PROGRAM OUTLINE Program Title: Early Childhood Education DIPLOMA Program Code: 016 Level: Credit: 61 credits Delivery: Fulltime, 7 semesters, 2 academic years Credential: Eligible for RPL: Diploma RPL granted based on ECE criteria for specific courses. Location: Division: Prepared By: Signature: Campus Education Ellen Hamilton* Date: March, 2014 Previous Outline Dated: Reviewed/Revised By: Approved By: Signature: Approval Date: New Program *Additional contributors to the development of this program include: Janet Honsberger, Myna Ishulutak, Joan Turecki, Bonnie Dawson, Lorna Doubt, Michelle McConkey, Holly Nguyen, Meeka Arnakaq and members of the 2014 ECE Curriculum Advisory Committee Early Childhood Education Diploma Page 1 of 13
Program Description: The Early Childhood Education Diploma Program is an academic two-year, fulltime program of study that prepares students to provide culturally-relevant, quality childcare in a Nunavut community setting for children from infancy to age 6. Along with 16 academic courses, this program requires four supervised practicum experiences and seminars that progressively develop skills based in experience at a variety of early childhood programs. Students will examine early childhood education practice based on principles of: Child-centred, play-based theory Inclusion Child development Family and community relations Professionalism Guidance Communications An emergent curriculum approach is taught as an approach in early childhood development that builds on the interests of children and the importance of working closely with families and communities. Emergent curriculum requires skills in observation, documentation, creativity and flexibility. Additionally, the program is based on the study of child development with a developmental health perspective. Current research in important areas of early child development will be explored and incorporated with Inuit knowledge and Inuit Qaujimajatuqangit Guiding Principles. The learning and assessment process is meaningful and connected to the Nunavut childcare workplace through multi-faceted techniques including: readings, written assignments, mixed media, culturally relevant sources, reflective practice, portfolio development and small group assignments. The program delivery addresses student academic and personal needs: building communications, critical- reasoning and selfmanagement skills within each course. Successful candidates will receive an ECE Diploma, indicating their qualifications to develop, deliver and provide leadership in early childhood education programming that stimulates the intellectual, physical, emotional and social development of young children. Page 2 of 13
Inuit Qaujimaningit: The 8 Inuit Qaujimajatuqangit guiding principles for delivery and course content are connected by program delivery to practices of quality early childhood education in Canada as defined by National Occupational Standards. Two of the required courses in ECE Diploma (Pisimatijiunirmik Ilinniarniq 1 and 2) are based on Inuit theories of child development and practice. The Diploma Program involves Inuit elders, cultural and linguistic experts and knowledgeable community members as integral members of the program delivery team; as teachers in specific courses, mentors and as guest instructors and advisors. A significant part of the program content is delivered by experts in Inuit culture and language including teachings in traditional Inuit child rearing, Inuit values, storytelling, games, songs and toy-making. Inuit educators, artists and cultural specialists are integrated into course development and delivery. The ECE Program integrates Inuit early childhood development research from the knowledge of Inuit elders and cultural experts including Government of Nunavut s Department of Education ECE/Kindergarten Curriculum, Qaujigiartiit Health Research Centre s Inunnguiniq Parenting Program and Pauktuutit Inuit Women of Canada s Piaranut For Our Children. Page 3 of 13
PROGRAM LEARNING OUTCOMES Graduates of the ECE Diploma will: Demonstrate skills, knowledge and attitudes required for entry-level employment in licensed childcare centres, preschool programs, public health and schools in Nunavut, including: 1. Integrate Inuit culture, language and knowledge in the Nunavut childcare program 2. Implement early intervention strategies for typical and atypical patterns of growth and development in infants, toddlers, pre-schoolers and elementary school age children 3. Facilitate inclusive activities for children in the childcare program based on observations and documentation of children s emerging interests, skills and development 4. Construct safe, inclusive and appropriate learning environments for young children from birth to 6 years 5. Select appropriate toys, equipment and materials that promote healthy child development in the cognitive, physical, social and emotional domains 6. Design effective, culturally responsive childcare curriculum appropriate to the ages and developmental stages of young children 7. Implement safety, health and nutrition standards in the childcare centre environment adhering to current Nunavut territorial standards and regulations (including certification in First Aid and Infant CPR) 8. Facilitate strong connections between the childcare program and the home recognizing the family s role as the child s first teacher 9. Create a respectful and positive childcare environment through effective communications with children, families, colleagues and community stakeholders 10. Guide children s behaviour in a respectful and responsive manner to support healthy development 11. Support the administration of a community childcare program including basic financial operations 12. Create a professional development plan to reflect continuing development of expertise in the field. Page 4 of 13
Program Delivery Model: The majority of the program is taught in a modularized approach to learning that requires initiative on the student s part to plan a study schedule, complete requirements in a reasonable time and manage time effectively to meet deadlines. The realities of real life in the childcare centre are a source of course curriculum and assignments. Four practicum periods will challenge the student to experience the practice of Early Childhood Education in a variety of settings and applying increasingly more advanced skills and knowledge in planning and delivering early childhood development emergent curriculum. Cultural Expertise Support: Experts in Inuit culture and language provide ongoing teaching and support throughout the program and assist in the bi-cultural integration of knowledge, skills and attitudes. Recognition of Prior Learning: A criteria for assessing prior learning is developed for each course and student on an individual basis. Articulation: The Nunavut Arctic College has entered in to an academic partnership with Red River College towards transfer of credits. Admission Requirements: Applicants will be admitted to the ECE Diploma Program based on program eligibility criteria, subject to available resources and the results of the applicant assessment. Applicants wishing to apply to this program must provide: Successful completion of Grade 12 or a score of 140 on the Nunavut Adult Placement Assessment A medical certificate of good health A one-page written statement and interview describing their reasons for studying Early Childhood Education Current RCMP Security Clearance Special Admission Requirements: Mature students may be admitted to the program in the absence of the grade 12 requirement with a minimum of 2 years work experience in a Nunavut childcare program and successful completion of a prescribed reading assessment at the minimum competency required. Past graduates of the Nunavut Arctic College ECE Certificate and ECE Applied Certificate programs will be eligible for advanced standing in the Diploma Program based on a B grade average in Certificate level courses and a 70% grade on a prescribed reading assessment. Page 5 of 13
Graduation Requirements: Completion of 16 academic courses (49 credits: 1440 learning hrs) and 4 Practica with Seminars (12 credits: 220 hrs practicum + 70 hrs in-class seminar) Note: Students exiting the Program after first year are eligible to graduate with a Certificate in ECE with successful completion of 8 first-year academic courses and 2 first-year Practicum with Seminars. To graduate from this program, a student must obtain a minimum average of 60% or a letter grade of C. The passing weighted average for promotion through each semester and to graduate is 60%. Students obtaining an average of 60% or a letter grade of C in the first year of the program may exit the Program with a Certificate in ECE. Mandatory Courses: Please see course outlines for outcomes and details: 1. Principles and Practices of ECE 2. Communications 1 3. Surusilaalirinirmik Ilinniarniq 1 4. Curriculum 1 5. Practicum and Seminar 1 6. Child Development 1 7. Health, Safety, Nutrition 8. Guiding Children 9. Curriculum 2 10. Practicum and Seminar 2 11. Curriculum 3 12. Communications 2 13. Surusilaalirinirmik Ilinniarniq 2 14. Practicum and Seminar 3 15. Childcare Administration 16. Curriculum 4 17. Child Development 2 18. Working with Families 19. Elective * 20. Practicum and Seminar 4 Page 6 of 13
Year 1: Certificate Course Description (please see Course Outlines for outcomes and details). 1. Principles and Practices of Early Childhood Education: 4 credits This course introduces students to the practice of Early Childhood Education in Canada. Students will explore a range of ECE programs, theories and curriculum approaches in order to understand, analyse and determine how early childhood settings are organized and how they operate. The components of quality, along with the professional roles and responsibilities of an early childhood practitioner, will be explored. Students will develop a personal plan of practice that outlines the values, principles and goals that will guide their professional development in the program and in the workplace. Students will develop knowledge, skills and motivation in order to create positive, welcoming and inclusive environments for young children that reflect Inuit values, language, and traditions. Through self-reflection activities and assignments, students will develop selfawareness and confidence in their work as early childhood educators. 2. Communications 1: 3 credits Communications skills are taught through theory and activities connected to the early childhood setting. Students develop techniques, strategies and tools for communicating in clear and accessible ways to children, colleagues and families in the childcare program. The student is introduced to the basics of interpersonal communications including self-concept, perception, emotions, non-verbal communications, listening, relational dynamics, creating a communications climate, assertiveness and conflict resolution. The course explores how to communicate emotions effectively and manage strong emotions that may negatively affect the workplace. The course will examine how children s language and literacy is fostered in a multitude of ways and students will explore ways to enhance children s language skills throughout all areas of the early childhood program. Stories from a variety of cultures, with a focus on Inuit cultural and linguistic storytelling and reading, are critically examined for suitability to the Nunavut childcare setting and the various language developmental stages. 3. Surusilaalirinirmik Ilinniarniq 1 This course focuses on Inuit cultural knowledge, skills and attitudes that support a child s development from birth to 3 years old and the maligait/uupirijait (Inuit beliefs) around naming, kinship and family relationships. The course teaches ways of accurately integrating Inuit culture in order to develop young children s language and connect them to their family and community. Students make connections between traditional teachings around young children s physical, social, emotional and cognitive development, they learn and share traditional songs accurately and facilitate activities based in traditional Inuit culture. Practical skills develop students ability to create Inuit toys for the childcare setting and a theme-based activity facilitates reflection on their own childhoods and culture in order to develop a life-work balance plan rooted in ancient teachings. Page 7 of 13
4. Child Development 1: 3 credits Child development theories and their relationship to early child development in the Nunavut context will be explored through classroom lectures and discussions, small group activities, audio-visual aids, reflective activities, practical experiences, and assignments. Emphasis will be on the inclusion of all children, and the whole child connected to family, culture and community. Students will observe and interact with children from age infancy to 6 years in order to understand and apply child development theories. Students will use their knowledge and skills gained in the course to support children s physical, social, emotional, cognitive development. 5. Curriculum 1: 3 credits Students in this course will explore and practice culturally relevant curriculum approaches which support the development of a child s positive identity. Curriculum I focus is on the importance of play for learning as well as understanding the role of adults and the environment when supporting children s play interests. This course provides opportunity for students to develop their own creative-sensory learning style in order to effectively support child learning through art, sensory, dramatic and quiet play. In class and in assignments, the importance of learning through play and a positive learner identity will be explored in relationship to Inuit culture. 6. Practicum & Seminar 1: 3 credits The first practicum experience is carried out in an early learning childcare setting with children from birth to five years of age. Students gradually take an active role in observing, planning and implementing activities in the setting at the same time as they build relationships with children, families and colleagues. The focus of this course is on play-based curriculum that promotes child development and practices that reflect inclusiveness and Inuit culture and language. Students will explore activities based in a child s interests in art, sensory, dramatic, quiet and outdoor play. The in-class seminar that supports this course will provide opportunities to develop a self-reflective practice and examine play-based curriculum. 7. Health, Safety, Nutrition: 3 credits In this course, students will develop skills and knowledge in order to maintain environments that promote the health, safety and nutrition of all children. The focus of this course will be on prevention, recognition and management of illness and injury, good health and nutrition practices appropriate for the well-being of young children. Students will comply with the Nunavut Child Daycare Act and Regulations and develop the knowledge for applying territorial safety, health and nutrition standards in the childcare program. This course also provides students with the opportunity to value, practice and reflect on their own health and well-being enabling them to make healthy choices and establish health-promoting behaviors. Page 8 of 13
8. Curriculum 2: 3 credits Students in this course will explore and practice culturally relevant curriculum approaches which support the healthy development of young children. Curriculum II will focus on the oral tradition of storytelling, singing songs, sharing books and rhymes, finger plays and movement activities with children. Math, science, and cooking with children activities will also be explored. This course provides opportunity for students to practice using their voice and to develop their confidence in leading children in circle time activities. 9. Guiding Children 1: 3 credits This course provides students with a variety of culturally relevant guidance techniques and strategies to support the social and emotional development of children from birth to six years of age. Students will learn how to develop positive relationships with children, using a problem-solving approach, in order to help children develop self-regulation skills and healthy relationships with others. An important aspect of this course will require students to examine and strengthen their own ability to positively manage their feelings and behaviours so they can model healthy social and emotional responses to challenges in the childcare program. 10. Practicum & Seminar 2: 3 credits The second practicum experience is carried out in two different early child learning settings with children from birth to five years of age and school-age children over a 3- week period. Students take an active role in planning and supporting activities in the childcare setting with a focus on facilitating children s songs, rhymes and stories in order to develop language among children of all ages and developmental stages. Students will plan and facilitate activities based in a child s interests in science, math and cooking as part of the collaborate curriculum delivery in the childcare program.students evaluate and adhere to health, safety and nutritional legislation and regulations in the childcare setting. Students will practice positive guidance strategies and record observations of children in order to evaluate, modify and respond to play problems.the in-class seminar that supports this course will provide ongoing opportunities to develop a self-reflective practice and examine play-based curriculum and positive guidance Page 9 of 13
Year 2: Diploma Course Description (please see Course Outlines for outcomes and details) 11. Communications 2: 3 credits Professional communications skills are an important part of being a successful Early Childhood Educator. This course will focus on effective workplace reading, writing and verbal skills that are vital to effective communications within the childcare setting in relation to families, colleagues, boards, potential employers, regulators, media, and other stakeholders in the child care community. Students will design a Childcare Communications Strategy built on Inuit Qaujimajatuqangit as well as principles of multiculturalism, inclusion, the importance of the family as the child s first teacher and quality early childhood education in Canada. Students develop written and computing skills that support the childcare program administration and the board including adaptation of regulations, meeting procedures, reports, funding proposals and regulatory adherence. Reflective skills, addressed throughout the program, are used to develop a lifelong learning plan and identify personal and professional strengths, aptitudes and goals. The professional role of the Early Childhood Educator is explored in this course with a focus on leadership and communications that create a positive workplace and childcare environment. 12. Curriculum 3: 3 credits Applying knowledge from previous courses in child development, Curriculum III will focus on the philosophy and practice of caring for infants and toddlers. The importance of attachment, play, exploration, movement, language development, and social interactions as they relate to the care of infants and toddlers will be explored. Students will learn how to organize and apply emergent curriculum in the childcare centre using observation, planning, documentation, and reflection of children s interests, development, and learning. Integration of outdoor play and experiences in nature in the childcare centre curriculum will be an important component of this course. 13. Child Development 2: 3 credits Child development theories and their relationship to early child development in the Nunavut context will build on the learning outcomes in Child Development 1 and be applied to childcare practice, through classroom lectures and discussions, small group activities, audio-visual aids, reflective activities, practical experiences, and assignments. Emphasis in this course will be on atypical development and exceptionalities, and the identification of the strengths and emerging skills of children with special needs. Students will explore their own beliefs, attitudes and responses to children with atypical development. Students will develop skills in evaluating and adapting activities, curriculum, and the childcare environment to include and support the physical, social, emotional, cognitive development of all children. The focus will be on the whole child connected to family, culture and community. Students will learn how to identify, communicate with, and access appropriate community resources; and share information and resources with families. Page 10 of 13
14. Practicum & Seminar 3: 3 credits The third practicum experience is carried out in an early child learning setting with children from birth to five years of age over a two-week period. Students take an active role in planning and supporting activities in the childcare setting with a focus on infants and toddlers. Students will plan and facilitate activities based in a child s interests as documented through observation. Students will design and facilitate outdoor play and nature-based experiences for children and provide families with an activity that connects them to their child s learning in the program. The in-class seminar that supports this course will provide ongoing opportunities to develop a self-reflective practice and examine emergent curriculum and experiences appropriate to infants and toddlers. 15. Working with Families: 3 credits This course provides the ECE student with the necessary knowledge and skills to create a family-centered child care program. Students will examine and practice culturally appropriate strategies for establishing and maintaining effective partnerships with all families. In class and in assignments, the importance of family-centered practice and effective partnerships with all families will be explored based on the important role that families play as educators of their children. Students will plan family cultural experiences and develop and use Inuit resources that help to support and enhance their positive relationships with families. Students will make connections between the course content and their own learning experiences and culture. 16. Curriculum 4: 3 credits This course will focus on the principles of inclusion and how these are reflected in early childhood practice. Expanding on the second year child development course, students will learn practical strategies for including children with special needs in all aspects of a childcare setting (circle time, story time, indoor play, sensory activities, movement, outdoor play, creative activities, snack time). As cultural demographics in Nunavut continue to change, childcare settings will welcome children from a variety of cultures. Curriculum 4 will also explore multicultural education to help children appreciate their own culture and other cultures. Techniques for working with dual-language learners will be examined. 17. Childcare Administration : 3 credits In this course, students will develop knowledge and skills connected to the administration of a Nunavut child care program. The focus of this course will be on creating a positive childcare environment while developing a deeper knowledge of regulations, financial and administrative skills that support the overall operation of the program. The course will examine effective leadership and communications practices towards building positive relationships with colleagues, families, boards, licensing agents and the community. Students will use the Nunavut Child Daycare Act and Regulations, relevant legislation and program policies and procedures to support and guide the overall operation of a childcare program. Students will examine the roles and responsibilities of non-profit child care organizations incorporated under the Societies Act. Basic financial management practices will be taught including budgets, fee collection, invoicing, bookkeeping and funding reports. This course provides students with the opportunity to value, practice, and reflect on personal leadership qualities and advocate for the profession. Page 11 of 13
18. Surusilaalirinirmik Ilinniarniq 2: 3 credits This second course on Inuit cultural knowledge, skills and attitudes will focus on a child s development from pre-school to school age and knowledge around food practices, movement and the outdoors. The course teaches Inuit traditional skills relating to preschoolers (ages 3-6) including songs, games and activities focused on physical, cognitive, social and emotional development, including techniques for guiding children s behavior and developing language. Research skills develop a student s knowledge of Inuit theories on child development and students will design and make children s clothing that reflect these principles. Students will develop a family-outreach workshop based in ancient teachings on childrearing. 19. *Elective: elective courses connect to transferable credits to Red River College Early Childhood Education Diploma Program. 20. Practicum & Seminar 4: 3 credits The final practicum experience is carried out in two different early child learning programs with children from birth to school age over a three-week period. Students take an active role in observing, documenting, evaluating, planning and supporting activities in the childcare setting with a focus on children with special needs. Students will plan and facilitate activities based in a child s interests as documented through observation. The in-class seminar that supports this course will provide ongoing opportunities to develop a self-reflective practice and examine inclusion and experiences appropriate to children and families with special needs. *Elective Courses in 2 nd year based on faculty scheduling: RED RIVER COLLEGE COURSES: Facilitate Music and Movement Interpersonal Communication 2 Apply Behaviour Management Strategies Respect Children with Diverse Cultures Support Children with Additional Support Needs Use Professional Communications Skills Display Professional Behaviour Page 12 of 13
Practicum: Note: The NAC ECE Practicum Handbook provides the protocol and guidelines for participating in and assessing the Practicum learning including the Workplace-College relationship, responsibilities and agreements. Students will successfully complete the four mandatory ECE practicums, along with the accompanying practicum seminars, in order to graduate. The childcare program must be licensed or is operated by a fully qualified ECE practitioner The employee-student signs a practicum agreement with a qualified ECE practitioner mentor (as defined in the ECE Practicum Handbook) The employee-student agrees to work beyond their job description, as a practicum student The childcare staff are supportive of the ECE Diploma Program faculty visiting the program and providing on-the-job training, modeling and support Page 13 of 13