College Diploma - Early Childhood Education (ECE1S)

The Early Childhood Education (ECE1S) program blends theory with hands-on application of theoretical principles delivered through course work and field practicum. Students in this program will develop their knowledge and professional skills in areas such as child development and best practices in early childhood; the early childhood educator's role and responsibilities; the importance of play in children's learning; family involvement and curriculum design and implementation.

Graduates of Fanshawe College in 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 centres • early learning and parenting centres, • best start programs • nursery schools • pre-kindergarten and kindergartens • social and family centres • before and after school programs • community centres • hospital playrooms • centres or programs for children with exceptionalities • school boards

The graduate has reliably demonstrated the ability to: • 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 • 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 • 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 setting • 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 • 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 • 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 • 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 • 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 • 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 • 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.