This survey course focuses on understanding the goals and essential components for the development of successful early childhood programs. Through the study of the role of early childhood professionals, students will gain insight into their own philosophy of early childhood education.

This introductory course addresses the cognitive and physical development of the child from conception to twelve years of age. Learners evaluate theories and principles informing child development from a world view, including multicultural and indigenous perspectives. Learners also address the application of evidence-based practice in the area of outdoor play as it relates to child development.

This introductory practicum provides learners with the opportunity to develop a foundation in play-based skills and knowledge. Seminar topics can include health and safety, intercultural awareness, emergent curriculum, and prevention of child maltreatment. From interviews with current educators to touring childcare programs, learners establish understanding of their image of the child and of the educator in practice. This practicum is a combination of professional observation, practical experience in the lab classroom at the College, and integrated class seminars.

This first-year composition course introduces learners to academic writing and critical thinking. They read and analyze sociopolitical, cultural, and gender issues in texts with an emphasis on experiences of people whose voices were historically silenced, particularly those of Indigenous communities in Canada. Learners develop strategies to communicate their own ideas and integrate them with those of others by quoting, paraphrasing, and summarizing source material. Learners present their written assignments professionally according to APA formatting guidelines.

The course prepares learners to adopt holistic strategies to respond to emerging issues in the early childhood education field. Recognizing the importance of a nurturing environment, learners explore topics related to the wellbeing of children, families, and educators, which may include promoting healthy lifestyles, developing trauma awareness, and following licensing, health and safety guidelines. Upon successfully completing this course, learners will develop approaches to supporting children by maintaining a healthy and meaningful relationship with families and communities.

Through practice and reflection, learners nuture personal and professional relationships using interpersonal communication skills. With a focus on other-oriented communication, learners demonstrate how inequities and power dynamics influence relationships.

This introductory course explores the role of play in children's development and how play is integral to a child's developmental needs. Students explore the relationship of play to the different developmental stages, as well as the role of the environment and the early childhood educator in enhancing children's play. This course focuses on the planning of inclusive and appropriate play environments including indoor and outdoor play experiences. Learners explore a variety of play situations and materials used in
childcare settings.

Through the lens of cultural context, this course provides an understanding of Bronfenbrenner's Ecological Systems Theory and its relationship to social-emotional wellbeing. Learners inform and modify curriculum experiences through observation, documentation, and reflection to model learning environments that support the social-emotional development of children. Support strategies to foster social-emotional development and respectful cooperative relationships with children, family and community are developed.

This second semester practicum course prepares learners to apply play-based skills and early childhood development theories to their practice under the guidance of a practicum instructor and a designated mentor. Adhering to early childhood research and the guidelines from Alberta's Early Learning Framework, learners critically consider aspects of their role as an early childhood educator, a co-learner, a co-researcher, and a co-imaginer, including observing, documenting, planning learning experiences, working with families, building relationships, maintaining health, safety, and nutrition standards.

This practicum provides a combination of practical experience in an early childhood setting and weekly integrated seminars. Learners must complete 200 practicum hours and 45 hours of seminar in addition to practicum experiential learning activities to meet the requirement for Provincial certification purposes.

This course is an introduction to Indigenous cultural experience and perspectives. Learners analyze the foundations for stereotypes, bias and false narratives that impact Indigenous ways of being in Canada. Learners consider how legal and social policy impacts Indigenous identity. Euro-Canadian perspectives and beliefs toward Indigenous people are discussed. Learners explore the experience and Indigenous worldview in the Canadian context.

This course focuses on the development of creative activities and engaging program for children in child care. In this course, learners examine ideas for the development of two- and three-dimensional activities, creative language experiences, science and mathematics, music and movement, indoor and outdoor play, dramatic play, and media. In addition, learners also explore the impact of creativity on the development of the child and how caregiver interactions with the child contribute to the child's overall sense of self.

Prerequisite: ELCC1999

This course focuses on language, literacy, and communication in the early years. Learners design literacy-rich environments following an emergent curriculum approach. Learners use quality literature and scaffolding strategies to stimulate interest and enhance literacy development. The course includes the connection between language and culture. In addition, the course explores the importance of engaging children, family, and community partnerships in support of literacy development.

Prerequisite: ELCC1999

Learners apply outdoor pedagogical theories to practice, under the supervision of the college practicum supervisor and a designated workplace mentor. The theories include land-based learning through the lens of Indigenous perspectives. This practicum focuses on observation and documentation, reflective practice, and emergent curriculum within the context of outdoor pedagogy. In addition, learners reflect on their observation and create documentation, which makes learning visible for children, educators, families, and communities. The practicum is a combination of practical experience at a community work site and integrated class seminars.

In this course, learners explore how families are integrated within larger social systems; how patterns of social power and inequality shape Canadian families; as well as how and why the family is critical to the socialization process. The course culminates in the critical assessment of issues affecting families in Canada.

This course addresses the goals and essential components of programs for school aged children. In addition, the course also explores the historical and social influences of such programs in Canada. Learners examine the role of school age caregivers while evaluating their own personal qualities and philosophy for working in early learning and child care.

This course addresses the development of appropriate strategies and skills to provide quality care for infants and toddlers. The course examines the central role of the caregiver, daily routines, and the importance of effective communication. Focus falls on infant and toddler development and emerging practice.
Pre-requisite: ELCC1999
Current Police Information Check including Vulnerable Sector Search (PIC/VSS)

This advanced course focuses on the needs of children whose development is atypical. Learners explore a range of exceptionalities and evaluate strategies to support children with exceptionalities. In addition, learners examine the values and philosophy of inclusion in early childhood education and development; the strategies that promote, enhance, and evaluate inclusive child care settings; and strategies to accommodate children within those settings.

Prerequisite: ELCC1999

Learners examine the impact of current issues in early childhood education practice. They analyze evidence-based research related to those issues, evaluate the influence of early childhood legislation and regulatory bodies, and design strategies to advocate for the rights of children, families, and quality care.

This course focuses on leadership and collaborative skills for frontline early childhood professionals. Learners identify personal leadership strengths, distinguish between different leadership styles, and integrate teamwork skills into their practices. Additionally, they examine the challenges and benefits of working with families and utilize various strategies to promote effective partnerships within a community. They will develop a critical awareness of diverse family structures and engage positively with colleagues, families, and community.

In the final practicum placement, learners have the opportunity to further develop their reflective teaching practices. This practicum focuses on reflective learning and topics include the mighty learner and connecting with the child, family and community. Learners have the opportunity to research a topic of their choice pertaining to keeping their passion alive for early childhood education. This capstone course demonstrates their understanding of the program objectives.

Learners work 14-16 hours each week for 15 weeks for their practicum hours and attend the 3 hour integration seminar each week.

Prerequisite: ELCC2998
Current Police Information Check including Vulnerable Sector Search (PIC/VSS)
Be in good academic standing with a minimum 2.0 GPA

Prerequisite: Departmental approval