Consecutive Diploma/Degree in Early Childhood Education

George Brown College - Ryerson Campus

Canada,Ontario

 0 Shortlist

48 Months

Duration

CAD$ 15,190/year

Tuition Fee

CAD$ 95

Application Fee

Sep 2022

Apply Date

Canada, Ontario

Type: College

Location Type: Urban

Founded: 1967

Total Students: 32,117 +

Int. Students: 4,900 +

Campus Detail

Main Campus Address

99 Gerrard Street East, Toronto, Ontario, CA

Consecutive Diploma/Degree in Early Childhood Education

Program Overview

Early Childhood Education (Consecutive Diploma/Degree) is a four-year program that leads to both an Early Childhood Education (ECE) diploma from George Brown College and a Bachelor of Arts Early Childhood Studies degree from Ryerson University.

As a student in this program, you will spend the first two years earning your ECE diploma at the?Sally Horsfall Eaton Centre for Studies in Community Health, located at George Brown's Ryerson Campus (co-operatively managed with George Brown), and the latter two years completing your Early Childhood Studies degree at Ryerson University.

This program offers some distinct advantages:

  • College-level tuition fees for the first two years, rather than higher university fees
  • Classes with George Brown College faculty who are national leaders in applied ECE
  • Practical training at one of George Brown’s 12 child care lab schools located across the Greater Toronto Area
  • Direct entry into the third year of the Ryerson degree program
  • Expanded career scope and direction by earning both a diploma and degree in ECE

Our system of alternating blocks of classroom theory and field practice will give you the knowledge and skills you need to work with with infants, toddlers, preschool and school-aged children in a variety of early childhood education settings.

Your Field Education Options

  • Field placement plays a significant role in this program by providing students the opportunity to integrate and apply classroom theory to practice. Placements are offered in Semesters 1, 2, 3 and 4 for three days per week, seven weeks per semester. During this time, students will have the chance to work with children of different age groups in a variety of settings.
  • To support student learning outcomes and ensure that our students have access to facilities that reflect the best practices we consider essential, we own and operate 12 child care centres located across the Greater Toronto Area. These lab schools expose you to the kinds of environments where you will eventually work and provide valuable services to the families and communities that they serve.

Program 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, interdisciplinary 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.

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