Binoojiingyag Kinoomaadwin; Early Childhood Education Diploma Program

This course is designed to introduce the students to the processes of observation, documentation, interpretation, and application. Students will practice observing young children, use a variety of documentation tools to record the actions, interpret this information to gain understanding, and apply this information to different aspects of a program for young children.

This course provides students with an understanding of the professional role and responsibility of the Registered Early Childhood Educator. Students will plan and implement small and large group activities in music, movement and the visual arts using Developmentally Appropriate Curriculum and Generative Curriculum methodologies. Students will examine methods for adapting curriculum to meet the range of developmental needs of young Indigenous and Non-Indigenous children. A comparison of Anishinabe and non-Anishinabe perspectives on the role of the teacher, teaching philosophies and practices will also be discussed.

This course examines the sequences of typical growth and development of infants and toddlers (birth to 30 months of age). It explores best practices that promote optimal learning and development in a group care setting that are consistent with research and the growing understanding of Developmentally Appropriate Practices among Registered Early Childhood Educators. An Indigenous perspective of the human life cycle from conception to toddlerhood will be emphasized, including prenatal development, birth, feeding, nurturing, developmental milestones, and age and stage.

This course introduces students to traditional and contemporary forms of cultural expression across Turtle Island. The course also provides students the opportunity to have a “hands on” experience through understanding the historical context, the beauty and the function of an object, identify characteristics and produce a work of art.

This course is designed to introduce the student to how traditional and spiritual processes can be utilized to support personal growth and development. The student will learn how to implement specific strategies to promote harmonious relationships, peace keeping, reconciliation, and healing. The Medicine Wheel, ceremonies, and traditional and contemporary cultural practices will be analyzed extensively.

This is a basic course designed to develop effective writing skills for communicating ideas in academic writing. Topics will include grammar, writing processes, conventions or different prose forms, sentence and paragraph construction. Extensive grammar review and peer review process are course components.

This course examines the sequences of typical growth and development in preschool children (2.5 – 6 years of age). It explores best practices that promote optimal learning and development in a group care setting that are consistent with research and the growing understanding of Developmentally Appropriate Practices among Registered Early Childhood Educators. A holistic Indigenous perspective of the human life cycle during the preschool years will be emphasized, including the relationships between the physical, cognitive, psycho-social, and spiritual domains as well as developmental milestones, and age and stage using the Medicine Wheel and traditional teachings. Recording and observation skills are further developed.

This course is designed to provide a foundation for the student to develop resources and effective teaching strategies for young children between the ages of 18 months and six years of age. The cognitive (language and literacy) and physical (movement) domains will be the focus while using a comprehensive emergent approach. Students will gain an understanding of the importance of planning curriculum that supports Indigenous culture, specifically language and the role of nature experiences and movement (e.g. dance) for young children.

This course is designed to support students on their path to becoming Registered Early Childhood Educators (RECEs) with practical strategies for supporting the social and emotional growth of children under 1 year to 6 years of age. This child-centered, problem-solving guidance philosophy is based on current research in child development and Early Childhood Education. Students will also learn how the child guidance philosophy and practice of Indigenous peoples can be incorporated into a modern day child care setting and how the Registered Early Childhood Educator can exemplify traditional Indigenous values in his or her role when guiding children.

Practice teaching, observation, and reflection in a selected early childhood program or equivalent setting under approved supervision, preferably in an Indigenous community

This course examines the practical application of Piagetian theories of development in educational programs for young children, with a focus on child centered, interactive strategies. Students will compare and contrast various emergent teaching methodologies, including High/Scope, Reggio Emilia, and Montessori. Students will also describe an ideal culturally relevant and developmentally appropriate emergent program in an Indigenous community using advanced curriculum planning strategies.

This course examines the changing paradigms in early intervention and education for young children with diverse abilities. Inclusionary practices and collaboration with parents and community agencies will also be analyzed. Students will research exceptionalities that are currently most prevalent in Indigenous communities, as well as potential biological and environmental risk factors. The impact of differences between the resources available to Indigenous and non-Indigenous children is discussed.

This course prepares the student to provide the basic health, safety, and nutritional needs of children in Early Childhood Education settings. Strategies used by Registered Early Childhood Educators (R.E.C.E.) to educate children and their families about developmentally appropriate practices and the benefits of active living will be discussed. Stress and mental health of both children and caregivers, as well as strategies for protecting and promoting well-being will be discussed as well.

Practice teaching, observation, and reflection in a selected early childhood program or equivalent setting under approved supervision, preferably in a Indigenous community.

This course provides an overview of the operational issues involved in the delivery of child care services in Ontario. Past and present issues specific to the Early Childhood Education profession will be considered as students develop their practical knowledge of all phases of effective child care programs and their management. Topics include policy development, funding proposals, organization, administration, and procedures of accountability. A comparison of rules and regulations affecting Indigenous and non-Indigenous child care centers at the local, provincial, and federal levels will be examined.

This course is designed to help the student develop an awareness of the concerns of parents and provide them with strategies to support parents and their families. The student will examine different family systems and acquire skills to help support positive relationships with parents, which includes facilitating adult problem solving, planning interviews/meetings, organizing events and communications, among others. Strategies to engage Indigenous community resources, including parents, are identified in order to support and promote language and culture in early learning settings.

An examination of Indigenous land-based knowledge, skills, and values necessary to develop and implement a culturally relevant learning experience in the early childhood years. Through a variety of culturally specific activities within and beyond the boundaries of the classroom, students will develop an awareness of the potential of the natural environment and Indigenous values of land-based and lifelong learning.

Practice teaching, observation, and reflection in a selected early childhood program or equivalent setting under approved supervision, preferably in an Indigenous community.