Learn more about the academic programs we are delivering in Summer 2024. If you have any questions about part-time studies, please contact us.
The part-time Early Childhood Education Diploma Program emphasizes a learning process which is aimed at developing competent professional Early Childhood Educators with effective verbal and written communication skills. The College continues to provide resources and support to students as they progress through the program and endeavours to ensure currency in the curriculum.
The early childhood education principle of supporting and enhancing the development of the whole child is the basis for this program. This includes the social, emotional, physical and cognitive developmental domains of children from infancy to adolescence. Specific teaching skills and strategies are explored, demonstrated, and practiced in the Seneca classroom as well as in a variety of field placement opportunities.
Research methods and child study techniques are emphasized and integrated into all Early Childhood Education courses. These include observational techniques, assessment, and individual and group planning, curriculum development and self-reflection.
Field placement experiences are provided in a variety of Early Childhood Education environments including nursery schools, day-care centres and various community agencies during day time hours and are a required component of this diploma program. All field placement students must be supervised by a registered Early Childhood Educator.
If you've completed an undergraduate degree or three-year diploma from a recognized postsecondary institution in Ontario or have a degree evaluated for Canadian equivalency, you may be eligible to earn your accelerated Early Childhood Education diploma in three terms.
Please note the Early Childhood Education program curriculum has changed for Winter 2024. For students who started the program prior to Winter 2024, please contact Georgette.bigelow@senecapolytechnic.ca for more information.
Students are invited to attend an information session.
Graduates are employed in municipal day-care centres, parent co-operative nursery schools, community based day-care centres and nursery schools, pre-school sections of hospitals and as educational assistants in public schools and as partners with public school teachers in Full-Day Kindergartens.
New students should attend an information session and must write the English Assessment test ELL100 or have credit for Communicating Across Contexts (COM101) or its equivalent.
Full-time students wishing to take Faculty of Continuing Education & Training (FCET) courses towards their diploma must consult with their Full-time Program Coordinator to ensure that the courses in which they intend to register will fulfill their academic requirements.
Full time students wishing to transfer to Faculty of Continuing Education & Training should consult with Academic Program Manager, Dedra.Profitt@senecapolytechnic.ca or Program Assistant, Georgina.Ioannou@senecapolytechnic.ca
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.
In this course students will learn about visual arts. The practice of visual arts provides a space to encounter materials, create narratives with poetic languages, to ask questions and to provoke inquiry in relationship with others. Visual arts give voice to imagination, ideas, theories, experiences, and emotions, made visible through the act of pedagogical documentation. Time spent looking closely at artful expressions and viewing children's material explorations offers many invitations for pedagogical growth, insights, and reflection on artistic inquiry and material encounters.
Through the ethics of care lens, students will examine health, safety, and nutrition regulations, policies, procedures, and evidenced-informed practices in Early Childhood programs. Students will evaluate multiple dimensions of health, wellbeing, and vulnerability examining the socio-cultural contexts of lives of families, communities, and educators. The process of child abuse reporting will be examined at an introductory level. Students will learn about health, safety and nutrition practices in Early Childhood programs. The process of child abuse reporting will be examined at an introductory level.
Students will be immersed in, and critically reflect on foundational theories and discourses related to the pedagogy of care. Course experiences are grounded in curriculum studies, play theory, children's rights, relationality, anti-racism, culturally responsive pedagogy, social-emotional learning, land-based pedagogies, and environmental conditions of learning. Students will co-create curriculum and pedagogical documentation with a preschool focus as they engage in the complex work of early childhood educators.
In this course students will focus on the progress of growth and development in children from 2 to 6 years of age. Students will examine current research and theories that contribute to the image of the young child in the context of a holistic approach. The content of the course will motivate the students to reflect on their professional practice and its impact on children's development while considering diverse worldviews. Students will be introduced to observation skills used to support children's growth and development.
Field placement gives students the opportunity to practice what they have learned in the ECE program. Students will plan, implement, and evaluate creative experiences for preschool children practicing the principles taught in the corequisite course. Students will ensure they respect the child's individual choices of creative expression. Based on observation of children, students will develop the ability to provide open-ended opportunities for children to freely express their creativity through a variety of methods. Students will use further observation of children during the creative process to assess development in all domains. Students will engage in a respectful and objective dialogue with the child regarding their creative expression. In addition, time is spent reflecting and examining issues related to the field placement experience.
Field placement gives students the opportunity to practice what they have learned in the ECE 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.
Placement via English Assessment, or successful completion of ESL934.
COM101 replaces EAC 150.
Students who have successfully completed EAC 150 are not required to complete COM101.
This course introduces students to the core concepts of communication. Students will cultivate an awareness of these concepts by analyzing how they are used in a variety of texts and contexts, and they will apply these concepts strategically in their own writing. Through a variety of writing tasks centred on these core concepts of communication, students will develop the transferrable reading and writing skills essential for success in their post-secondary studies, workplaces, and communities.
Placement via English Assessment
This course introduces students to the core concepts of communication. Students will cultivate an awareness of these concepts by analyzing how they are used in a variety of texts and contexts, and they will apply these concepts strategically in their own writing. Through a variety of writing tasks centred on these core concepts of communication, students will develop the transferrable reading and writing skills essential for success in their post-secondary studies, workplaces, and communities.
This course invites students on a journey in human rights, social issues, equity, and social justice. Students will engage in critical and reflective thinking to notice and disrupt inequities to learn about human rights, including children's rights. The roles of educators in an ecosystem of relations, for the wellbeing of children living in a complex and pluralistic society, honoring diversity in all its forms will be examined.
In this course students will focus on their role supporting school-aged children's interactions with peers, educators, and the environment. Through observation and pedagogical documentation students will enhance skills in co-creating, implementing, and evaluating curriculum with a focus on materials and the environments. This course explores special considerations related to physical literacy, bullying, ecology of food, science, games, and establishing spaces that help children become socially just.
In this course students will focus on principles, worldviews, theories, and sequences of child development pertaining to middle childhood. Students examine the way development from 6 to 12 years of age can be influenced by different contexts. Students reflect upon their own professional practice and its impact on children's development while considering diverse world views. Students will expand their observation skills using a variety of observation tools to build portfolios and support children's growth and development.
In this course, students will explore how interpersonal communication relates to the care and maintenance of relationships. Educators play a pivotal role facilitating and mediating interpersonal relationships with adults and children in early learning settings. Interpersonal interactions and perceptions are profoundly affected by personal history, culture, and environmental contexts. As early childhood educators it is essential to be aware of communication patterns within professional interactions with young children, their families, and colleagues. This course explores special consideration related to co- and self-regulation, self-reflection, mental health, and the culturally responsive relational principles guiding one's interactions.
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 behaviors 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 to begin placement. Failure to provide these documents will delay the placement start date and missed days/hours will need to be made up.
Students apply infant/toddler developmental principles to planning an age appropriate curriculum. Students evaluate the achieved milestones and needs of individual children. It is essential that students have professional understanding of infant and toddler development sequences.
All Module 1 and 2 courses, COM101/COM111 and PSY100. All required documentation including a current (one year) Seneca Medical Certificate and Police Reference Check. Please consult the Field Placement Manual for a list of forms required.
MANDATORY:ECD307
This is a methodology course which helps students explore and apply theories of child development to creating a learning environment for infants and toddlers. Students are also expected to complete 90 hours of field practice in an infant or toddler field placement. To pass this course students must pass ECD307. Students are required to complete all required documentation including a Seneca Medical Form and apply for a Police Reference Check before they begin field placement. Please consult the field placement manual for forms.
Please note: Field placement hours must be completed in person.
All Module 1 courses. Can be taken concurrently with Module 2 courses and upon completion of COM101/COM111.
This course encourages students to examine various philosophical approaches to early childhood education with a view to developing and stating their own philosophy. The course content addresses both historical and current factors in the development of theoretical perspectives. It focuses on comparing and contrasting some theories which differ dramatically in their approaches to early education.
Human Relations, Communications and Family is an experiential course that acknowledges individual and human diversity. As participants engage in the processes of interpersonal (interactive) / intrapersonal communication, increased acceptance and understanding of others is anticipated.
All Module 1 and 2 courses, PSY100 and COM101/COM111. All required documentation including a current (one year) Seneca Medical Certificate and Police Reference Check. Please consult the Field Placement Manual for a list of forms required.
In this field placement students will demonstrate effective listening, observation and questioning skills. They will support staff, parents and children in a sensitive manner which meets individual needs. Students are required to complete all required documentation including a Seneca Medical Form and apply for a Police Reference Check before they begin field placement. Please consult the field placement manual for forms.
All courses in Module 1
This course is designed to develop an understanding of various disabilities. Emphasis is placed on the educator's role in planning for individual needs, while supporting the needs of the entire group in an inclusive environment. The focus is on using a team approach, with active family involvement to support the child with special needs in inclusive educational settings.
All courses in Module 1
Students will examine what it means to be a professional Early Childhood educator, its implications and public and professional expectations and accountability. Students will become knowledgeable of professional ethics, standards of practice, and their role within the spectrum of services for children and families. The aim of this course is to integrate and further expand on various areas of development for the pre-service teacher. Students will further their knowledge and skills in interpersonal communication, applied theory, philosophy (with an emphasis on applied ethics), reflective practice, and legislation. Specifically, the student will engage in processes that challenge them to amalgamate their philosophical ideals, the realities of legislative policies, working with colleagues, and balancing the multiple roles of an educator.
All courses in Module 1
This course is designed to give students an understanding of the administrative procedures and the supervisory functions required to operate a child care program. Emphasis will be placed on the development of technical and interpersonal skills that ensure an efficient operation.
All Module 1, 2, 3 courses and all required documentation.
This course examines the relationship between the child, family, school and community. Special emphasis is placed on the influence of ethnic and racial background, socio-economic status, gender and individual differences as they impact on the development of personal identity and factors surrounding child abuse. Students explore their own attitudes, beliefs and values as they are shaped by their particular life circumstances and become aware of how these impact on themselves as Early Childhood Educators. The history of family and child care is also examined.
All Module 1, 2 and 3 courses, COM101/COM111 and PSY100. All required documentation including a current (one year) Seneca Medical Certificate and Police Reference Check. Please consult the Field Placement Manual for a list of forms required.
Mandatory:ECD641
For one full day per week throughout the semester, students take part in an early childhood field placement. They are expected to act as responsible members of the teaching team in this setting. Each student must demonstrate skills in: 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. Students are required to complete all required documentation including a Seneca Medical Form and apply for a Police Reference Check before they begin field placement. Please consult the field placement manual for forms.
All module 1, 2 & 3 courses and required documentation.
In this final methodology course students use their knowledge of child development and their insights into individual children, acquired throughout the previous ECE courses, to plan and adapt developmentally appropriate programs for individuals and the entire group. They set long term goals and specific objectives based on the developmental needs and interests of the children. Students identify areas where they need to grow and develop in order to become competent lead teachers in an Early Childhood Education classroom.
COM101/COM111, PSY100 and Module 1, 2 and 3 courses. All required documentation including a current (one year) Seneca Medical Certificate and Police Reference Check. Please consult the Field Placement Manual for a list of forms required.
Mandatory:ECD643
For one full day per week throughout the semester, students take part in an inclusive early childhood field placement. They are expected to act as responsible members of the teaching team in this setting. Each student must demonstrate skills in: providing a safe and healthy environment for children, appropriate program planning, facilitation of learning, problem solving, positive behaviour guidance, and effective communication with children, teachers, parents and other adults. Students must use observation as a basis for curriculum planning. Students are required to complete all required documentation including a Seneca Medical Form and apply for a Police Reference Check before they begin field placement. Please consult the field placement manual for forms.
Please note: Field placement hours must be completed in person.
Please note the Early Childhood Education program curriculum has changed for Winter 2024. For students who started the program prior to Winter 2024, please contact Georgette.bigelow@senecapolytechnic.ca for more information.
In order to meet Seneca's breadth requirements for diploma or advanced diploma programs, students must successfully complete at least 3 General Education courses toward their program, satisfying the following criteria:
Please note:
This Seneca program has been validated by the Credential Validation Service as an Ontario College Credential as required by the Ministry of Colleges and Universities.
As a graduate, you will be prepared to reliably demonstrate the ability to:
Students must register for fieldwork practice at the time they register for the concurrent course. Students must have copies of their medical, standard first aid / CPR level C, and Vulnerable Sector Screen to begin placement. Failure to provide these documents will delay the placement start date and missed days/hours will need to be made up. To view and download all required documentation, please visit our Forms web page.
Notes:
ECE courses require that students use approved, licensed child care centres to complete assignments. Therefore, students must obtain the following documentation in order to access child care resources.
This documentation must be completed by the conclusion of ECE112 and is time sensitive. It must be kept current by the student.
Bursary Announcement for Early Childhood Education Programs offered by the Faculty of Continuing Education & Training (Part-time Studies)
All domestic students enrolled part-time in the Early Childhood Education Diploma, Early Childhood Education - Resource Consulting Graduate Certificate or the Early Childhood Education - Administration Graduate Certificate program are eligible to receive full reimbursement for their registration fee(s) up to a maximum of three courses per semester, from September 2022 semester up to and including the September 2023 semester.
Note: Students who receive funding through the ECE Grant Program are not eligible to receive funding through this ECE Bursary Program.
If you have any questions, please email Francine Marcelli at francine.marcelli@senecapolytechnic.ca.
This opportunity is funded in partnership with York Region, the Province of Ontario, and Government of Canada under the new Canada-Ontario Early Childhood Workforce Agreement, which provides "one-time federal funding to support the retention and recruitment of a high-quality childcare and early years workforce."
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 post-secondary 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.
Build on your Seneca Polytechnic diploma
Seneca is recognized as a leader in pathways and offers a range of options to help you reach your educational and career goals.
As a graduate of this program, you may be eligible to pathway into a bachelor's degree program at Seneca or at one of our partner institutions.
To explore your pathway options and learn more, visit our Degree Transfer Guide.
If you have additional questions regarding pathways to, within and beyond Seneca, connect with our Academic Pathways team at 416.764.0399 or email academic.pathways@senecapolytechnic.ca.
After reviewing the Degree Transfer Guide, you can also book a virtual appointment to discuss your options in more detail with a dedicated Pathways Adviser.
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.
Note:
We endeavour to offer courses every semester at the Newnham Campus. However, due to minimum enrolment requirements, all courses may not be offered every semester. In addition to the 20 ECE full credits, this diploma program requires 585 hours of supervised fieldwork practicum, and a valid certificate in Standard First Aid/Basic Rescuer - Level C CPR.
Please refer to the Toronto Police Services website to complete your police check. Our unique agency code is 202309TPSON92AAE
To learn more about financial support and to apply for ECE grants, please visit the Ontario ECE Qualifications Upgrade Program website.
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.
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.