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