description: This self-directed course focuses on introducing new students to the supports, services, and opportunities available at Conestoga College. By the end of this course, students will understand the academic expectations of the Conestoga learning environment, as well as the supports available to ensure their academic success. Students will also be able to identify on-campus services that support their health and wellness, and explore ways to get actively involved in the Conestoga community through co-curricular learning opportunities.
  • Hours: 1
  • Credits: 0
  • Pre-Requisites:
  • CoRequisites:

Health Safety & Nutrition
ECE1055

Description: This course will address the interrelationship of health, safety, and nutrition for children of all ages and age groups. Students will examine current legislation, agency policies, and evidence-informed practices to develop and maintain health, safety, and nutrition practices that emphasize prevention and recognition of illness and injury to individual and groups of children in early learning and care settings. Students will discuss the importance of self-care and the relationship to their own health and well-being as an educator. In addition, students will develop and evaluate healthy and safe early learning practices that combine to establish diverse, equitable, and accessible learning opportunities for children and their families. 
  • Hours: 42
  • Credits: 3
  • Pre-Requisites:
  • CoRequisites:

Child Development and Responsive Relationships
ECE1720

Description:

Focusing on major theories of development and learning, this course presents the study of infants, toddlers, preschoolers, and school-age children. The biologically determined characteristics and the influences of family, culture and society are explored and the ways in which they interact are examined. The course introduces students to the role observation plays to incorporate a child's development into planning for an inclusive, inquiry, and play-based curriculum for infants and toddlers. Students will articulate the role of the educator in establishing and maintaining strong reciprocal relationships with families that are compatible with ethical and professional obligations.

  • Hours: 56
  • Credits: 4
  • Pre-Requisites:
  • CoRequisites:

Introduction to Early Learning, Curriculum, and Pedagogy
ECE1755

Description: This course will introduce students to the profession of Early Learning and Care through an examination of the historical roots and current context of early childhood education in Canada. Play and relationships as the cornerstone of curriculum will be explored. Through the lens of the image of the child, educator and family as competent, students will study the elements of meaningful curriculum, and the role of the educator in supporting learning. The value of developing a quality play environment, based on observations, sound developmental awareness and the principles of play, creativity and diversity will be assessed.
  • Hours: 42
  • Credits: 3
  • Pre-Requisites:
  • CoRequisites:

Professional Practice in the Early Years
ECE2200

Description: This course will examine professional practice in the context of the early learning team and within the profession.  Through analysis of professional documents, students will consolidate their understanding of ethical practices for early learning professionals. They will critique and practice effective strategies for initiating and maintaining reciprocal and positive relationships with members of the early learning team. Students will analyze their professional practices and through a process of self-reflection, will examine the impact of those practices on their emerging professional identity. 
  • Hours: 42
  • Credits: 3
  • Pre-Requisites:
  • CoRequisites:

Field Placement II (Early Childhood Education)
FPLT1390

Description:

This field placement experience provides opportunity for students to integrate theory with practice as they develop their skills with children of

all ages and families in early learning settings. Students will observe children’s abilities, interests and ideas in order to examine, select and implement professional practice skills in the areas of human qualities, communication, professionalism, and curriculum. They will establish responsive relationships with children, families and colleagues through program participation. In addition, they will demonstrate the principles of early learning pedagogy as they design, implement and reflect upon inclusive, play-based early learning curriculum with individual children and groups of children.
  • Hours: 182
  • Credits: 6
  • Pre-Requisites: FPLT1380 OR FPLT1385
  • CoRequisites:

Safety in the Workplace
OHS1320

Description: This course focuses on developing awareness and skills for the student to safely manage and conduct him or herself within a variety of employment settings. Through the units of the course, participants will have the opportunity to enhance their understanding and knowledge of general Health and Safety guidelines, including WHMIS, Fire Safety and Workplace Violence. The unit on Accessibility for Ontarians with Disabilities Act will instruct the student on the requirements for Accessible Customer Service and Integrated Accessibility Standard Regulations. General information on Safe Driving, Privacy of Information and Hand Washing will be addressed as well. The course also provides participants with critical information regarding their insurance coverage (WSIB or other) while employed. As well as guidelines to follow in the event of an injury. Participants will receive a printable Record of Completion upon successful conclusion of this course, in order to demonstrate awareness of safe working practices to their employers.
  • Hours: 14
  • Credits: 1
  • Pre-Requisites:
  • CoRequisites:

Level 2

Course details

Curriculum Design and Planning
ECE1730

Description: Building on elements covered in Introduction to Early Learning, Curriculum, and Pedagogy, this course will deepen students’ knowledge and skills designing curriculum. Students will evaluate, critique and assess their own practices to design curriculum for diverse children of all ages. Drawing on critical reflection of children’s observed capabilities, interests, ideas and experiences, students will collaborate with children, families and colleagues to design and implement constructivist, integrative curriculum and engage in the process of pedagogical documentation. The interconnected nature of integrative learning and how curriculum supports belonging and contributing, problem solving and innovating, literacy and mathematical behaviours, self-regulation and well-being will be explored.
  • Hours: 42
  • Credits: 3
  • Pre-Requisites:
  • CoRequisites:

Issues in Quality in the Early Years Sector
ECE1790

Description: This course will explore elements of quality in the early years sector from an evidence-informed perspective. Students will examine and contrast the research evidence that supports promising practices in the field. In addition, through the lens of historical and current events, students will systematically examine, critique, and debate competing social, political, and economic trends and events that impact policy development in the field of early learning and care.
  • Hours: 42
  • Credits: 3
  • Pre-Requisites:
  • CoRequisites:

Child Development: A Holistic Approach
ECE2100

Description:

Through examining developmental theory, this course expands on the study of child development from infancy through school-age. Students will deepen their understanding of development along the continuum, self-regulation, and stress responses. They will consider diversity, equity, and inclusion and challenge socially constructed views of development, behaviour and ability. Through classroom discussion, students will analyze developmental characteristics of children and articulate the ways in which these characteristics interconnect and contribute to a child's holistic development. They will apply these considerations to their approach to planning for an inclusive curriculum for individuals and groups of children.

  • Hours: 42
  • Credits: 3
  • Pre-Requisites: ECE1065 AND ECE1075
  • CoRequisites:

Philosophy in Practice
ECE2160

Description:

This course will examine the historical roots, curriculum models, and philosophies of early childhood education and the connections to current early learning practices. Students will consolidate their deepened understanding of the role of the Early Childhood Educator while considering constructivism, the changing image of the child, legislation, program statements, curriculum frameworks and issues of social justice. With an aim of promoting reflective practice and continuous professional learning, students will interpret contextual realities and contemporary issues. Using philosophical principles, evidence informed research and relevant professional documents, students will combine an analysis of their personal values and quality indicators to develop a philosophy of early childhood education and develop a plan to operationalize this philosophy.

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

Family and Community Collaboration in the Early Years
ECE2220

Description: This course focuses on supporting infants, toddlers, preschool, and school age children and within their family by promoting relationships with local community agencies and professionals that foster inclusion of children with diverse strengths, needs, and abilities.  Students will become familiar with and gain an understanding of community organizations and professional roles of those supporting inclusion while strengthening respectful, collaborative family and child partnerships through effective use of community and family resources. In addition, students will practice strategies to advocate for children and families with colleagues, employers, and community partners. 
  • Hours: 42
  • Credits: 3
  • Pre-Requisites: ECE1900
  • CoRequisites:

Field Placement III (Early Childhood Education)
FPLT2190

Description:

This field placement experience provides the opportunity for students to expand their professional practice skills with children and families in early learning settings. Students will continue to demonstrate the foundations of practice as they model skills in professionalism, communication, and inclusive early learning with children. Students will establish responsive relationships with children, families, and colleagues and respect and honour the uniqueness of every family. Through observation, reflection, and responsive relationships with children, families and colleagues, students will demonstrate inclusive inquiry and play-based curriculum and engage in pedagogical documentation and authentic assessment.

  • Hours: 182
  • Credits: 6
  • Pre-Requisites: ECE1100 OR FPLT1390 AND FPLT1470
  • CoRequisites:

Field Placement IV (Early Childhood Education)
FPLT2200

Description:

This field placement experience provides an opportunity for students to consolidate their professional practices related to children, families, and colleagues. Students will refine their skills in observing children's abilities, interests and ideas and the environment to plan, implement, and evaluate inclusive inquiry and play-based curriculum. With increased confidence, students will engage in professional communication and pedagogical documentation experiences. They will initiate steps to promote collaborative relationships with families and colleagues and continue to honour the uniqueness of every family.

  • Hours: 182
  • Credits: 6
  • Pre-Requisites: FPLT2190
  • CoRequisites:

Program outcomes

  1. Create learning contexts to enable, build and maintain caring, responsive relationships in partnerships with children, families and communities that value and respect social, cultural and linguistic diversity including indigenous peoples’ worldviews and francophone identity.
  2. Co-create, facilitate and reflect upon inquiry and play-based early years and child care programs and pedagogical approaches to support children’s learning, holistic development and well-being following children’s capabilities, interests, ideas and experiences.
  3. Co-design and maintain inclusive early learning environments to value and support equitable, accessible and meaningful learning opportunities for all children, their families and communities in a range of early years and child care settings.
  4. Collaborate with children, families, colleagues, agencies and community partners to create, maintain, evaluate and promote safe and healthy early learning environments to support independence, reasonable risk-taking and healthy development and well-being.
  5. Use observation strategies to identify children’s strengths and challenges and to ascertain when children and families might benefit from additional support or community resources.
  6. Use professional communication in interactions with children, families, colleagues, employers, the regulatory body, government authorities and children’s service agencies to meet legal and ethical standards of the early years sector.
  7. Act in accordance with relevant legislation, regulations, college of early childhood educators code of ethics and standards of practice, agency policies and procedures and principles of evidence-informed practice and reflect upon their impact on one’s own role in early years and child care settings.
  8. Identify, report and document when a child is in a situation of perceived risk for, or actual neglect or abuse, in accordance with legislation, the college of early childhood educators code of ethics and standards of practice, policies and procedures.
  9. Create and engage in partnerships with families, communities, colleagues, interdisciplinary professionals, authorities and child service agencies to advocate for quality early years and child care programs and services.
  10. Engage in reflective practice and continuous professional learning in accordance with principles of lifelong learning, evidence-informed practices in the early years sector and requirements of the college of early childhood educators.