Early Childhood Education
Facilitating children's learning through play.
- Graduates are eligible to become registered members of the College of Early Childhood Educators in Ontario
- Pathway for Early Childhood Education graduates to pursue further studies in the Bachelor of Early Learning and Community Development (Honours) program at Algonquin College
- Gain real-world experience with three practice teaching placements
Program Availability and Schedule
Availability
Availability varies by course. Click here to view availability for courses in this program.
Schedule
Given the part-time delivery of this program, there is not a standard schedule for all learners.
Program Summary
Credential
Program Code
Area of Interest
Other Delivery Options
Work Integrated Learning
The two-year Early Childhood Education Ontario College Diploma program prepares you to become an educator of children in a variety of early learning settings. Gain the knowledge and skills necessary to work with families and other professionals to support children's learning and development.
This program provides you with the ability to create, implement and assess play-based curricula while building stimulating child-centered environments....(read more)
Overview
Facilitating children's learning through play.
The two-year Early Childhood Education Ontario College Diploma program prepares you to become an educator of children in a variety of early learning settings. Gain the knowledge and skills necessary to work with families and other professionals to support children's learning and development.
This program provides you with the ability to create, implement and assess play-based curricula while building stimulating child-centered environments.
Benefit from both theoretical and hands-on learning opportunities. You have three field placements during the program that focus on children from birth to age 12. These real-world experiences allow you to integrate theory with professional practice in early learning program settings.
You assist in providing guidance to children while planning, implementing and evaluating programs. Through your placements, you gain valuable hands-on skills and experience to help you understand the diverse roles, settings, and responsibilities of an Early Childhood Educator.
Upon graduation, you are eligible to register with the College of Early Childhood Educators (CECE). Registration with CECE is required to be eligible to work as an Early Childhood Educator in Ontario.
To qualify for this diploma, you must complete the program within six years.
SUCCESS FACTORS
This program is well-suited for students who:
- Have strong observational and analytical skills.
- Enjoy working as a member of a team.
- Have strong language (oral and written) skills.
- Are self-reliant and enjoy challenges.
- Are interested in child development and teaching children through play.
- Are comfortable using computers and other forms of technology.
- Enjoy working with children and their families.
- Have effective interpersonal skills.
Early childhood education is a physically demanding profession. Individuals entering this profession must be able to lift children, materials and equipment (up to 32 kgs). As well, individuals must be able to run/move quickly between areas in the room and outside in order to ensure children's safety. In addition, educators must constantly observe children to ensure safety and to assess children's abilities, skills, and interests in order to develop meaningful curricula. Entering the program without these abilities may result in unsuccessful field placements, and students who are unsuccessful in field placements are not eligible to graduate.
Courses
Read this before applying:
Part-time students are required to apply for this program. Once accepted, you can register on a course by course basis through your ACSIS account. The courses take place entirely online except for the three Practice Teaching courses which are completed in the field on a full-time basis.Â
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COURSE DESCRIPTIONS
ENL1813S Communications 1
Communication remains an essential skill sought by employers, regardless of discipline or field of study. Using a practical, vocation-oriented approach, students focus on meeting the requirements of effective communication. Through a combination of lectures, exercises, and independent learning, students practise writing, speaking, reading, listening, locating and documenting information and using technology to communicate professionally. Students develop and strengthen communication skills that contribute to success in both educational and workplace environments.
FAM1000 Observation Skills
Observations are used by educators to identify children's skills, abilities and interests. They are also used to determine the effectiveness of early learning programs and to plan effective curriculum. Students begin to examine and utilize a variety of observational tools to facilitate assessment and planning in an early learning setting.
FAM1236 Introduction to Curriculum
As professionals, early childhood educators plan, implement and evaluate play-based curriculum. Students explore a variety of factors that influence curriculum design including knowledge of child development, play based pedagogy and different curriculum approaches.
FAM1241 Health and Wellness for Children
Creating environments where children can safely explore and learn is an essential aspect of the ECE profession. Students are introduced to the social determinants of health and examine legislation regarding health, nutrition and safety requirements in early learning settings.
FAM1242 Foundations of Early Childhood Education
Early Childhood educators are professionals who require a strong foundation in the history and philosophy of early childhood education in Canada and globally. Students begin to examine the impact of policies, legislation and regulations across all levels of government on early childhood education. Students also examine the impact of cultural and family systems on early learning programs and professional relationships.
FAM1243 Child Development
Professionals working with children and families use knowledge of child development to guide their practice. Students examine physical, language, social, emotional and cognitive changes from infancy through school age within a social ecological context. Students begin to make connections between development and play experiences.
FAM1015 Preparation for Placement
The ability to understand and reflect on professional roles and responsibilities in the early learning sector is important for a student educator's success. Students begin to examine and develop an understanding of professional ethics, standards of practice and roles and responsibilities of a student educator in an early learning setting.
ENL2027 Communication II for Ece
Registered early childhood educators require professional writing skills to produce letters, reports, assessments, guidelines, observations and curriculum. Clear and concise writing skills are essential for effective communication within the context of the early childhood education environment. Students refine the mechanics of their writing including organization, grammar, spelling, referencing, audience awareness and format.
Pre-requisites: ENL1813S
FAM0029 Music and Movement Experiences for Children
Music and movement are part of children's daily experiences. In order to support children's learning and development, educators integrate a variety of music and movement opportunities throughout the day. Students actively explore the pedagogical value of music and movement experiences in early learning settings.
FAM1003 Psychology of Learning
Students explore how individuals acquire knowledge and skills and how environments influence the learning process. Through examination of different theories from both historical and current perspectives, students develop an understanding of how learning is influenced by developmental, psychological and social elements. Students use real life experiences to identify how these theories can be used to support learning and development within continuously changing environments.
FAM1245 Environments for Young Children
Educators must be able to differentiate and implement essential elements that are characteristic of inclusive early learning environments for infants, toddlers and preschool aged children. Students explore evidence informed practices within programs aimed at these age groups. Student examine how to co-design early learning environments and spaces that encourage investigation, imagination, creativity and problem solving.
Pre-requisites: FAM1000 and FAM1236 and FAM1242 and FAM1243
FAM1246 Introduction to Children with Exceptionalities
Educators create respectful, equitable and accessible early learning experiences that facilitate the learning and development of all children. Students explore various exceptionalities, universal design principles, assistive technologies and regulatory requirements that foster inclusive learning environments. Students explore family supports, engagement and advocacy.
Pre-requisites: FAM1000 and FAM1236 and FAM1242 and FAM1243
FAM1233 Seminar I
Taking the time to reflect on one's knowledge, skills and practice is essential to the ongoing growth and development of an educator. Students examine and reflect on their emerging skills and competence in leading routines and transitions.
Pre-requisites: FAM1000 and FAM1015 and FAM1236 and FAM1242 and FAM1243
FAM1234 Practice Teaching I
Practical learning experiences support the integration of theory and professional expectations in a variety of early learning settings. Students practice observational skills and assist in the facilitation of routines and transitions. Students also reflect on their emerging knowledge and skills in developing responsive relationships with children and families.
Pre-requisites: FAM1000 and FAM1015 and FAM1236 and FAM1242 and FAM1243
FAM1248 Guiding Children's Behaviour
In early learning settings, the guidance of children's behaviour requires the use of a proactive approach designed to support children's development and well-being. Students explore various factors that have an influence on the interactions and behaviours of children in early learning environments through evidence-informed strategies. Students review strategies and techniques to assist them in modifying the physical, social and emotional environment to support all children's learning and development.
Pre-requisites: FAM1000 and FAM1236 and FAM1242 and FAM1243
ENL1904F Children's Literature
Early exposure to developmentally appropriate children's literature encourages children to develop language, cognitive, emotional, social and problem-solving skills. In this intensive writing course, students use critical thinking skills to select books and poetry. They assess and use different story sharing techniques. They create story-sharing plans to create learning experiences that develop emergent literacy skills.
Pre-requisites: ENL2027
FAM0030 Creative Art Experiences for Children
Creative artistic exploration allows children to express their thoughts and feelings through a variety of mediums. In order to foster the development and appreciation of creative arts. Educators integrate a variety of open ended experiences throughout the day. Students actively explore the pedagogical value of creative art experiences in early learning settings.
FAM1244 Environments for Kindergarten and School-Age Children
Educators must be able to differentiate and implement essential elements that are characteristic of inclusive early learning environments for school and/or licensed based programs. Using evidence informed practice, students learn how to co-design early learning environments and spaces that encourage risk taking and emerging autonomy.
Pre-requisites: FAM1245 and FAM1246 and FAM1248
FAM1247 Creating an Effective Curriculum
Educators are expected to plan, implement and evaluate play-based curriculum. Students develop the skills necessary to implement the curriculum cycle as a framework for facilitating play-based learning. Practical components of the course include the examination of professionalism, family inclusion and pedagogical documentation as essential elements of curriculum development.
Pre-requisites: FAM1000 and FAM1234 and FAM1236 and FAM1243
FAM1249 Math and Science Experiences for Children
To support children's active engagement with math and science, educators must provide learning experiences that facilitate these everyday encounters. Building on children's natural interest, students examine how to support children's math and science skills in early learning environments. Students also explore the importance of connecting children to nature through active exploration. Students actively discover ways to engage children in math and science.
Pre-requisites: FAM1245 and FAM1246 and FAM1248
FAM1033 Practice Teaching 2
Practical experience working directly with children and families allows students to broaden and deepen their integration of theory with professional practice in early learning settings. Working at a practice level within an early learning environment, students guide children through the day with minimal support from their on-site supervisor and plan, implement and evaluate curriculum that facilitates the learning of all children. Students reflect on their emerging knowledge and skills in developing responsive relationships with children and families. As well, students establish goals and determine strategies to successfully meet all practice level requirements.
Pre-requisites: FAM1234 and FAM1245 and FAM1246 and FAM1248
FAM1240 Seminar 2
Personal and professional values and beliefs have a significant influence on an early childhood educator's practices. Students start to explore their own values and beliefs and the impact on their work with children and families. Through reflection, students consider their emerging skills in developing curriculum for individual and groups of children.
Pre-requisites: FAM1015 and FAM1234
AST2000 Introduction to Astronomy
What can the sky tell us about our place in the universe, and how life began? This introductory course to astronomy will teach students indigenous and Western constellations in the sky, as well as introduce them to the major planets. Students will act as beginning astronomers and engineers by performing sketches, doing research on astronomy topics, and learning about missions to Mars that are on the hunt for signs of life.
COR1737 Psychopathology - an Introduction to Mental Illnesses
Emphasis is on the study of signs and symptoms of the major mental illnesses, including bipolar disorder, major depression, schizophrenia and personality disorders. Additionally, there are discussions about eating and sleeping disorders, stress and post-traumatic stress disorder.
DSN2100 Design Thinking
Design Thinking uses a designer mindset to produce business innovations in products and services, with a focus on deep understanding of and empathy with the people who use them. Following a holistic innovation process for an area of interest or organization, students build an initial business case and apply design thinking and creative problem-solving strategies to make innovation a sustainable practice.
ENL0010 Science Fiction
Science fiction addresses key concerns that are not restricted to the imaginative worlds depicted in fiction; rather, science fiction uses alien settings, strange worlds, alternate timelines, or virtual environments as a way of exploring contemporary issues. Over the course of exploring the various issues contained in these fictions, the various movements of science fiction will be explored to provide a broader sense of the genre's development from its earliest to its most current forms; in addition, terminology will be introduced so, by the end of the course, students will have a broader understanding of science fiction's historical and thematic terrain.
ENL1798 Contemporary Canadian Issues
A critical understanding of contemporary Canadian issues is vital to being an active member in our democratic society. Students explore a variety of topics and analyze their ethical implications and relevance to Canadian life. Discussions, debates and other collaborative activities offer opportunities to consider recent controversies from different perspectives, and use of a variety of media (e.g. newspapers, articles, and other resources online) allows for in-depth reflection on the history and current state of a range of social and political topics.
ENV0002 Environmental Citizenship
Environmental citizenship is based on the principles of national citizenship, yet it goes beyond political borders to emphasize global environmental rights and responsibilities. An environmental citizen is committed to learning more about the environment and to taking responsible environmental action. Through a combination of interactive activities, assignments and discussions, students learn how they are personally connected with current environmental issues. Students are also encouraged to adopt attitudes and behaviours that foster global environmental responsibility.
ENV5004 Waste-Free Ontario
Ontario continues to generate more and more waste; historically, three quarters of this waste has been discarded. In this course, learners are introduced to the tremendous environmental and economic opportunities that exist to embrace resource conservation ideology and a circular economy - a system in which products are never discarded, but reused, recycled and reintroduced into new products. With interactive activities, videos, and gaming; learners identify concepts and technologies to make informed decisions regarding waste management. Learners reflect on material learned, connect it to their own personalized industry or interest, and locate innovation and entrepreneurship opportunities.
GED0021 Disability in Arts: Portrayals and Identity
All forms of art have a powerful influence on our perceptions. Students describe and explore through case studies a range of disabilities and their unique features. Using arts, enquiry and discussion, students critique historical and modern-day portrayals of individuals with disabilities. Students consider the attitudes and social barriers that individuals with disabilities face, and focus on the link between the formation of cultural identity and the arts.
GED0022 Positive Psychology: the Science of Happiness and Well-Being
While fulfillment and well-being mark some people's lives, many others remain dissatisfied with life. Positive Psychology is concerned with explaining how individuals and communities flourish through the scientific exploration of happiness, optimal human functioning, and civic engagement. The field of Positive Psychology has the objective of making life more satisfying and meaningful through interventions that promote and develop qualities such as self-knowledge, learned optimism, gratitude, mindfulness, resilience, and community connection. Students participate in both interactive lectures and on-line discussions, maintain weekly journals, and develop personal strengths through direct engagement with well-being initiatives.
GED2200 Free Speech and the Challenge of Social Media
This course will allow students to explore social media and its effects on free speech and public discourse in contemporary society. It will cover the philosophical foundations of free speech, the legal and institutional expressions of free speech in modern democracies, the characteristics of social media infrastructure, how our society's free speech is being influenced if not transformed by this infrastructure, and perspectives on the need, or not, for "regulatory fixes" advanced from different viewpoints.
GED5007 Transatlantic Slavery and Its Abolition
The effects of transatlantic slavery, which began in the 15th century and was not abolished until the 19th, are still present in contemporary social, political and economic systems. In this course, students are provided with a chronological understanding of the transatlantic slave trade that charts: 1) its creation and its economic underpinnings in European and American power and wealth; 2) the resistance to slavery and its eventual abolition; and 3) the afterlife of slavery in the present day. Through class discussion, examination of academic and non-academic literature, and analysis of images and videos, students will be introduced to the history and continuing legacy of the transatlantic slave trade.
GED5010 The Fungus Among Us
Understanding fungi is critical for a more complete picture of both natural history, as well as historical and current human affairs. Students learn the major groups of fungi most of which are beneficial to humans. Students learn the influence of fungi on historical and cultural activities including art and food. Students also examine the direct involvement of fungi on industrial processes and current medical and biotechnological processes. Students explore the role of fungi as it relates to soil fertility and best practices in agriculture and environmental sustainability. Students will connect fungi to the world around them.
GED5301 On Death, Dying and Medical Assistance in Dying (Maid)
Though death is an immutable consequence of life, society's attitudes and reactions to it have been ever-changing. The viewpoint that life is sacrosanct, to be protected at all costs, is now being challenged by individuals demanding greater control of their quality of life, including the right to die. An historical overview of attitudes towards death will be examined, with a focus on the growing acceptability of medical assistance in dying (MAID), and the reasons behind this movement (demographics, economics, medicine). This course, through discussion of differing social perspectives, government legislation, case studies, research, images and videos will provide students a greater understanding of society's past and present approaches to death.
GED7105 Professionalism and Ethics
Professionalism and ethics are the foundation for those preparing for leadership roles in the workplace, community and educational settings. By exploring the different facets of leadership theory and ethical dilemmas, students develop decision making, judgment, and personal value positions that form the basis for the examination of professional conduct and personal accountability.
GEO0012 Foreign Landscapes and Their Inhabitants
Understanding the natural environment and the geological features and landscapes that shape our world is vital for students to have a greater understanding and respect for others by being more globally and culturally aware. The transformation of Earth as we know it has been a 4.5 billion year marvel in the making. The ever-changing continents, oceans, seas, and geographic landforms continue to reshape our world. Through the exploration of the unique landscapes of Earth and the examination of the geographic distribution of populations, countries, and regions of the world, students will use virtual field trips, case studies, and web quests to enhance their sense of global community.
MGT2346 Introduction to E-Business
Students are provided with tools, skills, an understanding of technology, business concepts and issues that surround the emergence of electronic business. Emphasis is on that part of the Internet known as the World Wide Web (WWW), where such tools as browsers are used. In addition to acquiring basic skills for navigating the Internet, students develop an understanding of the current practices and opportunities in electronic publishing, electronic shopping, electronic distribution and electronic collaboration. Students also explore several of the problems surrounding electronic business and commerce, such as security, authentication, privacy, encryption, safeguarding of intellectual property rights, acceptable use policies and legal liabilities.
PSY0001 Co-Dependency as an Addiction
This online course provides an overview of how individuals can become addicted to others and relationships. It will examine the personalities of abusers and those who are abused. How individuals with complimentary personality disorders unite and form bonds will be examined. Object Relations Theory and how women and men are unconsciously drawn to abusive partners because of personality disorders caused by childhood abuse or neglect will be the focal point of this course. Students will learn how individuals with co-dependent personalities can become capable of breaking free from the cycle many get caught in.
PSY0007 Cults and Terrorism
In this course, students will explore the historical evolution and social impact of cults and terrorist groups. Students will learn ways to identify and define cults. Using discussions and active learning approaches, students will examine what motivates cults and terrorist groups with a specific lens towards violent activity. The impact of media and globalization will also be discussed. Students will advance their social and cultural understanding and gain awareness of cults in contemporary society. Students in this course will discuss the validity of historical evidence and research historical interpretations of events using relevant and recent sources.
PSY0010 Criminal Psychology - Psychopathic Minds
What makes a psychopath tick? Are they born that way, or are they products of society? Are serial killers really possessed with evil, or do they know exactly what they are doing? In this course, students will study how and why some individuals become criminals and why some actually become killers. You will study what is known about serial killers, stalkers, rapists and criminals. Also, the latest techniques used in criminal profiling and questioning will be examined.
PSY0014 Learning, Thinking and Problem Solving
Psychology is an academic discipline that is concerned with all aspects of human existence, focusing in particular upon human thought, emotion and action. Psychology combines the scientific study of human behaviour and mental processes with the development of therapeutic and practical approaches to human problems and concerns. Psychology is, in addition, a major contributor to the ongoing development of our understanding of human nature more generally. After a brief historical overview, this subject examines psychology as a science. Psychological research and theory making facilitates our understanding of ourselves as individuals and as members of social groups by describing, explaining and predicting how we develop and relate in society, how we create ourselves and our world; applied psychology makes its contribution through efforts to enhance individual development and adaptation within society. Students benefit by gaining an introductory knowledge of psychology that can be applied to their daily lives.
SCI2200 Dynamic Dna: You Are Not Alone
DNA is the recipe book for all living things. This small molecule can tell us about our past, present, and future. It is what makes us all unique and what ties us together. DNA can answer some of life's biggest questions: Where do we come from? How are we made? Can we cure disease? Can we predict the future or change the outcome? In this course, we will examine the spectacular DNA molecule and how it works. Through contemporary articles, research, images, and videos, we will investigate ways in which DNA can be used to predict traits, detect disease, discover ancestry and engineer babies. We will look at DNA's involvement in our evolution, and how we can harness its powers to create superfoods, change a wolf into a pug or clone extinct species. Through a combination of discussion boards, quizzes and assignments, students will discuss DNA history, technology and social attitudes, providing them with a greater understanding of their genetic make-up, both on a personal and global level.
PSY1754 Selected Topics in Psychology
In this course, students will learn about some popular topics in psychology including learning, memory, sleep and consciousness, psychological disorders, and social psychology. Through hands-on experiments, case studies, multimedia and demonstrations, students will gain an appreciation for psychology as a social science.
SSC5012 Anti-Racism, Discrimination and Equity
Students learn the definition of racism and discrimination, and will be able to identify the various sources of discrimination and racism resulting from cultural values and physical differences between individuals. By identifying racism and discrimination issues in North American society, students learn how to analyze the sociological factors that cause bias and prejudice to surface in our society. The main objective of this course is to enhance sensitivity to and intolerance of mistreatment based on racial or ethnic background and appearance, and to consider how to handle these issues as professional individuals in a pluralistic Canadian society. Students communicate with one another through electronic discussion and learn to appreciate through various readings and assignments the many facets of racism and discrimination. This course will be of interest to workers in health services, education, human resources and business, and those who want to enhance their knowledge and sensitivity to issues of racism and discrimination particularly when communicating with people from other cultures or with physical appearances that differ from their own.
FAM1250 Language and Emergent Literacy
Language and early literacy skills are foundational for life-long success; therefore, educators must possess the knowledge and skills to create, prepare and evaluate language-rich environments. Students examine the natural progression of language and literacy development and explore strategies and materials essential for environments that support the multi-dimensional language and literacy skills of children from birth to twelve years of age.
Pre-requisites: FAM1033 and FAM1246 and FAM1248
FAM1251 Families and Community
Cultural and demographic changes in Canada have an effect on students working with diverse children, families and communities. Within the historical and current Canadian context, students examine influences of cultural beliefs, biases and professional practices with diverse children, families and communities. Students develop effective strategies, techniques and resources to support and/or advocate for diverse families and communities.
FAM1252 Assessment of Children's Learning
In this course, students apply various techniques of observation, pedagogical documentation and reflection to support children's learning, holistic development and well-being. Students examine assessment practices outlined in provincial pedagogical documents, and in particular, learn about principles of assessment including types, purposes and function of assessment. Students explore quality assurance mechanisms and discuss their role in developing and maintaining quality in early learning settings.
Pre-requisites: FAM1000 and FAM1033 and FAM1243 and FAM1247
FAM1253 Professional and Administrative Practices in Ece
Knowledge of effective administrative practices is essential for developing and overseeing early learning and care programs. Students examine governance models and legislative requirements for early learning settings. Students explore topics related to job readiness, advocacy, ethics and leadership.
Pre-requisites: ENL2027 and FAM1033 and FAM1240 and FAM1241
FAM1043 Practice Teaching 3
Students consolidate knowledge and skills gained throughout the ECE program. Guided by the College of ECEs Code of Ethics and Standards of Practice, students consistently demonstrate that they are ready to practice as an early childhood educator with a focus on curriculum development, competence, professionalism and communication. Students engage in critical reflection and dialogue to establish relevant goals as well as determine effective strategies to meet all final placement requirements.
Pre-requisites: FAM1033 and FAM1247
FAM1238 Seminar 3
Using reflective practice, students examine their knowledge and skills in being ready to practice as an early educator with focus on curriculum development and implementation, competence, professionalism and communication.
Pre-requisites: FAM1033 and FAM1240
Careers & Pathways
Careers
Registered Early Childhood Educators may find employment in: early learning and care programs; nursery schools; kindergarten classrooms; community health agencies; home childcare organizations; entrepreneurial opportunities.
Pathways
Please note: There may be more pathways available for this program than are listed here. Please use our Pathways search tool to see every option.
Learning Outcomes
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 settings.
- 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, inter-disciplinary 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.
- Identify and apply discipline-specific practices that contribute to the local and global community through social responsibility, economic commitment and environmental stewardship.
Tuition & Fees
2024/2025 Academic Year
Fees are subject to change.
Fees for part-time programs are charged on a course-by-course basis and are published on each individual course page. For questions related to fees, please call the Registrar's Office at 613-727-0002.
Graduation Fee:
Once you have completed all the courses in the program, it is the responsibility of the student to complete a credential application (https://www.algonquincollege.com/online/certificationgraduating/). A graduation fee is charged when the application is submitted. After your credential application has been approved, you will be invited to Convocation.
Admissions Requirements
All applicants must satisfy both College Eligibility and Program Eligibility requirements.
College Eligibility
- Ontario Secondary School Diploma (OSSD) or equivalent; OR
- Academic and Career Entrance (ACE) certificate; OR
- General Educational Development (GED) certificate; OR
- Mature Student status (19 years of age or older and without a high school diploma at the start of the program).
Program Eligibility
- English, Grade 12 (ENG4C or equivalent) with a grade of 65% of higher.
- Applicants with international transcripts must provide proof of the subject-specific requirements noted above and may be required to provide proof of language proficiency. Domestic applicants with international transcripts must be evaluated through the International Credential Assessment Service of Canada (ICAS) or World Education Services (WES).
- IELTS-International English Language Testing Service (Academic) Overall band of 6.5 with a minimum of 6.0 in each band; OR TOEFL-Internet-based (iBT) Overall 88, with a minimum of 22 in each component: Reading 22; Listening 22; Speaking 22; Writing 22; OR Duolingo English Test (DET) Overall 120, minimum of 120 in Literacy and no score below 105.
Application Information
Read this before applying:
Part-time students are required to apply for this program. Once accepted, you can register on a course by course basis through your ACSIS account. The courses take place entirely online except for the three Practice Teaching courses which are completed in the field on a full-time basis.Â
Additional Information
Program Resources
PRACTICE TEACHING FIELD PLACEMENTS:
Students in the Early Childhood Education program complete three practice teaching field placements during their studies. These placements are assigned by the Field Placement Officer with an emphasis on having students experience different programs and age groups during their course of study.
FIELD PLACEMENT ELIGIBILITY:
Please note that due to limited practice teaching field placements in the Ottawa area (including surrounding areas), part-time students are not guaranteed to undertake placements in their preferred term. We are committed to accommodating students where possible. Students may be required to travel up to 90 minutes to reach their practice teaching field placement. While every attempt is made to provide students with a placement close to a preferred area, this is not always possible.
Students are not permitted to contact childcare centres in an attempt to arrange placement. Hours vary from centre to centre. Students may be starting as early as 7:00 a.m. and ending as late as 6:15 p.m.
Practice teaching field placements are completed during regular, full-time working hours. Students will need to determine the schedule for placements well in advance to make arrangements to be available for that period of time. Practice teaching field placements must be completed during the indicated series and cannot be saved until the end of your diploma.
Students can only obtain Prior Learning Assessment and Recognition credits toward their first practice teaching seminar and placement (FAM1233/FAM1234).
DISTANCE EDUCATION STUDENTS:
Please note that due to limited practice teaching field placements in the Ottawa area (including surrounding areas), students from outside of the region will not be permitted to do placements in Ottawa and the surrounding area. Students outside the Ottawa area will be responsible for providing a selection of suitable placement agencies. The Field Placement Officer will confirm the eligibility of these agencies and make the final arrangements for student placements.
FIELD PLACEMENT REQUIREMENTS:
Upon acceptance into the program, the following requirements must be met. Failure to complete these requirements will prevent students from participating in the field placement components of the course.
HEALTH REQUIREMENTS:
Applicants must provide evidence of full and complete immunizations. ParaMed will review the student's record of immunization and provide authorization for entry into field placement. More information in this regard will be available on the website for successful applicants.
Valid standard First Aid and CPR Certification (St. John Ambulance, Red Cross or equivalent) must be completed prior to the commencement of classes. This certificate must be valid for the duration of the program.
Successful completion of field placement is a requirement for graduation from the Early Childhood Education program. Agencies that provide placement opportunities may require you to have a clear Police Records Check for Service with the Vulnerable Sector (PRCSVS). Your acceptance for placement is at the discretion of the agency. If you register in the program without a clear PRCSVS and as a result are unable to participate in placement, you will not be able to graduate.
To be eligible for placement, you must have submitted proof of first aid certification, PRCSVS and health authorization through ParaMed. You will be required to disclose the contents of the PRCSVS, including all notations, to the placement agencies. More information regarding this process is available online at https://www.algonquincollege.com/online/field-placement/.
ACADEMIC PROBATION:
Students who have two or more F grades in a given term or whose term grade point average falls below 1.7 are considered to be on academic probation (Policy AA14 Grading System). This requires the student to meet with their academic manager to sign a learning contract which identifies the conditions which must be met to continue in the program. Students who do not meet the terms of their learning contract are withdrawn from the program.
WORK INTEGRATED LEARNING OVERVIEW:
There are three block placements required for the ECE online program. They are offered in Levels 02, 03, and 04 of the program and require a commitment of 4, 4 and 5 weeks on predetermined schedules. All placements, even if you are studying part-time, require full-time working hours Monday to Friday following the same daily schedule as the onsite supervisor.
PLACEMENT ELIGIBILITY:
In order to be eligible for practice teaching field placements, students must meet the following requirements prior to the placement deadline:
- Academic Clearance: Students must complete all required prerequisite courses prior to the placement start date.
- Placement Request Form: Students are required to submit a placement request form prior to each placement deadline.
- ParaMed Clearance: Students are required to meet the following medical and non-medical requirements. Upon completion, these requirements must be confirmed through ParaMed, our partner organization; a. Immunization Records; b. Police Records Check for Service with the Vulnerable Sector (PRCSVS); c. Standard First Aid/CPR Level C.
ADDITIONAL RESOURCES:
Further placement information for online students can be found on the Field Placement Centre: https://www.algonquincollege.com/online/field-placement.
ACADEMIC PLANNER:
The Academic Planner provides registered part-time students in AC Online the ability to declare into a Program of Study. The Academic Planner outlines successfully completed courses to date, as well as courses that need to be completed in order to meet graduation requirements. It is therefore essential that all part-time students declare into their program of study, allowing administrators to plan course offerings. The tool is available in ACSIS, located under 'Part-Time Students' on the left-hand toolbar.
PRIOR LEARNING ASSISSMENT AND RECOGNITIONS (PLAR):
Students who wish to apply for PLAR need to demonstrate competency at a post-secondary level in all of the course learning requirements. Evidence of learning achievements for PLAR candidates may include a comprehensive challenge examination and/or completion of a portfolio.
PROGRAM PROGRESSION:
As per policy AA39: Program Progression and Graduation Requirements, when the students are admitted to a program, they are assigned to the Program of Study that aligns with their start date. If a student takes a break for two or more consecutive terms the Program of Study is reset to align with the current version (when studies are resumed).
ADDITIONAL NOTES:
Individual course registration is not available for full-time online programs. This program is also offered full-time on the Woodroffe, Pembroke and Perth Campuses, as well as part-time through Online Learning. For more information on the Full- and Part-time online delivery options, please visit https://www.algonquincollege.com/AO.
IMPORTANT NOTICE:
This program is fully online, and students are required to have a computer and access to the Internet.
Algonquin College has several articulation agreements with other colleges and universities whereby ECE graduates receive credit towards these diplomas or degrees.
Contact
For additional information, please contact AC Online at online@algonquincollege.com or 613-727-4723 ext. 3330.