This course focuses on relevant developmental domains, theories and sequences of child development for children from two to six years of age. It also examines observation techniques and the use of screening tools.

Students will learn to plan play-based, inclusive, emergent curriculum for preschool children. Theories that support children's learning and the role the Early Childhood Educator will be explored. Students will identify ways to build professional relationships with adults and children. There will be a focus on observing and documenting children's play for the purpose of designing curriculum. Positive guidance strategies will be learned.

This course focuses on four health related topics and their relevance in working with young children in preschool settings.
These topics are

1. health
2. nutrition
3. safety
4. child abuse

Students are introduced to the role of advocacy and bias-free practice in a professional context. Students will examine advocacy and diversity as it relates to services for children, families and early childhood educators.

This course introduces students to the complex process of incorporating music and creative arts into the preschool curriculum. Based upon observations of preschool children, students will design, implement and evaluate music and creative arts learning experiences, which reflect an understanding of the development of the preschool child. In addition, students will explore a selection of art materials and develop an awareness of how preschool children utilize these to express an understanding of their world.

Field placement gives students the opportunity to practice what they have learned in the ECYA program. Students will plan, implement and evaluate play-based, inclusive, emergent curriculum experiences for preschool children. The early childhood educator's role as facilitator will be studied and practiced. Inclusive child guidance techniques will be utilized that support, nurture and respect children's individuality. Based on observation of children, students will develop skills in planning, implementing and evaluating programming that meets the needs of individuals and small groups of children and which are safe, diverse and developmentally appropriate. In addition, time is spent reflecting and examining issues related to the field placement experience.
Note: If at any time a student jeopardizes the physical and/or emotional well-being, health or safety of a child through actions or behaviours and the supervising professor determines that the student is not capable of the required level of independent functioning, the student may be withdrawn from placement and may fail the course. The student may also be asked to leave the program. Students may also be withdrawn from placement and fail ECY102 and EFP102 courses for inappropriate and unprofessional conduct.
Field Placement Requirements: Students must have copies of their medical, standard first aid - CPR Level C and Vulnerable Sector Screen in order to begin placement. Failure to provide these documents will delay the placement start date and missed days/hours will need to be made up.
Please note that field placement is 16 hours per week throughout the term.

ECY300 is designed to introduce students to the role and responsibilities of the Early Childhood Teacher in the provision of appropriate programming for the child with special needs within an inclusive early learning setting. This subject will describe how and why individual children develop as unique individuals and the impact of inclusion on their learning and level of social competence. Included will be an overview of various exceptionalities, potential barriers to learning, curriculum/equipment/material modifications, intervention strategies, and the Individual Program Planning process.

Students will draw from their knowledge of child development and their insights into individual children to plan and reflect on developmentally appropriate learning for individuals and the entire group. Students will learn how to design environments and deliver emergent curriculum that is inclusive, play-based, meaningful and responsive to children's interests and ideas. The role of the reflective practitioner as researcher, collaborator, documenter and supporter of learning will be examined. Connecting children with and learning in nature supports the holistic development of all children and this principle will be explored.

Students will study the interconnection of relevant legislation, quality indicators, funding mechanisms, and administrative practices in order to provide informed support and guidance to families in Early Childhood programs. In this subject, students will gain insight into the administrator's role and the teacher's role as it applies to administrative practices. Finally, the student will expand their advocacy role on behalf of children and families in Ontario and the Early Childhood Education profession.

During the term the ECY student teacher will examine and assess indoor and outdoor physical environments. Based on observations the ECY student teacher will develop skills in planning, implementing and evaluating programming in group care setting for children 6 to 12 years of age. These abilities and skills will facilitate children's emerging interests while respecting human diversity, and reflecting leadership skills necessary to carrying out school age programming. The ECY student teacher will also develop a repertoire of activities suitable for school age programming.

Students will complete two full days per week of field practice throughout the semester, in an inclusive early childhood field placement. Students will draw from their knowledge of child development and their insights into individual children to plan, implement and reflect on developmentally appropriate investigations for individuals and the entire group. Students will design environments and emergent curriculum that is inclusive, play-based, meaningful and responsive to children's interests and ideas. The role of the reflective practitioner as researcher, collaborator, documenter and supporter of learning will be practiced. Learning experiences that connect children with nature will be planned, implemented and evaluated. Students must consistently demonstrate skills in: professionalism, keeping children safe and healthy, appropriate program planning, facilitation of learning, problem solving, positive behaviour guidance, and effective communication with children, teachers, parents and other adults.
If at any time a student jeopardizes the emotional well-being, health or safety of a child through actions or behaviours and the supervising professor determines that the student is not capable of the required level of independent functioning, the student may be withdrawn from placement and may fail the course. The student may also be asked to leave the program.
Field Placement Requirements
Students must have copies of their medical, standard first aid / CPR level C and Vulnerable Sector Screen in order to begin placement. Failure to provide these documents will delay the placement start date and missed days/hours will need to be made up.

During the semester, students will take part in a school-age field placement. The students will focus on planning and programming
If at any time a student jeopardizes the emotional well-being, health or safety of a child through actions or behaviours and the supervising professor determines that the student is not capable of the required level of independent functioning, the student may be withdrawn from placement and may fail the course. The student may also be asked to leave the program.
Field Placement Requirements:
Students must have copies of their medical, standard first aid / CPR level C and Vulnerable Sector Screen in order to begin placement. Failure to provide these documents will delay the placement start date and missed days/hours will need to be made up.