Courses

Level 1

General Education – Take a 3-credit General Education elective course.

Take all of the following Mandatory Courses:

• WRIT-1094 —- Reason & Writing 1 for Community Studies
• ECED-1084 —- Foundations of ECE
• ECED-1003 —- Emotional Development & Early Relations
• ECED-1074 —- Child Development: Intro
• PSYC-1101 —- Interpersonal Development
• FLDP-1021 —- Field Orientation

Level 2

Take all of the following Mandatory Courses:

• COMM-3082 —- Communications for Community Studies
• ECED-1075 —- Child Development: 0-3 Years
• FLDP-1022 —- Field Practicum 0-3 Years
• ECED-1076 —- Curriculum & Pedagogy: 0-3 Years
• ECED-1005 —- Health Safety & Nutrition in ECE
• ECED-3022 —- Partnerships with Families
• FLDP-1024 —- Field Seminar: 0-3 Years

Level 3

Take all of the following Mandatory Courses:

• ECED-3003 —- Educational Perspectives
• ECED-3037 —- Inclusive Practice
• FLDP-3023 —- Field Practicum 3-6 Years
• ECED-3038 —- Child Development: 3-6 Years
• ECED-3042 —- Curriculum & Pedagogy: 3-6 Years
• ECED-1053 —- Promoting Pro-Social Behaviour
• FLDP-3027 —- Field Seminar: 3-6 Years

Level 4

Take all of the following Mandatory Courses:

• ECED-3039 —- Child Development: 6-12 Years
• ECED-3041 —- Understanding Child Abuse & Neglect
• ECED-3040 —- Professionalism, Ethics & Advocacy
• ECED-3044 —- Best Practices: Reflective Practitioner
• SOCI-3003 —- Canadian Families Change & Diversity
• FLDP-3024 —- Field Practicum 0-12 Years

General Education – Electives

Take 3 General Education Credits – Normally taken in Level 1

Program Residency

Students Must Complete a Minimum of 20 credits in this program at Fanshawe College to meet the Program Residency requirement and graduate from this program

The graduate has reliably demonstrated the ability to:

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 childcare 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.

Graduates of Fanshawe’s Early Childhood Education program will have the knowledge and skills to work with children, families, and the community in the context of early learning and development programs for children from birth to 12 years of age. Graduates will be prepared to find employment in a variety of early childhood settings, including:

• child care centers
• early learning and parenting centers,
• best start programs
• nursery schools
• pre-kindergarten and kindergartens
• social and family centers
• before and after-school programs
• community centers
• hospital playrooms
• centers or programs for children with exceptionalities
• school boards

Here are some examples of career opportunities for graduates of Fanshawe’s Early Childhood Education (Fast Track) (Weekend) program:

Early Childhood Educator

Deliver enthusiastic and passionate support working with children aged 3 months to four years in a child care center.

Early Childhood Education Centre Supervisor

Recruit, supervise, mentor, and motivate staff to develop and deliver quality curricula in a classroom setting.

Early Childhood Educator

Plan and implement a childcare program while building relationships with families, children, and community agencies