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Contenu du programme

Le programme des Techniques d’éducation à l’enfance (TEE) est un programme de trois ans à double voie. Les diplômé.e.s de ce programme trouvent un emploi dans le secteur diversifié de l’éducation et de la petite enfance ou peuvent choisir de poursuivre leurs études à l’université. Les cours de ce programme sont axés sur le développement de l’enfant et les meilleures pratiques en matière d’apprentissage précoce, en utilisant une grande variété d’approches pédagogiques et d’opportunités d’apprentissage créatif.

ELes étudiant.e.s en Techniques d’éducation à l’enfance ont de multiples occasions de participer à des stages communautaires sur le terrain. Ces stages pratiques offrent aux étudiant.e.s de merveilleuses occasions d’entrer en contact avec les enfants et d’apprendre aux côtés de professionnels de la petite enfance compétents.

Le diplôme en TEE du Cégep Heritage College est reconnu à l’échelle nationale, ce qui permet aux diplômé.e.s de travailler comme éducateur.trice.s partout au Canada.

Avez-vous des questions ? Veuillez nous contacter

COORDONNATEUR DU PROGRAMME TEE

Roxana Yanez Gonzalez

819-778-2270 poste 2712

ryanez@cegep-heritage.qc.ca

Formation générale

Code
Titre
Unité(s)
Pondération
  • 603-101-MQ
    Introduction to College English
    2 2/3
    2-2-4
    2 2/3
    2-2-4

    This course is directed toward improving English language skills by extensive written work based on literary texts. It uses the same textbooks as the Introduction to College English: Literature, but because of the emphasis on writing skills has a reduced list of readings. 

  • 345-101-MQ
    Knowledge
    2 1/3
    3-1-3
    2 1/3
    3-1-3

    This course’s emphasis is on how knowledge is defined, acquired, transmitted and applied. Students examine both messages and media to identify the strengths and limitations of each. Students learn to situate knowledge in a social, historical and personal context, a skill they will need in order to become lifelong learners. 

  • 109-102-MQ
    Physical Education: Set 2 Physical Activity and Effectiveness
    1
    0-2-1
    1
    0-2-1

    The purpose of the second set is to encourage students to use a goal-oriented approach to improve the effectiveness of a physical activity whether it is a sport, corporal expression or an outdoor activity. After an initial assessment, students evaluate the physical activity in terms of their ability and attitudes; they set goals and try an approach aimed at improving their motor skills, their technique or their mastery of complex strategies. Finally, students are called upon to assess their progress.

    Badminton

    involves the introduction of skills including serving, underhand and overhead strokes, rules and etiquette of the game and basic strategies of singles and doubles play.

    Introduction to Strength and Resistance Training

    This course provides a great opportunity to work out with a group in a friendly setting, where everyone works to their own capacity. Workouts will consist of different training approaches based on the five fitness components. The resistance used will be of personal choice of weights and/or body weight. Ultimately all workouts will provide both cardiovascular and muscular strength/endurance benefits, resulting in a very functional form of fitness

    Mind/Body/Fitness

    Students will experience a blend of activities such as yoga, meditation and stress management techniques.  The course aims to increase flexibility, cardiovascular endurance, and muscular strength through a variety of workoutswhile developing awareness of mind and body.

    Snow Sports

    involves learning the skills and strategies to comfortably use the winter environment to travel over snow and ice. Snow sports will include cross country skiing, snowshoeing, and skating in the Gatineau Park and surrounding facilities. Exercising in cold weather conditions requires an understanding of proper nutrition, safety management, cold weather injuries, and dressing techniques; all topics that are covered in the course.

    This course is condensed into the first seven weeks of the winter semester.

    This is a true Canadian experience. 

    Outdoor Adventures

    will allow students to experience the health advantages and adventure of outdoor based activities. Students will learn skills important to safely adventure in the outdoors including navigational skills, wilderness first aid, risk management and basic survival skills while engaging in a range of outdoor activities that will build their muscular and cardiovascular endurance. This course is condensed into the first seven weeks of the fall semester.

    Team Sports 

    focuses on the progression of fundamental skills,. Team Sports is comprised of three different activities each lasting five weeks, to be determined by the individual teacher. Three of the following sports could be offered: Soccer, Hockey, Volleyball, Basketball, Ultimate Frisbee or others.

    Yoga

    is a practice that has evolved over a period of approximately 5,000 years dealing with all aspects of health. The term yoga literally means union of mind and body. Throughout the semester, students will be introduced to the many different styles of yoga, focusing on a variety of forward bends, back bending and balancing postures. 

  • 602-XXX-MQ
    French
    2
    2-1-3
    602-XXX-MQ
    French
    2
    2-1-3
    2
    2-1-3

Formation spécifique

Code
Titre
Unité(s)
Pondération
  • 322-C11-HR
    Foundations of Child Development I
    1 2/3
    3-0-2
    1 2/3
    3-0-2

    (Prerequisite: None)

    In this course, students are introduced to the basic principles of child development. Students gain a working understanding of the developmental milestones for children, from birth to twelve years old. Patterns of growth and behaviour are examined in relation to the whole child's development.

  • 322-C10-HR
    Play-based Learning ◉
    2 1/3
    1-4-2
    2 1/3
    1-4-2

    (Prerequisite: None)

    In this course, students are introduced to many different play-based learning opportunities such as art, music, movement, sensory play, cognition, and construction. This experiential lab course offers students hands-on learning grounded in play-based learning theory. Also, students are given opportunities to observe children in a variety of community-based early learning programs.

  • 322-C10-FR
    Apprentissage par le jeu ◈▣
    2 1/3
    1-4-2
    2 1/3
    1-4-2

    Dans ce cours, les étudiants sont initiés à de nombreuses possibilités d'apprentissage basées sur le jeu, telles que l'art, la musique, le mouvement, le jeu sensoriel, la cognition et la construction. Ce cours expérimental en laboratoire offre aux étudiants un apprentissage pratique fondé sur la théorie de l'apprentissage par le jeu. Les étudiants ont aussi l'occasion d'observer des enfants dans divers programmes communautaires d'éducation préscolaire.

  • 322-C12-HR
    Children’s Literature in ECE
    2
    2-2-2
    2
    2-2-2

    (Prerequisite: None)

    In this course, students will examine the foundation of literacy through children’s literature. They will explore a wide selection of traditional and contemporary children’s literature appropriate for infants through twelve years of age. Students will learn how to choose high-quality books to read with young children and how to select excellent literature for older children to read on their own.

Formation générale

Code
Titre
Unité(s)
Pondération
  • 345-102-MQ
    World Views
    2
    3-0-3
    2
    3-0-3

    The course focuses on how individuals, groups, societies or nations organize ideas, perceptions and values into explanatory patterns. Students explore major ideas and value systems by which diverse individuals, groups, societies or nations seek to explain the world and their place in it. 

  • 603-102-MQ
    Literary Genres
    2 1/3
    2-2-3
    603-102-MQ
    Literary Genres
    2 1/3
    2-2-3
    2 1/3
    2-2-3
  • French
    2
    2-1-3
    French
    2
    2-1-3
    2
    2-1-3

Formation spécifique

Code
Titre
Unité(s)
Pondération
  • 322-D20-HR
    Foundations of Child Development II
    2 2/3
    3-2-3
    2 2/3
    3-2-3

    (Prerequisite: 322-C11-HR Foundations of Child Development I)

    In this course, students will continue to focus on whole child development, emphasizing social, physical, cognitive, linguistic, and creative development. Students will gain a deeper understanding of how play informs learning and development. Hands-on lab classes will focus on preparing play-based experiences that are age-appropriate for children from birth to twelve years of age.

  • 322-D21-HR
    Role of the Educator
    1 2/3
    3-0-2
    1 2/3
    3-0-2

    (Prerequisite: None)

    In this course, students are introduced to the profession of Early Childhood Education. The role of an early childhood educator (ECE) is examined in-depth. Central themes include the physical and emotional well-being of children and their health and safety, and the role of the ECE in meeting the diverse needs of children and families. Students will examine various models of early childhood education and explore issues related to ethical and professional conduct in preparation for Fieldwork I.

  • 322-D23-HR
    Career and Workplace Preparation
    1 2/3
    1-2-2
    1 2/3
    1-2-2

    (Prerequisite: None)

    This course focuses on cultivating relationships of trust with children, families, colleagues and community partners. Students will also examine potential professional opportunities and explore personal strengths, interests, and career aspirations. Additionally, students will be given the option to apply to the first of two co-op work terms

  • 322-D22-HR
    Health and Safety
    1 2/3
    3-0-2
    1 2/3
    3-0-2

    (Prerequisite: None)

    In this course, health is examined in terms of total well-being including physical, emotional, and social dimensions. Central themes include maintaining personal health, identifying health and safety issues, promoting healthy lifestyles, supporting, and respecting families, networking and collaborating with the community on health issues. Additionally, provincial and federal legislative regulations governing health and safety in early childhood settings are explored.

Formation générale

Code
Titre
Unité(s)
Pondération
  • 109-101-MQ
    Physical Education : Set 1 Physical Activity and Health
    1
    1-1-1
    1
    1-1-1

    Physical activity and health is an introductory course that combines a variety of physical activities in order to promote an active and healthy lifestyle.  Stress management, motivational factors, designing an exercise program, healthy eating habits and nutrition are some of the topics that complement the weekly activities.  Students are expected to participate to the best of their ability in a fun-filled environment. The following activities may be offered: Soccer, Ultimate, Volleyball, Hockey, Ringette, Basketball, Snowshoeing, Hiking, Cross country running, Weight training, Circuit training, Yoga, Badminton, Flexibility, and Relaxation, and others.

     

Formation spécifique

Code
Titre
Unité(s)
Pondération
  • 322-E32-HR
    Social Emotional Learning
    2 1/3
    3-2-2
    2 1/3
    3-2-2

    (Prerequisite: 322-D20-HR Foundations of Child Development II)

    In this course, students will explore the principles of social emotional learning (SEL) and development. This course identifies the need for ECEs to establish relationships, support play, and foster children's acceptance of differences.  It examines strategies that enhance healthy self-regard, social competence, and resiliency in children. Students will learn about challenges for children, including early exposure to trauma. The focus will be on learning how to implement techniques which foster positive relationships and create opportunities for learning. 

  • 322-E30-HR
    Educational Approaches in Early Learning
    2 2/3
    4-1-3
    2 2/3
    4-1-3

    (Prerequisite: 322-D20-HR Foundations of Child Development II)

    In this course, students will learn to analyze various educational approaches in early childhood education and develop an ability to link theory to practice. A critical exploration of diverse educational approaches will give students a theoretical foundation upon which to develop and evaluate program design. An in-depth exploration of both the Ontario and Quebec Provincial Early Learning Frameworks and the National Indigenous Early Learning Framework will be central to this course.

  • 322-E33-HR
    Observation Documentation and Integrative Seminar
    2 1/3
    2-2-3
    2 1/3
    2-2-3

    (Co-requisite: Fieldwork I)

    In this course, students are introduced to a variety of methodologies to observe and document children's learning. This course complements the experiential Fieldwork I course and is centered on the completion of a comprehensive child study. Additionally, the Integrative Seminar portion of the course provides a forum for students to discuss their Fieldwork I experience.

  • 322-E31-HR
    Fieldwork I
    6
    0-14-4
    6
    0-14-4

    (Co-requisite: 322-E33-HR Observation Documentation and Integrative Seminar. Prerequisite: 322-D20-HR Foundations of Child Development II)
    In this course, students will participate in a community-based early childhood fieldwork experience.  Throughout the semester, students will work closely with an on-site ECE supervisor and a faculty advisor. Students will have opportunities to observe children and then design and implement play-based learning opportunities best suited to address children’s needs and interests.

  • 350-E34-HR
    Developmental Psychology in Children
    2
    2-2-2
    2
    2-2-2

    (Prerequisite: None)

    In this course, students will learn about the physical, cognitive, and social/emotional developmental milestones and concepts amongst young children. The focus will be on prenatal development through to the end of early childhood (age 6). The psychological perspective will be merged with the role of the ECE to create an applied context of learning. Specifically, students will work towards taking psychological course information and applying it to real and hypothetical scenarios that they may encounter through working with children.

Formation générale

Code
Titre
Unité(s)
Pondération
  • 603-CXC-HR
    Caring Milieu
    2
    2-2-2
    2
    2-2-2

    This English course is designed for students in Nursing and Early Childhood Education, in other words for students who care for others. Since communication is essential in the caring milieu, the course emphasizes clear, precise, and concise written and oral communication. Through fiction and non-fiction, students examine both the message and the medium in terms of their programs. 

  • 345-CXE-HR
    Caregiving Professional Ethics (for ECE , Nursing and Special Education Techniques students)
    2
    2-1-3
    2
    2-1-3

    This course aims to apply different ethical theories, principles, and values to the areas of health and early child care. The focus is on understanding and evaluating certain practices in these fields from a moral point of view and having students clarify their own values in terms of their various societal roles. Particular attention will be paid to issues in bioethics and family ethics as well as applying an ethical decision-making model to relevant case studies. 

  • 109-103-MQ
    Physical Education: Set 3 Physical Activity and Autonomy
    1
    1-1-1
    1
    1-1-1

    (Prerequisites: 109-101-MQ, 109-102-MQ)

    The third physical education course is aimed at integrating physical activity into the student’s daily lifestyle through more effective application of related personal factors (i.e. time management, motivation, nutrition needs, designing an exercise program) that contribute to continued participation.  During scheduled course hours, the student will be introduced to new skills and concepts related to the specific activity chosen.  The student is also expected to maintain regular physical activity outside class hours within a personal activity program under the professor’s supervision by applying the knowledge gained while integrating new course material. 

     

    Active Living

    This course will encourage students to assume more responsibility for directing and managing their own fitness & health. Students will develop programs related to cardiovascular health, flexibility, muscular strength, stress management, nutrition and other lifestyle habits. Students will work in groups to prepare and present a specific component of fitness or health to the class and will participate weekly in group fitness activities or workouts. They will independently create and execute their own fitness and health program addressing all components of fitness.

     

    Canoe Camping 

    The group activity portion of this course will consist of a three day canoe camping trip on local waterways providing a quintessential Canadian experience. Students will be involved with various organizational aspects of the trip such as purchasing food, planning and preparing meals over fires/camp stoves, preparing and maintaining fires and other responsibilities associated with building camp.  The rest of the semester is completed independently, with the guidance of the teacher, focusing on the student’s personal activity program that they have designed for themselves.

     

    Cycling

    No matter where you are, cycling is a great way to travel and at the same time, benefit from some fresh air and exercise.   In this course we will start off with preliminary outings that will take us into the Gatineau Park with a focus on bike selection, proper positioning and gear use.  In addition, we will select, plan, and divide up the responsibilities for an overnight cycle tour in the region.  Also, students will have planned and managed a personal activity of their choice in a health enhancing approach over the entire semester.

     

    Fitness and Strength Training

    Fitness and Strength Training will allow students to develop and use personalized resistance training and cardiovascular training programs throughout the course. Classes are in two blocks that are broken down between workout/application and lecture. 

     

    Hiking

    This course will allow students to discover the Gatineau Park through many of its hiking trails.  Three to four weekend outings will take them to different areas of the park to explore the diversity that the park has to offer. Topics covered during the hikes will include ‘leave no trace’ principles, local flora and fauna, risk management, appropriate clothing and footwear, local history, and basic hiking techniques. The rest of the semester is completed independently, with the guidance of the teacher, focusing on the student’s personal activity program that they have designed for themselves.

     

    Multi Sports

    This course will encourage students to assume more responsibility for directing and managing their own sport experience.  Students will develop sport-specific techniques and fitness; appreciate and be able to execute sport-specific strategic play; share planning and administration of sport experiences; provide responsible leadership. Classes are in two hour weekly blocks.

     

    Outdoor Adventures and Meditation Retreat

    This weekend course will emphasize the importance of mind and body awareness through a broad range of activities which include yoga, meditation, Qi Gong and relaxation techniques. In addition, the outings may include hiking, orienteering and ziplining in the fall or snowshoeing, cross-country skiing, indoor climbing in the winter among other adventures depending on the year. The rest of the semester is completed independently, with the guidance of the teacher, focusing on the student’s personal activity program that they have designed for themselves.

     

    Outdoor Paddling Sports 

    This course explores a variety of outdoor paddling sports that will introduce and refine paddling skills during three weekend day outings on local rivers and lakes. The students will be introduced to Stand up Paddling, Dragon boating and Canoeing with a focus on flat water skills, equipment knowledge, and safety.  The rest of the semester is completed independently, with the guidance of the teacher, focusing on the student’s personal activity program that they have designed for themselves.

     

    Snowshoeing

    Snowshoeing is an excellent low impact, cardiovascular winter workout.  Students will explore different types of terrain and visit different areas in the Gatineau Park over three weekend outings at the beginning of the winter semester. The rest of the semester is completed independently, with the guidance of the teacher, focusing on the student’s personal activity program that they have designed for themselves.

     

    The Art of Living

    This course is a 15 week introductory course on the benefits and application of meditation.  Classes will consist of various techniques to help with sharpening the mind for reflection and introspection.  We will review various yoga postures to help with sitting for longer periods of time and students will be given tools to make improvements to their overall health and well being by selecting micro health habits.  The overall objective of this course will be to give students the tools to live a long and happy life.

  • French
    2
    2-1-3
    French
    2
    2-1-3
    2
    2-1-3

Formation spécifique

Code
Titre
Unité(s)
Pondération
  • 322-F40-HR
    Infant and Toddler Learning Environments
    2 2/3
    2-3-3
    2 2/3
    2-3-3

    (Prerequisite: 322-D20-HR Foundations of Child Development II)

    In this course, students will focus on early learning for infants and toddlers. Areas of study will include the physical environments, age-appropriate equipment, schedules and routines, child guidance, the role of educators and engagement with families and communities. Students will have the opportunity to observe and participate in a community-based practicum focused on infant and toddler programming.

  • 322-F42-HR
    Preschool Learning Environments
    2 2/3
    2-3-3
    2 2/3
    2-3-3

    (Prerequisite: 322-D20-HR Foundations of Child Development II)

    In this course, students will have the opportunity to implement their knowledge of preschool child development. The learn-through-play approach to program delivery for preschool children is central to this course. Areas of study will include the physical setting, schedules and routines, child guidance, the role of educators and engagement with families and communities. Students will have the opportunity to observe and participate in a community-based practicum focused on preschool programming.

  • 322-F41-HR
    STEM in Early Learning
    2
    2-2-2
    2
    2-2-2

    (Prerequisite: 322-D20-HR Foundations of Child Development II)

    In this course, students will explore hands-on strategies to engage young children in science, technology, engineering, and math (STEM). The course will focus on planning and implementing learning experiences to support the development of early STEM skills and abilities within play-based settings while following the children’s interests. 

  • 350-F43-HR
    Developmental Psychology Throughout the Lifespan
    2
    2-2-2
    2
    2-2-2

    (Prerequisite: 350-E34-HR Developmental Psychology in Children)

    In this course, students will continue to learn about the physical, cognitive, and social/emotional developmental milestones and concepts throughout the remaining years. The focus will primarily be on middle childhood, later childhood and adolescent years, but relevant psychological content on adulthood all the way to the senior years will be discussed. This may include a focus on parenting, grandparents, and successful aging. There will be a continued focus to apply the psychological course content to real-world situations that the ECE might encounter.

Formation générale

Code
Titre
Unité(s)
Pondération

Formation spécifique

Code
Titre
Unité(s)
Pondération
  • 322-G51-HR
    Communication Skills for Educators
    1 2/3
    2-1-2
    1 2/3
    2-1-2

    (Prerequisite: 322-D21-HR Role of the Educator and 322-E33-HR Observation and Documentation)

    In this course, students will study the dynamics of human communication. Through lectures and in-class exercises, students will explore the following themes: principles of interpersonal and small group communication (listening/responding, verbal/non-verbal); decision-making and problem-solving; leadership and conflict management; building relationships and respecting roles. Oral and written communication skills within the workplace environment will be emphasized.

  • 322-G50-HR
    Administration for Early Learning
    2 1/3
    3-1-3
    2 1/3
    3-1-3

    (Prerequisite: 322-E30-HR Approaches in Early Learning)

    In this course, students will gain a deep understanding of provincial and federal government policies, laws, and regulations to license and operate various early learning services. Organization and management approaches will be explored including profit versus not-for-profit within the early learning sector. Students will build on their knowledge of program design and professional communication skills while exploring management concepts that focus on staffing, leadership, financial management, marketing, and professionalism.

  • 322-G52-HR
    School-Age Early Learning Environments
    2 2/3
    2-3-3
    2 2/3
    2-3-3

    (Prerequisite: 322-D20-HR Foundations of Child Development II)

    In this course, students will build on their understanding of child development and quality early childhood education, with a focus on the special aspects of working with school-aged children. A key component of this course is a community-based practicum which offers students the opportunity to plan and deliver after-school programming. This key experiential learning supports students in linking theory to practice in a real-world setting.

  • 322-G53-HR
    Advocacy and Social Justice in Early Childhood
    1 2/3
    3-0-2
    1 2/3
    3-0-2

    (Prerequisite: 322-E32-HR Social Emotional Learning)

    In this course, students will be introduced to issues related to professional advocacy in early childhood education locally, nationally, and globally. Social justice issues will be examined, including child poverty, home insecurity, violence within the family, intergenerational trauma, and substance abuse as it impacts children and families.

  • 387-G54-HR
    Sociology of the Family
    2
    2-1-3
    2
    2-1-3

    (Prerequisite: None)

    We are all experts of sorts on the family: we are members of families, and we have compared our own family experiences with those of others. This course provides an opportunity to look at something familiar (the family) in a new, scientific way. We explore how children's behaviours are shaped by their family life and how family life, in turn, is shaped by larger social forces such as economic inequality, public policy, and changing ideas about gender, sex, and sexuality.

Formation spécifique

Code
Titre
Unité(s)
Pondération
  • 322-H61-HR
    Creativity (Compressed)
    2
    1-2-3
    2
    1-2-3

    (Exigence préalable : Aucune)

    Dans ce cours, les étudiant.e.s développeront et maximiseront leurs compétences en matière de pensée créative, en partant du principe que la pensée créative est une compétence importante pour les éducateur.rice.s et les enfants. Les étudiant.e.s auront l’occasion de développer et de pratiquer leurs compétences créatives en utilisant diverses techniques de pensée latérale.

  • 322-H60-HR
    Child Guidance (Compressed)
    1 2/3
    2-1-2
    1 2/3
    2-1-2

    (Prerequisite: 322-E32-HR Social Emotional Learning)

    In this course, students will gain an understanding of best practices in guiding children's behaviour. Students will learn the principles and techniques of developmentally appropriate child guidance strategies in the context of program delivery, role modelling, and appropriate intervention. A variety of direct and indirect guidance strategies will be examined. The concept of behaviour as communication is integral to this course.

  • 322-H63-HR
    Inclusion and Exceptionalities (Compressed)
    2
    2-1-3
    2
    2-1-3

    (322-E32-HR Social Emotional Learning and 322-G51-HR Communication Skills for Educators)

    In this course, students will study the concept of inclusion and exceptionalities and how it impacts their role as an ECE. Knowledge will be acquired in the form of lectures, labs, and hands-on activities. The primary focus will be to create opportunities that are developmentally appropriate to all learners. This will include adaptations to the physical environment, programming based on individual needs and developmental levels, in addition to behaviour guidance strategies.

  • 322-H62-HR
    Healthy Lifestyle Habits (Compressed)
    2
    2-1-3
    2
    2-1-3

    (Prerequisite: 322-E32-HR Social Emotional Learning)

    In this course, students will explore factors that support health in the context of daily lifestyle habits. Topics will include healthy diet, physical wellness, healthy body image, coping skills, building resilience, using technology safely and overall mental wellness.

  • 322-H65-HR
    Fieldwork II (Compressed)
    6
    0-13-5
    6
    0-13-5

    (Co-requisite: Program Synthesis & Integrative Seminar, Prerequisite: All other ECE Program-specific courses.)

    In this course, students can consolidate information gained over three (3) years of study. Students are expected to be active participants in the goal setting and evaluation process. Responsive learn-through-play program design and implementation is central. During the six-week block placement, students are expected to plan, implement, and evaluate children’s learning experiences. Throughout this course, students will work closely with an on-site ECE supervisor and a faculty advisor.

  • 322-H64-HR
    Program Synthesis and Integrative Seminar (PEA Embedded)
    2
    3-0-3
    2
    3-0-3

    (Co-requisite: Fieldwork II, Prerequisite: All other ECE Program-specific courses.)

    In this course, students have an opportunity to reflect upon their total learning over three (3) years of study. Through the creation of a professional e-portfolio students will demonstrate deep reflective thinking and knowledge consolidation. The e-portfolio is their capstone project and will serve as their program exit assessment (PEA). This professional e-portfolio will include a catalogue of their qualifications, skills, knowledge, and views relevant to a career as an Early Childhood Educator (ECE). The Integrative Seminar portion of the course provides a forum for students to discuss, problem-solve and share in creative thinking related to their fieldwork experience.

◉ Pour les titulaires de certificat d’admissibilité qui ont atteint le niveau 100 ou 101 en français

◈ Pour les titulaires de certificat d’éligibilité qui sont au niveau 102 ou 103 en français

▣ Pour les non-titulaires d’un certificat d'éligibilité

Option Co-op

L’une des principales caractéristiques de notre programme de Techniques d’éducation à l’enfance est la composante coopérative. Vous pouvez bénéficier de stages d’été rémunérés après avoir terminé votre première et votre deuxième année d’études. Pendant votre stage, vous aurez l’occasion d’améliorer et d’élargir vos compétences de base. L’accès à un environnement professionnel vous permettra d’acquérir une expérience professionnelle pratique, ce qui améliorera considérablement votre capacité à trouver un emploi après l’obtention de votre diplôme. Si vous êtes intéressé.e, vous pouvez consulter les conditions d'admissibilité au programme coopératif pour plus d’informations.

Espaces et ressources d’apprentissage

Nos installations sont à la fine pointe de la technologie et comprennent :

  • Une salle de classe entièrement équipée pour l’éducation à l’enfance
  • Une salle d’observation pour documenter le comportement et les interactions sociales des enfants
  • Une ludothèque
  • Une salle de préparation avec de l’espace et du matériel pour créer des ressources
  • Des salles de classe interactives spacieuses avec de grandes fenêtres
  • Un.e technicien.ne en salle de préparation offrant des services de mentorat et de tutorat
  • Une vaste collection d’ouvrages de littérature pour enfants
  • Une école forestière axée sur la nature dans le parc de la Gatineau

Conditions d’admission

Les conditions d’admission au programme de Techniques d’éducation à l’enfance (TEE) varient selon que vous êtes un.e résident.e. du Québec, un.e candidat.e de l’extérieur de la province, ou un.e candidat.e international.e. Veuillez prendre connaissance de toutes les conditions générales et spécifiques au programme avant de poser votre candidature.

Interesé.e. ?

Nous aimerions vous montrer tout ce que le Cégep Heritage College peut vous offrir. Si vous souhaitez en savoir plus sur ce programme, vous pouvez :