Seneca Polytechnic will be closed from the end of business day on Friday, Dec. 20, 2024, to the reopening on Thursday, Jan. 2, 2025. Part-time classes for the Winter 2025 Term will begin on Friday, Jan. 10. During the holiday closure, you will still be able to access The Service Hub virtually through the online portal and chatbot.
Learn more about the academic programs we are delivering in Winter 2025. If you have any questions about part-time studies, please contact us.
This degree program provides a firm grounding in teaching and curriculum courses, early childhood development, as well as familiarity in multidisciplinary and family practice. Graduates will be equipped to succeed within any number of child-related job sectors, as progress continues toward integrating services and programs that focus on the child, the family and the community.
The degree integrates three streams: theories of child development, early learning and teaching, and interdisciplinary/collaborative care services. Graduates will be well equipped to become leaders in these settings, working with families of young children and offering skilled community support for the healthy development. Professional skills, values and attitudes that are essential to an integrated team approach are learned in classes and practiced in supervised field placements and a mandatory work term. Students learn how to conduct independent, scholarly research through a series of courses culminating in a capstone applied research project.
Students are invited to attend an information session.
As a graduate of the Hons. Bachelor of Child Development degree program, you will be able to work with many health, education and social service professionals in an interdisciplinary approach to education. You will be ideally suited to work as an educator in parent/child resource centres such as Ontario Early Years Centres (OEYC), and eligible to work in children's treatment centres. Our graduates become leaders within a rapidly expanding field. Your career opportunities will be both fulfilling and limitless.
Graduates will be well equipped to further their studies by earning a master's degree or further specialization in a number of fields including education, child studies, child development, occupational and speech therapy, autism therapy, counselling and social work.
For those entering the work force, this degree supports candidates in the following, diverse roles:
Wherever organizations and companies could benefit from a deep understanding of child development, you'll be prepared to lead the way.
The semesters four to eight in the Child Development degree program are for students who possess an ECE diploma with a 3.0 GPA or over. Students will be directly admitted into Module Four. Students in the full-time Child Development degree program may also register for part-time courses; however, prior approval by the part-time studies' program coordinator must be obtained.
Part-time Studies courses are being offered in either of the following four formats: Online, Flexible, In-person, Hybrid. Click Availability below to see current offerings.
This field placement seminar is designed to support students in integrating practical skills and knowledge into kindergarten and early elementary school settings. This course focuses on developing a solid foundation for professional practice that values the diversity of children, families, communities, and colleagues in school settings. The seminar is designed to allow students to discuss experiences from their field placement and reflect on these experiences with other students.
It is expected that students complete a minimum of two BCD subjects in order to gain a stronger understanding of the BCD methodology prior to registering in BCD400.
Theories of attachment focus on the nature of social and emotional adult-child relationships and how they develop. Literature on attachment enables students to examine how attachment affects development, what effect caregiving (both in home and out of home) has on attachment and how early attachments affect relationships in later life. Observations in diverse settings will enable students to identify and describe behaviours associated with different patterns of attachment. Students will examine how attachment can be nurtured and optimized between caregiver and child. In addition, an examination of the criticisms of attachment theory will be scrutinized and alternate relational constructs discussed.
This course explores the principles, methods, and materials for working with children from birth to 12 using mathematics and digital literacy in an integrated and inclusive curriculum. Students will participate in activities to develop the practical and theoretical skills required to support children's development. The focus will be on developing the skills and understandings to be critically reflective of pedagogical practices in the areas of mathematics and digital media.
This course will give students the opportunity to explore diverse theories of family dynamics. Students will gain skills in identifying the cultural and historical lens of each theory, along with the inherent assumptions of family trends. A sound knowledge of family research and theory application will provide students some of the tools necessary in understanding families and to recognize their role in positive change where needed in family life.
In this course, students are introduced to critical social theory, and the various sub-fields of critical theory relevant to work in human services contexts. Students will develop the skills necessary for questioning the values and assumptions of society, and to move beyond mere explanation of social phenomena, towards transformation of society. Dominant discourses about children and childhood are problematized and deconstructed with an aim to reconceptualizing ways of being in the world with children that are equitable and just. Critical literacy is explored as a pedagogical tool for engaging children in the critical reading of the world.
This field placement seminar is designed to support students in integrating practical skills and knowledge in community settings. This course focuses on developing a solid foundation for professional practice with children, families, communities, and colleagues in community settings. The seminar allows students to discuss experiences from their field placement and reflect on them with other students. Full-day kindergarten or other academic school settings are not eligible for this placement.
Policies and practices related to children's mental health are critically analyzed. Different classification systems for understanding and defining children's behaviours are studied. The application of evidence-based practices for intervention and program planning are considered. Collaboration with members of inter-professional teams from a culturally competent strengths-based perspective is explored.
The seeds of mental health are planted in the early years. Through discussions and case studies, students will explore how young children experience emotions, how they express emotions and a range of feelings, and the significant role of the attachment and other primary relationships throughout the early years. Building on this knowledge, developmental constructs such as regulation and resilience will be explored. Students will examine the issue of risk and protective factors and resiliency in child development and how these factors influence children in the early years. Finally, strategies and tools to observe and screen early mental health will be explored.
Community organizations, service providers, residents, governments, and large institutions work together to enhance child, family, and community services. Students will be introduced to social work, public health, policy development, education, child development, and early intervention disciplines to explore the possibilities of inter-professional practice. Students will identify resources and gaps in community services and opportunities for professional collaboration.
ENG106 or one liberal studies (LSO) or Critical Thinking course.
In response to the Canadian Truth and Reconciliation Commission Calls to Action, this course provides students with an introduction to the values, beliefs, and practices that shape the cultural identity of Canada's Indigenous peoples. The marginalizing intergenerational effects of historical colonization and contemporary issues of First Nations, Metis, and Inuit peoples in Canada are examined. The individual and collective responsibility for reconciliation with Indigenous children, families, communities, and colleagues is emphasized.
Co-op education is meant to provide learners with the opportunity to integrate academic learning with relevant work experience. It also provides students with the opportunity to learn more about themselves and their chosen field of study. The purpose of this work term is to enable the learner to make a smooth transition from the academic setting to a work environment. In this course, learners will develop strategies to assist them in the job search process.
Students will investigate the ways the brain functions, changes over time, and responds to both environmental and genetic factors. Connections between the continuum of development of cognitive skills and the contexts that they develop will be explored. Students will examine the link between early adversity, brain development, and gene expression with the goal of leveraging the science of brain development to support their professional practice. This course will expand on topics that have been introduced in previous development courses such as self-regulation, executive functioning, memory, attention, and learning.
This course will familiarize students with the research process. Students will come to understand the many decisions they need to make to develop a research project. To this end, this course will provide students with practical understanding of research methodologies relevant to the human services field. Topics secondary to the research process such as time management, personal motivation, organization, identifying the audience, writing conventions, and formatting will be discussed. Students will also learn about research ethics.
This course is designed to familiarize students with the purpose, function, and rationale for care collaboration. The skills associated with practitioner roles in service delivery by child and family agencies are explored. Students examine a variety of delivery models in human services and ways to address practitioner self-care and compassion fatigue. Students will explore their own biases and beliefs in order to enhance cultural competence in working with diverse families.
This course is intended to provide students with an introduction to language acquisition from infancy through the early school years by exploring syntax, morphology, semantics, phonology, and pragmatics. Development of more than one language is explored. Individual differences in language learning and how and why these occur are examined. Atypical language development with attention to the most common disorders is also addressed.
This work term will provide students with a college-approved work experience focussing on early child development and/or the integration of services and programs focusing on the child, the family and the community. In this course, students will apply skills learned in the academic setting as well as gain new workplace skills. Students will interact with industry professionals while developing and expanding their critical thinking, problem-solving and decision-making skills in a professional work environment. Through the work experience, students will gain an understanding of workplace accountabilities for their role, the role of team members and leaders in the workplace. The work experience will also provide the student with a variety of situations and opportunities to further develop their listening and communication skills, both oral and written, as pertinent to the job function and industry requirements.
Note: This course is only offered through the Prior Learning Assessment (PLAR) process.
This course is designed for students to learn to identify children affected by stress, trauma and/or violence and to effectively support them. Students will learn about the signs and symptoms of stress and trauma and how stress, violence, and trauma affect children's learning, cognitive brain development, and social-emotional development. The short and long term consequences of being exposed to stress, trauma, or violence, as well as the social and family causes, will be considered. Central to this course is the examination of resilience and the strategies that may be used to meet child and family needs.
In this course students will develop an applied research proposal based on a research interest relevant to their professional practice. Students will learn how to formulate a feasible research design based on particular philosophical and methodological assumptions. Students will learn to effectively synthesize the literature and theoretical frameworks relevant to their research topic. Choosing or designing valid and reliable instruments when conducting research and ethical protocol for research will also be addressed.
This course is designed to introduce students to a variety of tools used to identify children's differing abilities. Students will learn that screening and assessment are part of the continuum of intervention and not only a means of labeling and identification. Students will gain insights into the range of screening and assessment instruments typically used with families and children birth to twelve years of age.
As future practitioners poised to work in pluralistic contexts, it is important to gain understanding of global perspectives about children and childhood. This course will focus on the significance of sociocultural-historical circumstances and the impact that local values, beliefs, and practices have upon children, families, communities, and colleagues. At the same time, the influence globalization plays in creating a normalizing discourse about children and childhood is critically examined.
As graduates of this program you have a responsibility to share with others the knowledge and experience you have gained in a way that honours and supports community capacities. Through this course, you will build your own values and beliefs about how change is facilitated in and effects people's lives. Students will connect with a group of adult community members with the focus to engage in partnerships with them to create transformative learning opportunities that have the potential for far reaching effects.
This course will focus on the successful completion of an applied research project. Students' research will be conducted under the supervision of faculty. Students will collect and evaluate data to make recommendations and draw conclusions on the basis of the analysis of the research findings. Students will be required to present their findings to representatives in the field.
Students will gain understanding of the nature of funding for universal and targeted programs (at the federal, provincial, and municipal government levels) that address the needs of a wide range of families. Empirical research, government documents, and other publications are examined. Students will examine the evolution of principles and theories of family support connected to service delivery. Contextually relevant programs for families with complex service needs will be explored.
Liberal Studies Requirements
In order to meet Seneca's breadth requirements for degree programs, students must successfully complete one degree-level liberal studies course from each of the following categories: Humanities and Sciences/Social Sciences.
| Winter Semester | Summer Semester | Fall Semester |
|---|---|---|
| BCD404 | BCD406 | BCD400 * |
| BCD408 | BCD410 | BCD404 |
| BCD500 * | BCD502 | BCD408 |
| BCD504 | BCD508 | BCD504 |
| BCD604 | BCD604 | BCD508 |
| BCD610 | BCD606 | BCD608 |
| BCD702 | BCD608 | BCD610 |
| BCD708 | BCD708 | BCD702 |
| BCD710 | BCD710 | BCD706 |
| BCD806 | BCD802 | BCD802 |
| BCD808 | BCD808 | BCD808 |
NOTE: Courses are approved to run based on sufficient student enrolment numbers.
The following courses are offered each semester: BCD881, WTP200 (only available through PLAR), and LSO510
*Block placement not permitted
Liberal Studies Requirements
In order to meet Seneca's breadth requirements for degree programs, students must successfully complete one degree-level liberal studies course from each of the following categories: Humanities and Sciences/Social Sciences.
This Seneca program has been validated by the Credential Validation Service as an Ontario College Credential as required by the Ministry of Training, Colleges and Universities.
As a graduate, you will be prepared to reliably demonstrate the ability to:
This program is eligible for OSAP funding.
Course load is used by OSAP to determine funding options for programs.
If you are taking one to two courses at the same time, you may be considered for part-time student grants and loans.
If you are taking three or more courses at the same time, you may be considered for full-time student grants and loans.
To find out if you qualify and to learn how to apply, please visit the OSAP website.
For information on other awards and financial assistance, please see Financial Aid.
Students must successfully complete one mandatory work term in order to graduate from the degree. This fieldwork may be completed during an arranged 14-week work term, or for students who are eligible, via a Prior Learning Assessment that demonstrates their current and recent workplace experience satisfies this requirement.
Earn college credits for what you already know.
Prior Learning Assessment is a method of assessing and recognizing learning that is equal to
college level learning, but has been gained outside a traditional classroom (through work
experience, volunteering, outside study, etc.). If you can prove that the knowledge you have gained
meets the outcomes of a Seneca course, then credit will be awarded.
How does the PLA process work?
Prior Learning is demonstrated through a "challenge" process. The process measures learning
through a variety of methods which may include tests, portfolio assessment, interviews,
demonstrations, essays, and work samples. The method used will be determined in consultation with a
Program Coordinator.
For more information and to determine if you are eligible for PLA, please call the Program
Coordinator.
The process may take from 6 to 8 weeks.
Note: Not all courses can be challenged. For more information go to PLA website or contact your Program Coordinator.
Many students who enter Seneca Polytechnic will have earned academic credits in postsecondary educational institutions which they may be able to apply toward completion of a Seneca Polytechnic program.
Requests for Transfer Credit must be for a specific course and must be accompanied by an official transcript and course outline. A minimum grade of "C" (60 percent) is generally required for a course to be considered for Transfer Credit.
Download a Transfer Credit Request form. An official copy of your transcript and applicable detailed course outlines should be attached and submitted. Please note it may take 4 to 6 weeks for a Transfer Credit decision.
Please visit the Office of the Registrar.
When you meet all program requirements and become eligible for a certificate, diploma, or degree, you must inform the Registrar by completing a Graduation Application form and paying the graduation and alumni fee. Certificates, diplomas, and applied degrees are issued twice a year in the Fall (October), Spring (June) and Winter (February).
For further information including deadlines and fees, please visit the Convocation website or contact the Convocation Office at theservicehub@senecapolytechnic.ca.
A student will be eligible to graduate from a certificate, diploma, advanced diploma or graduate certificate program if they have achieved a minimum graduating GPA of 2.0.
A student will be eligible to graduate from a degree program if they have achieved a minimum graduating GPA of 2.5, which includes a minimum GPA of 2.5 in the courses in their main field of study and a minimum GPA of 2.0 in breadth courses.
City Wide Training Early Childhood Professional, visit regularly for postings of professional development opportunities available across the city including Seneca Polytechnic.
2 (two) field placements available:
Block placement not permitted
For more information, contact georgette.bigelow@senecapolytechnic.ca
Where Will I Do My Placement?
That's up to you. Students are encouraged to research and find placement opportunities that are local to them. It is advisable to search for placements and arrange for a placement opportunity several months in advance of registration in a fieldwork course.
Field Placement Documentation
To comply with the requirements of field placement organizations, you must provide these documents to your instructor at the start of the term. Documents must be valid for the duration of the placement semester:
Forms
Please refer to the Toronto Police Services website to complete your police check. Our unique agency code is 202309TPSON92AAE
Georgina Ioannou
Program Assistant
Georgina.Ioannou@senecapolytechnic.ca
416-764-0969
Georgette Bigelow
Part-time Program Coordinator
Georgette.Bigelow@senecapolytechnic.ca
Dedra Profitt
Academic Program Manager
Dedra.Profitt@senecapolytechnic.ca
416-764-0972
For more information about this program, fill out the following form.
Students are invited to attend an information session.