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Early Childhood Education (Online Part-time)

Online Campus | Program Code: 0682
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Overview

Combine theoretical study with practical experience in this program which prepares students to work with children (from birth to age 12) and their families in a variety of early childhood settings. Graduates have a firm understanding of human development from birth to 12 years of age and can use this understanding to create responsive, inclusive, play-based learning environments to best support the child as they develop. Students receive 630 hours of practical experience in a variety of early learning environments during five field placements, starting in the second semester of the program. This experience allows students to apply the skills taught in the classroom in real-world learning experiences.

This Online Education program allows students to study online part-time and continue to balance personal and professional priorities while completing coursework.  Convenient, flexible scheduling suits the lifestyle of many individuals. Since the course material is accessible 24 hours a day, 7 days a week, it is ideal for those who are unable to attend regularly scheduled classes. There are five (5) in-person placements completed within an approved early learning setting.  Each placement can be completed within your geographic area. Our online courses offer the same learning outcomes as those offered in class and result in the same academic credentials.

Program Details

Code 0682
Start Date January, September, May
Credential Ontario College Diploma
Campus Online
Program Length * Maximum of five years to complete certificate requirements
Delivery Part-Time
This program is offered at a Part Time capacity

Program Highlights

Our graduates:

  • Have a firm understanding of human development from birth to 12 years of age.
  • Understand observation, reflection, and the preparation of pedagogical documentation.
  • Know how children learn and understand how to create responsive, inclusive, play-based learning environments, to best support the child as they develop.
  • Establish professional relationships with families, other professionals and colleagues.
  • Apply current legislation to their practice.
  • Advocate on behalf of families and the field of early childhood education.
  • Maintain health and safety standards

Program Outline

2024-2025

This course explores development from conception to 2.5 years to understand the systematic changes in social, emotional, physical and cognitive functioning of the child. Theories of development are examined which highlight progressive changes and integration of functioning. Students are introduced to observation techniques, current research on related child development topics, and how heredity, culture, and society influence development.

This course is designed to help students develop and practice the communication skills needed to succeed in college and workforce environments. Emphasis is placed on improving foundational communication strategies-reading, writing, listening, and speaking—and on developing research and critical thinking skills. 

This course introduces students to the Early Childhood Education program at St Lawrence and prepares them for field placement. This course also introduces students to the roles of early childhood educators in supporting the development and learning of individuals and groups of children. Students develop broad areas of knowledge, skills, attitudes, and abilities to work effectively with children, their families, and the community. In addition, students apply a personal philosophy of early childhood education within the framework of ethical and professional standards.

Based on the principle that children learn through play, this course explores the fundamentals of an arts-based curriculum as a way of fostering the young child’s creativity, natural inquisitiveness, and holistic development.

In this course, students will examine the topics of health promotion, personal wellness, illness prevention and management, nutrition and safety. In addition, the student will learn how to identify, document and report child abuse. As well, the student will understand his/her duty to report child abuse according to the law.

In this course, students are introduced to the history of Early Childhood Education with an emphasis of trends and changes in curriculum. Students examine learning theories and theorists, identifying their relationships to a variety of curriculum models including High Scope, Montessori, Waldorf, Reggio Emilia and more. Students are also introduced to Ontario’s Ministry of Education curriculum documents exploring the connection between other curriculum models.

General Education courses expose students to disciplines outside their main field of study and are required in all college programs. Choose two (2) courses from the General Education Pre-approved category. You may take these courses at any point during this program. Your pre-approved general education courses are available through OntarioLearn and will not be visible in your slc.me hub. You will receive direction on how to access your OntarioLearn course via an OntarioLearn Access email which will be forwarded to you prior to the course start. You must log into the Ontariolearn.com online portal to connect to your OntarioLearn course. Click here to view and register for the pre-approved courses.

This course explores development from ages 2.5 through 12 years to understand the systematic changes in social, emotional, physical, and cognitive functioning of the child. Theories of development are examined, which highlight progressive changes and integration of functioning. Students examine current research and contextual influences in child development, applicable to the preschool and school-age child. Students apply observational strategies.

Prerequisite(s): CHIL 1004

This course focuses on the planning and set up of indoor and outdoor learning environments for children. Building an understanding of intentional design enables students to view the physical environment critically and creatively to optimize play, learning and development for all children. Responding to a unique group of children in a unique setting is emphasized, as well as the consideration of cultural and geographical factors; a wide range of effective early learning environments are studied and discussed with inclusivity and accessibility as consistent priorities

In this course, students examine how developmentally appropriate guidance practices and a positive learning environment influence childrens mental wellness, self-control, self-regulation, and resiliency. Students learn methods to strengthen childrens positive self-esteem, promote pro-social play among groups of children, and create a climate of positive interactions between children and adults.

In this course, students combine their knowledge of child development and their observation and documentation skills to consider the modes through which infant, toddler and preschool children learn. Topics include care-giving practices, responsive environments, developing positive relationships with children and families, and the role of the Early Childhood Educator in relationship to current legislation and pedagogies. The focus of this course is on the planning of interest-based curriculum experiences that facilitate and scaffold learning in all areas of development.

In this course, students develop an understanding of the different methods and types of observation and documentation. Special attention is placed on the development and writing of learning stories. Students analyze the learning stories to plan activities that support children’s interests, learning, and development. Students build on the writing, editing, analytical, and research activities needed to successfully write observations and learning stories.

Prerequisite(s): CHIL 1004

In this course, students apply the theory and practiced skills learned previously to enter teaching practice. Students observe and document; begin to plan for and facilitate childrens learning; begin guiding childrens behaviour using appropriate strategies; interact and begin to form relationships with children, colleagues, and families; and participate in all aspect of the program.

This course focuses on the importance of adapting curriculum and environments to promote a sense of belonging and acceptance and to meet the unique needs of children with diverse physical, intellectual, and emotional diversities. Students examine evidence-based practices that support early childhood professionals in providing inclusive childcare through program adaptation, advocacy, communication and collaboration with families and other professionals and community resources.

In this course, students continue to build upon the practicum component initiated in their first field placement. At the end of this teaching practice, students can consistently demonstrate the ability to observe; plan for, facilitate and evaluate childrens learning; guide childrens behaviour using appropriate strategies; interact with children, staff, and families; and participate in all aspects of the program as an emerging level early childhood educator. In the seminar/in-class component of this course, students discuss, analyze, and document their teaching practice experience. Topics of discussion include observations; planning, implementing, evaluating, and documenting the childrens learning; guidance, observation and assessment of behaviour; health, safety and nutrition; interacting with staff and families; and professionalism in the field. Students develop an ongoing professional development plan as they enter into the field. Students continue the process of self-reflection, as it relates to their performance in teaching practice.

Prerequisite(s): CASE2A + CHIL1005 + EARL 1002 + EARL 1001

This course extends students’ knowledge and understanding of the commonality and diversity that exists among families in Canada today. Using a strength-based approach, students examine multiple family “types” and a wide range of issues which affect families in Canada today. Students gain knowledge of the benefits of inclusive partnerships with families and learn effective strategies for supporting and engaging families in early learning and care settings.

In this course, students continue to examine how developmentally appropriate guidance practices and a positive learning environment influence childrens self-control, self-regulation, and resiliency. A strong emphasis is placed on supporting the development of childrens self-regulation. Students apply methods to strengthen childrens social and emotional wellness and create a climate of positive relationships and interactions between children and adults.

Prerequisites: EARL1000

In this course, students combine their knowledge of child development and their observation and documentation skills to consider the modes in which Kindergarten and school-age children learn. Topics include developing positive relationships with the child, other professionals and the community, encouraging children to accept challenges and take appropriate risks, and the role of the Early Childhood Educator in relationship to current legislation and pedagogies. The focus of this course is on the planning of interest-based experiences that facilitate and scaffold learning in all areas of development.

Prerequisite(s): EARL 1002

In this course, students continue to build upon the practicum component initiated in their first field placement. At the end of this teaching practice, students can consistently demonstrate the ability to observe; plan for, facilitate and evaluate childrens learning; guide childrens behaviour using appropriate strategies; interact with children, staff, and families; and participate in all aspects of the program as an emerging level early childhood educator. In the seminar/in-class component of this course, students discuss, analyze, and document their teaching practice experience. Topics of discussion include observations; planning, implementing, evaluating, and documenting the childrens learning; guidance, observation and assessment of behaviour; health, safety and nutrition; interacting with staff and families; and professionalism in the field. Students develop an ongoing professional development plan as they enter into the field. Students continue the process of self-reflection, as it relates to their performance in teaching practice.

In this course, students continue to build upon the practicum component initiated in their first field placement. At the end of this teaching practice, students can consistently demonstrate the ability to observe; plan for, facilitate and evaluate childrens learning; guide childrens behaviour using appropriate strategies; interact with children, staff, and families; and participate in all aspects of the program as an emerging level early childhood educator. In the seminar/in-class component of this course, students discuss, analyze, and document their teaching practice experience. Topics of discussion include observations; planning, implementing, evaluating, and documenting the childrens learning; guidance, observation and assessment of behaviour; health, safety and nutrition; interacting with staff and families; and professionalism in the field. Students develop an ongoing professional development plan as they enter into the field. Students continue the process of self-reflection, as it relates to their performance in teaching practice.

In this course, students continue to build upon the practicum component initiated in their first field placement. At the end of this teaching practice, students can consistently demonstrate the ability to observe; plan for, facilitate and evaluate childrens learning; guide childrens behaviour using appropriate strategies; interact with children, staff, and families; and participate in all aspects of the program as an emerging level early childhood educator. In the seminar/in-class component of this course, students discuss, analyze, and document their teaching practice experience. Topics of discussion include observations; planning, implementing, evaluating, and documenting the childrens learning; guidance, observation and assessment of behaviour; health, safety and nutrition; interacting with staff and families; and professionalism in the field. Students develop an ongoing professional development plan as they enter into the field. Students continue the process of self-reflection, as it relates to their performance in teaching practice.

Prerequisite(s): CASE12A + EARL2000 

This course explores the arts as a medium to encourage communication, cooperation, celebration and a sense of belonging in children and families in a childcare community. Group art and music projects, community-based arts projects and storytelling techniques are explored in depth as community building tools. Using the arts as a vehicle to embrace and reflect cultural diversity in the classroom is a touchpoint throughout the course.

In this course, students examine how social policy, funding, and regulation impact on the provision of accessible, affordable, high quality child care in Canada with a strong focus on Ontario. Students examine and discuss regulated, centre-based child care programs, the role of family home day care, family support programs and other early learning programs in Canada with the emphasis on Ontario. Students explore early childhood public policy including the role of all levels of Canadian government in the delivery of child care, how early learning programs are managed and evaluated. Special attention is paid to the role of the early childhood educator in providing, promoting and advocating for quality early childhood education.

This course builds on the writing, editing, analytical, and research activities previously introduced and emphasizes professional correspondence related to the early childhood education field. Students continue to apply and further develop communication skills focusing on the language, format, and presentation of a variety of professional materials including memoranda, letters, and reports and other routine correspondence related to the role of an early childhood educator. This course also includes a career segment that focuses on the development of a targeted resume, cover letter, and interview skills. The principles of effective speaking are discussed with a view to applying these skills in professional ECE contexts.

Requirements

Admission Requirements

Ontario Secondary School Diploma (OSSD) with the majority of Grade 11 and 12 courses at the C, U or M level including the following prerequisites:

  • Grade 12 English at the C or U level

For OSSD equivalency options, see Admission Requirements.

Health Requirements

Immunization - Communicable Disease Requirements

Completion of the Immunization - Communicable Disease Form is a mandatory condition
for your clinical/practical placement. THIS FORM IS YOUR RESPONSIBILITY.

Download your Immunization - Communicable Disease Form

Questions regarding the completion of this form can be submitted to Immunizations@sl.on.ca

Note: Full-time student coverage for vaccines received on or after September 1, can be claimed under the Student Sickness & Accident Insurance Plan.

Other Requirements

Criminal Background Check:
Applicants are advised that Criminal Background Checks (CBC) conducted by the Canadian Police Information Centre (CPIC) are required for programs with field or clinical placements. Certain criminal convictions may prevent participation in placements and program completion may not be possible. Attaining and paying for a CBC and Vulnerable Sector Screening (OPP) is the responsibility of the student, and these may have to be renewed every three to six months. Applicants with criminal records are advised to contact the Associate Dean/Campus Dean of the respective school prior to applying.

Students applying to the Kingston Campus program must obtain the Criminal Background Check from the Kingston Police Force for field placement agencies in the City of Kingston. Because these documents are time sensitive, students should not apply until informed to do so by their program.

Co-op Work Permit
For All International Students Only - students must have this document with proper remarks to begin their placement.  If you have any questions, please email isa@sl.on.ca

Placement

Students in the online ECE program are responsible for finding and setting up their own field placements. Placements must be within a licensed childcare centre and/or Ministry of Education Kindergarten classroom. Students must be supervised and mentored by a Registered Early Childhood Educator. There are five (5) placements in the ECE Online program and these are to be completed in five (5) different childcare facilities. Placements are scheduled as follows:

Level 2:

CASE 104

Level 3:

CASE 2a

CASE 2b

Level 4:

CASE 12a

CASE 12b

Essential Requirements for Field Placement

  • 6 Training Modules
  • Student Declaration/Oath of Confidentiality
  • Student Covid 19 Waiver
  • Immunization
  • CPIC – VULNERABLE SECTOR
  • First Aid & CPR

Field Placement is physically demanding. It involves the following tasks:

  • carrying and lifting children and objects
  • responding quickly to emergency situations which may involve assisting with first aid and/or CPR and Epipen
  • physically intervening when children are aggressive with materials or other children
  • monitor the children’s safety, nutrition, health and general wellness.

Field Placement:

While every effort is being made to accommodate individual students’ learning needs, the field placements require more flexibility on the student’s part as we are invited guests of the agencies. The needs of the children and centre are the first priority. There are five (5) placements in the ECE Online program and these are to be completed in five (5) different childcare facilities.

Fees

2023-2024

Fees for part-time students are calculated on a per course basis. See fees info here. For more information, please contact enrolment@sl.on.ca. 

Career Opportunities

Graduates may find employment in:

  • Licensed child care agencies
  • Full-day Kindergarten classrooms
  • EarlyON Child and Family Centres
  • Parenting and family literacy programs
  • School-age child care programs
  • Home child care
  • Domestic or international nannies
  • Community programs
  • Camps

Graduates of the program are eligible to register with the College of Early Childhood Educators in Ontario.

Testimonials

"My online experience with St. Lawrence College has been an extraordinary one! The professors were highly qualified with a wealth of information and experience in the Early Childhood Education field not to mention their constant support and encouragement when I needed it. "
Sylvie Sabourin
" I couldn’t have made a better decision in choosing St. Lawrence College as the program was manageable and coincided with my lifestyle. The professors were super supportive and without question were eager to guide in any way they possibly could for me to succeed."
Lindsay Bray