This communications course focuses on the development of academic and practical Human Services related writing skills. Students develop critical thinking skills and strategies for integrating their own ideas with those of other authors following APA guidelines for quoting, paraphrasing, and summarizing source material. Students also develop skills in resume and cover letter writing, and in crafting other written documents used in the human services related workplace. 

Pre/co-requisites: None 

This course is a beginning practicum with emphasis on observation and practical experience in working with children. Students begin programming based on observations of children's needs and interests. Students incorporate Early Learning and Child Care philosophy in a work place experience. P/F. 

Prerequisites: None. Co-requisites: Students must have completed or be in the process of successfully completing 4 courses including HS 180 with an overall GPA of 2.0 or greater.

This course explores values, attitudes, ethics, and commitment involved in working professionally with young children and families. Roles and responsibilities, conflict resolution, and how to be a professional team member are examined.  An appreciation of family encourages and enhances student's self-awareness and ability to interact respectfully with children and families. Professional interactions involving interviewing skills and making presentations are practiced. 

Pre/co-requisites: None

This course examines the health, safety, and nutrition needs of young children. It includes practical applications for supporting these needs in an early childhood environment. 

Pre/co-requisites: None 

This course provides students with an understanding of the developing child from birth to five years. It traces the changes that occur physically, socially, emotionally, and intellectually during this period in an individual's life. 

Pre/co-requisites: None 

The course includes an examination of attitudes, values, and skills within a holistic approach to support social and emotional development in terms of positive behaviours. Opportunities for examining the dynamics of behaviour are provided. This course also discusses various strategies to support the development of social and emotional skills and prosocial behaviour. 

Pre/co-requisites: None 

This course is an exploration of curriculum planning, implementation and evaluation in the areas of art, games, movement and music. These areas are explored within the framework of a play oriented, emergent curriculum approach. This approach enables students to design and implement experiences for children. Students are provided the opportunity to acquire strategies for supporting the development of children in early learning, school and community settings. 

Pre/co-requisites: None 

This course is an exploration of planning, implementation and evaluation in the areas of children’s literature, language arts, math and science. Students have the opportunity to observe, research, design and implement experiences with children using a play orientated, emergent curriculum approach. Emphasis is placed on supporting the developmental needs of children in early learning, school and community settings. 

Prerequisite: HS 180. Co-requisites: None

This course is an introduction to the Family. The focus of this course includes various ways of viewing family, diversity, economics, and social influences that determine the family's ability to thrive in society. Students have the opportunity to explore different theoretical ways of viewing the family. The course also explores issues of marriage, variations in families, parenting, crises, separation, divorce, and remarriage as well as provides practical suggestions in working with families as they face many challenges. 

Pre/co-requisites: None 

This course is designed to link the theoretical base of infant development to the planning, implementation, and evaluation of home based and group settings for infants and toddlers. It examines responsive caregiving practices, early learning environments, and development of this age group. 

Pre/co-requisites: None

This first practicum in the second year emphasizes working with children, administrators, and families.  Students develop and operate a community-based children's program where they plan and organize their day with guidance from supervising personnel. Students spend 150 hours planning, implementing, and evaluating a childcare project, and 50 hours participating in individual group and feedback sessions.  P/F. 

Prerequisite: Early Childhood Education Certificate. Co-requisites: Students must have completed or be in the process of successfully completing 4 second year courses including ED 243 with an overall GPA of 2.0 or greater.

This practicum in the second year is designed for students to demonstrate the knowledge gained from their early childhood education courses through the examination of the operation of an approved child care setting. This practicum involves the creation of a portfolio which demonstrates reflective practice, including program planning for infants,  toddlers and preschoolers, the creation of learning stories, an analysis of administrative responsibilities and the environment. 

Prerequisites: ED 230 with a GPA of 2.0 or greater. Co-requisites: Students must have completed or be in the process of successfully completing 8 courses in Early Childhood Education program with an overall GPA of 2.0 or greater.

This course integrates a humanistic perspective into the organizational frameworks of early childhood settings. Students explore policy and procedure in conjunction with the needs of children, staff, parents, and community. 

Prerequisite: Early Childhood Education certificate. Co-requisites: None

This course explores outdoor and nature play in a variety of early learning environments. This involves examining the views of learning in and with nature, the benefits of outdoor play, and the role of the educator in a nature-based curriculum. Approaches include Reggio-inspired programs, forest and nature schools and indigenous and land-based education. 

Prerequisite: Early Childhood Education certificate. Co-requisites: None

This course is designed to enable students to apply observation skills, documentation, and curriculum approaches to develop program planning and design the environment in early learning settings. It examines narrative descriptions and the implementation of an emergent curriculum through play with respect to a child centered and educator facilitated approach. 

Prerequisite: Early Childhood Education. Co-requisites: None

This course introduces students to inclusive attitudes and approaches in the context of disability studies. Students develop an awareness of the nature of disability, neurodiversity and developmental diversity, and explore the bias, stigma and systemic challenges which often create barriers to inclusion and support. Discussions, case studies and activities provide students with the knowledge and skills required for person-centered, inclusive practices. 

Pre/co-requisites: None 

This course explores the link between the developmental needs of children and youth and community programming. Students research and analyze community needs and resources through the lens of engaging children/youth. Students plan program experiences to benefit children and youth. Emphasis is placed on developing students’ understanding of community programs and leadership and group management skills while designing/planning a variety of activities, which enhance opportunities for children/youth in the community. 

Pre/co-requisites: None 

This course provides students with an understanding of person-centered, strengths-based approaches to supporting diversity and promoting positive outcomes for those with disabilities. Discussions, activities and case studies provide students with the knowledge and skills needed to engage in critical inquiry about minimizing barriers to access, supporting diverse needs and engaging in advocacy.

Prerequisite: HS 115. Co-requisites: None

This course examines brain development and sensory processing as it relates to planning activities for children. Special emphasis is placed on sensory processing as a lens for understanding learning and behaviour. This course explores strategies in relation to designing and adapting environments to meet the needs of children. 

Pre/co-requisites: None 

This course is designed to develop intercultural awareness, attitudes, knowledge, and skills. Students explore their own worldviews and assumptions with the goal of reducing bias, fostering awareness and inclusivity, and promoting advocacy. The course offers students an opportunity to examine different ways of knowing, communicating and navigating conflict while building interpersonal and intercultural relationship skills. 

Pre/co-requisites: None 

This course is designed to provide a foundation in the concepts and theories related to supporting infant/toddler mental health. This course explores infant/toddler mental health with a special focus on attachment theory. Students have the opportunity to learn specific strategies to promote healthy families in relation to supporting infant/toddler social emotional development. 

Prerequisite: SS 245. Co-requisites: None