Early Childhood Education | St. Clair College
Program Code: B101
Status: Open
Program Code: K240
Status: Open
Two Year - Ontario College Diploma
Starts: September, January

January intake is for Windsor (B101) only.

Temporary Delivery Due to the COVID-19 Pandemic:
Fall 2020 Program/Course Delivery

Angela Passador
519-972-2727 ext. 4541
Brenda Huff
519-354-9714 ext. 3252

Program Overview

Graduates of this program can be part of the licensed child care team supporting young children in infant, toddler, preschool or school age classrooms in developing thinking, learning, communication, physical, social and emotional skills. Registered Early Childhood Educators design and provide a curriculum that is based on the interests and the developmental level of each child. Practitioners in the field of Early Childhood Education work closely not only with children but also with families and other professionals, so excellent communication and social interaction skills are also required.

Program Highlights

  • Placements can be completed in a variety of places and locations. Placements within a variety of settings such as Francophone or Aboriginal settings and also extended hours settings.
  • Graduates are able to apply for certification to the Association for Early Childhood Education Ontario.
  • Graduates must register with the College of Early Childhood Educators to practice in the profession.
  • Registered ECE professionals design and provide a curriculum that is based on the interests and development level of each child.

Career Opportunities

Positions are available in community-based child care; Ontario Early Years and Family Centres, and in-home care. There are also positions available in Boards of Education as Registered Early Childhood Educators in Kindergarten classes as well as international opportunities for working with young children.

Transfer Agreement

ECE graduates are eligible to participate in a Transfer Agreement between the Child and Youth Care or the Developmental Service Worker programs and take an “accelerated” one year program to earn their CYC or DSW diploma. Contact the Program Coordinator for details.

Admission Requirements

OSSD with the majority of courses at the College (C), University (U), University/College (M) or Open (O) level plus:

  • Grade 12 English - ENG4U, ENG4C, EAE4C or EAE4U.

Mature students - See Admission Procedures for details.

Important Information

This is a HIGH-INTEREST program and has the potential to become oversubscribed. Applicants are advised to apply before February 1st. See Admission Procedures for details.

Field/Clinical Placements

Employers who provide our field placement settings require a clear POLICE RECORD CHECK for criminal offences with vulnerable sector screening before accepting a student into the field placement setting. The record check MUST be obtained by the student at the student's expense. If you are unable to obtain this police clearance by mid September, you jeopardize the opportunity to complete either of your field placements.

Placements will be completed at a variety of locations, and may include day, afternoon, evening, weekend or split shifts.

NOTE: Standard First Aid and CPR Level C Certification must be obtained PRIOR to Field Placements.

The dress code for field placement is business casual. Students are expected to purchase supplies and in the design of developmentally appropriate activities and should expect to incur these additional costs.

Health Requirements

Accepted applicants must supply proof of a satisfactory medical examination and immunization prior to program entry.

Please be advised that lack of documented immunizations may result in the restriction of clinical placement and therefore may delay and/or prevent completion of the prescribed program.


The curriculum below is for incoming students:

Semester 1
Code Title Credits
Curriculum And Pedagogy I
Foundations Of Early Learning And Care
Observation And Documentation
Building Responsive Relationships
Child Development I
Semester 2
Code Title Credits
Choose 1 Elective Course
Curriculum And Pedagogy II
Field Placement And Seminar I
Child Development II
Foundations Academic Writing I
Semester 3
Code Title Credits
Well Being
Inclusive Practice
Field Placement And Seminar II
Child Development III
Community And Families
Semester 4
Code Title Credits
Outdoor Education
Field Placement And Seminar III
Issues And Leadership
Ece Advocacy
Choose 1 Elective Course
Anti-Oppression In Canadian Society

Past Cohorts:

Semester 1
Code Title Credits
ECE114 Creating Curriculum Young Children I 3
ECE117 Introduction To Early Childhood 3
ECE133 Observation Of Young Children 3
ECE120 Positive Child Guidance 3
ECE122 Preschool Development And Best Practice 3
SSC160 Basic Psychology 3
Semester 2
Code Title Credits
ECE205G Anti-Oppression In Canadian Society 3
ECE211 Curriculum Methods: Literacy & Movement 3
ECE229 Field Placement I 9
ECE420 Professionalism & Working With Families 3
ECE314 Infant & Toddler Development & Best Practices 3
ECE213 Preparation For Field Placement I 1
FAW100 Foundations Academic Writing I 3
Semester 3
Code Title Credits
ECE303 Health Nutrition & Safety 2
ECE308 Development Of Children With Diverse Abilities 2
ECE313 Preparation For Field Placement II 1
ECE329 Field Placement II 9
ECE419 School Age Dev. & Best Practices 3
ELEC1030 Choose 1 Elective Course 3
Semester 4
Code Title Credits
ECE403 Emergent Curriculum 2
ECE421 Inclusion Of Children With Diverse Abilities 2
ECE413 Preparation For Field Placment III 1
ECE414 Issues & Administration 2
ECE429 Field Placement III 9
ECE203G Relationships & Family Dynamics 3

Your Investment

The standard tuition and compulsory fees for the current academic year:

2020-2021 Tuition Fees

For programs with Experiential Learning (Work Placement/Internship): Costs for accommodation, if needed, travel and related expenses is at the student's own expense. It is recommended for most programs, that students have access to a laptop or desktop computer while away from home during experiential learning periods.

Textbooks and other materials are in addition to Tuition Fees. Textbook prices may be found through the Bookstore website.

Please be aware that tuition and compulsory fees are subject to adjustment each year. The College reserves the right to change, amend or alter fees as necessary without notice or prejudice.

Program Physical Demands Analysis

Program Vocational Learning Outcomes

Early Childhood Education (Ontario College Diploma) (MTCU Code 51211)

The graduate has reliably demonstrated the ability to:

  1. Design, implement and evaluate inclusive and play-based early learning curriculum and programs that support children’s holistic development and are responsive to individual children’s and groups of children’s observed abilities, interests and ideas.
  2. Establish and maintain inclusive early learning environments that support diverse, equitable and accessible developmental and learning opportunities for all children and their families.
  3. Select and use a variety of screening tools, observation and documentation strategies to review, support and promote children’s learning across the continuum of early childhood development.
  4. Establish and maintain responsive relationships with individual children, groups of children and families.
  5. Assess, develop and maintain safe, healthy and quality early learning environments which meet the requirements of current legislation, agency policies and evidence-based practices in early learning.
  6. Prepare and use professional written, verbal, nonverbal and electronic communications when working with children, families, colleagues, employers, and community partners.
  7. Identify, select and apply relevant legislation, regulations, College of Early Childhood Educators Standards of Practice and Code of Ethics, policies and evidence-based practice guidelines, and interpret their impact on a variety of early learning environments.
  8. Apply a developing personal philosophy of early learning in accordance with ethical and professional standards of early childhood education practice.
  9. Advocate for quality early learning environments and collaborate with members of the early learning team, families and community partners to establish and promote such settings.
  10. Engage in reflective practice, develop learning goals and maintain an ongoing professional development plan in accordance with evidence-based practices in early learning and related fields.

Effective Fall 2020

The graduate has reliably demonstrated the ability to:

  1. 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.
  2. 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.
  3. 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.
  4. 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.
  5. 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.
  6. 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*.
  7. 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.
  8. 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.
  9. 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.
  10. 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.

Additional Information