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Early Childhood Education (ECE) | School of Early Childhood Education | Seneca Students

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Early Childhood Education (ECE)

Early Childhood Education Early Childhood Education - 2 year Diploma

Offered at Newnham Campus and King Campus.

Early Childhood Education - Seneca, Toronto, Canada (senecacollege.ca)

Program Overview:

In this four-semester diploma program, you will learn about the physical, cognitive, social and emotional needs of children. You will understand how to develop and implement inclusive programming in order to support the healthy development of children ranging in age from infancy to school-age.

Your studies will include courses in child development, curriculum, philosophy of education, communication, working with families and administration.

Field placement is central to the learning experience. You will obtain over 500 field placement hours in a variety of Childcare and Early Years professional settings. These experiences will provide you with the opportunity to integrate classroom learning into practice with groups of children within the community.

As a graduate of this program who meets GPA requirements, you are eligible to pursue internal pathway opportunities at Seneca, including the Honours Bachelor of Child Development and Honours Bachelor of Interdisciplinary Studies.

ECE Program Learning Outcomes

This Seneca program has been validated by the Credential Validation Service as an Ontario College Credential as required by the Ministry of Colleges and Universities.

As a graduate, you will be prepared to reliably demonstrate the ability to:

  • 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.
  • To 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. 
  • To 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 settings.
  • To 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.
  • To 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.
  • To 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. 
  • To 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.
  • To 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.
  • To create and engage in partnerships with families, communities, colleagues, inter-disciplinary professionals, authorities and child service agencies to advocate for quality early years and child care programs and services.
  • To 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.

Program Map

Year 1 | Level 1

(Start Fall 2024)

September | Winter | Summer

Year 1 | Level 2

(Start Winter 2025)

September | Winter | Summer

Year 2 | Level 3

(Start Summer 2025)

September | Winter | Summer

Year 2 | Level 4

(Start Fall 2025)

September | Winter | Summer

ECE 110

Visual Art: In Relationship with Art, Story and Materials

ECE 209

Human Rights and Social Justice in Early Learning and Care

Pre-req: None

ECE 310

Music and Movement: Experiences Throughout Childhood

Pre-req: ECE110, ECE213

ECE 409

Philosophy and Models of Early Childhood Education

Pre-req: ECE113, ECE213, COM101

ECE 112

Wellbeing and Ethics of Care

ECE 213

Pedagogy and Care in Practice

Pre-req: ECE113, ECE106

Co-req: ECE216

ECE 312

Child Protection: Upholding Responsibilities to Children

Pre-req: ECE112, ECE209, ECE215

ECE 412

Legislation, Advocacy, and Social Policy

Pre-req: ECE112, ECE209, ECE312

ECE 113

Foundations of Pedagogy and Care

ECE 214

Observation and Documentation of Children’s Development

Pre-req: ECE114

ECE 313

Pedagogy and Care: Infant and Toddler Focus

Pre-req: ECE112, ECE113, ECE213

ECE 413

Pedagogy and Care: School Age Focus

Pre-req: ECE213, ECE313

Co-req: ECE416

ECE 114

Introduction to Childhood Development

ECE215

Responsive Interpersonal Relationships

ECE 314

Observation and Development: Birth to 3 Years

Pre-req: ECE114, ECE214

ECE 414

Critical Perspectives of Childhood Disablement

Pre-req: ECE214, ECE314

ECE106

Preparation for Early Learning and Care Practice

 

ECE 216

Field Placement: Preschool Environments

Pre-req: ECE113, ECE106

Co-req: ECE213

ECE 315

Child, Family and Community

Pre-req: ECE215, ECE209, ECE216

ECE 415

Ethics, Professional Practice and Leadership

Pre-req: ECE215, ECE312

COM 101/COM 111

Communicating Across Contexts

 

ECE 316

Field Placement: Infant and Toddler Environments

Pre-req: ECE216, ECE112

Co-req: ECE313

ECE 416

Field Placement: School Age Environments

Pre-req: ECE216, ECE316

Co-req: ECE413

General Education Course

General Education Course

General Education Course

 

NOTE: Throughout the program students must complete 3 general education courses. One from arts and humanities, 1 from science and social science, and 1 from either category. The following courses will not fulfill a general education requirement: COM470, PSY122, PSY205, SOC270, PSY106, CUL286, CAN109, CAN132.

Prerequisites (Pre-req): A course that must be completed before taking a course. 

Corequisites (Co-req): A course that must be taken at the same time as, or prior to, another course. 

Course Outlines

Every Seneca College course has an outline, available online, which describes the content, methods, and weighting of evaluations.  These are legal documents, and any changes made to them during the delivery of the course must be agreed upon by students and the professor and require approval by the Chair of the School of ECE. 

Subject outlines are important documents.  Refer to them during the semester and save them digitally.  If you continue your studies at any other post-secondary institutions or post diploma programs, these will be essential documents.

ECE Academic Policies

DUE DATES, EXTENSIONS AND ASSESSMENT POLICIES

Effective September, 2024, there is no longer an option to re-write an assessment when the grade earned is an “F” (below 50%).

  • Due dates for the assignments and other evaluation procedures for each subject are set in class.
  • Requests for extensions must be made to the professor before the due date.  Many professors require written requests and approval forms for extensions.
  • If an assessment is late, 10% may be deducted the first day.  20% may be deducted day eight, etc. Once an assessment is three weeks late without a negotiated extension, a final grade of 0 will be automatically applied.
  • Unless an extension has already been approved by the professor, the last day to submit any ungraded coursework is the last class for that subject.  As of this date, any work not submitted will be given a 0. 
  • When an assessment grade has been reduced to an "F" because of late submission, the "F" grade will be used to calculate the final subject grade.
  • If an F is received on two or more assessments weighted 10% or higher, the student will receive an F in the course regardless of the final weighted grade.

Field Placement

This program has a field placement component in second, third, and fourth semester.  

Students  are required to have completed necessary field placement documents prior to the start of the field placement semester.  

Seneca Academic Policies

Visit our Policies page for a full list of Seneca's policies.

LIBRARY RESOURCES

This guide was created to support Early Childhood Education students and faculty at Seneca. It showcases articles, documents, websites, and other resources of interest to the program. 

Early Childhood Education - LibGuides at Seneca Libraries

Academic Integrity | School of Early Childhood Education

What is APA Citation Style?

APA Style is a set of rules for research papers.You must cite sources with an in-text citation in the body of your paper and in a full citation in the Reference List at the end of your paper.

Welcome - APA Citation Guide (APA 7th Edition) - LibGuides at Seneca Libraries (senecapolytechnic.ca)

APA Citation FAQs - APA Citation Guide (APA 7th Edition) - LibGuides at Seneca Libraries (senecapolytechnic.ca)

Student Resource Guide - School of Early Childhood Education, Faculty of Community & Health 

 

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