Do you love children? Do you dream of someday becoming an early childhood educator, teaching in a kindergarten classroom or working with children with special needs? Do you wish to continue your studies in the field of education, social work, or psychology? If yes, then the Early Childhood Care and Education Program is for you!
When you enter the program, your courses will focus on foundational theory and practices. In your second year, you will expand your knowledge of early learning and complete several practicums from infant to school age. In your final year, you will consolidate your learning by taking part in specialized courses and by completing your final placement. Upon graduating, you will be ready for a career in early childhood education or to pursue university studies.
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.
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.
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
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.
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.
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.
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.
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.
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.
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.
This experiential course complements the developmental theories being studied in Foundations of Child Development I. In the laboratory component of this course students are introduced to many different play-based learning activities such as: art, music, children’s literature, sensory play, cognition and construction. Additionally, students are provided with opportunities to observe children in a variety of early learning and childcare environments.
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 whole child development.
This course introduces students to many possible career and workplace opportunities in the early learning and childcare sector. In this course, students will begin preparation to successfully integrate into the job market; additionally, they will be given the option to participate in two co-op work terms. Through examining potential career opportunities, students will develop a strategy to meet personal strengths, interests, and career options. Integral to the course will be the preparation of professional resumes and the development of effective job search and interviewing techniques.
This course introduces students to Early Childhood Care and Education. The role of an early childhood educator 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 early childhood educator in meeting the diverse needs of children and families. Students will examine a variety of different models of early learning and childcare, and they will explore issues related to ethical and professional conduct in preparation for Fieldwork I.
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.
In this course, students will continue to focus on the development of the whole child with an emphasis on social, physical, cognitive, linguistic, literacy and creative development. Students will begin to design and plan curriculum using play-based learning theory. Hands-on laboratory classes will focus on planning and implementing age- and developmentally - appropriate learning activities for children from birth to twelve years of age.
The Fieldwork I course situates students in early learning and childcare settings as participant-observers. Students have the opportunity to explore early learning programs and philosophies at an entry level. Weekly integrative seminars provide a forum for students to discuss their fieldwork experience.
This course offers an in-depth look at the factors that influence a child’s emotional/social development. The ways in which children express their feelings through the creative arts and other media (art, music books, puppets, etc.) are examined. Students will recognize the role of the educator as a facilitator in fostering a child’s positive self-esteem by affirming families and cultures. Hands-on, practical programming that supports the emotional growth of children, including one-on-one and small group situations will be emphasized.
In this course, health is examined in terms of total well-being including: physical, emotional and social dimensions. The role of the Early Childhood Care Educator is explored. Central themes include: maintaining personal health, identifying health and safety issues, promoting healthy lifestyles, supporting and respecting families, and networking and collaborating with the community on health issues. Additionally, provincial and federal legislative regulations governing health and safety are explored.
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.
In this course students will learn to analyze various educational approaches in early years learning and develop their 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. Student programming will demonstrate an understanding toward developmentally appropriate practice and support a sensitivity of diverse groups of children.
(Prerequisite: 322-A53-HR, Co requisite: 322-A51-HR)
The Fieldwork II course provides students with practical, hands-on learning opportunities in early learning and childcare settings. A focus on play-based activity planning and positive child guidance techniques is central to the students’ experience. Students will analyze and evaluate their experiences with a critical eye and begin to formulate a personal philosophy of Early Childhood Care and Education. Weekly integrative seminars provide a forum for students to discuss their fieldwork experience.
(Prerequisite: 322-A53-HR, Co requisite: 322-A41-HR)
In this course, students are introduced to a variety of methodologies in order to observe and document children’s behaviour. This course compliments the experiential course, Fieldwork II, and it is centred around the completion of a child study, a project in which students must observe, document, and design a curriculum to foster an individual child’s development. Emphasis is placed on developing the skills necessary for analyzing and understanding the elements of observation as they relate to the uniqueness of the whole child. Through frequent child observations throughout the day, students assess and plan intervention techniques that relate to the goals and objectives that are followed in the early learning and childcare setting.
Students in the Early Childhood Care and Education (ECCE) program study the physical, cognitive, and psychosocial development of the child from conception to middle childhood. While current developmental theory and research are explored, emphasis is placed on contemporary issues relating to Early Childhood Care and Education.
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.
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.
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 a couple 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 some of 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 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 betweenworkout/application and lecture.
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.
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; and develop and apply knowledge about officiating, scorekeeping and training. Classes are in two hour weekly blocks.
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.
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..
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.
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.
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.
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.
This course will build on students’ understanding of child development and quality childcare with a focus on the special aspects of working with school-aged children. An important component of this course offers students the opportunity to plan and deliver after-school programming for school-age children. This key experiential learning supports students in linking theory to practice in a real world setting.
The Influence of the Environment focuses on the childcare milieu and the way in which it can create an enriched atmosphere for infant’s growth and development. The environment includes the physical setting, schedules and routines, the role of the educators, families and communities, and recognition of individual and group needs. Participant observations in quality infant programs are an integral part of this course.
This course is a continuation of 350-H06-HR. Students in the Early Childhood Care and Education program study the physical, cognitive, and psychosocial development of the adolescent and adult. While current developmental theory and research are explored, emphasis is placed on contemporary issues relating to Early Childhood Care and Education.
This course identifies the timeframe and steps necessary to establish a childcare centre in Quebec and Ontario. Students will learn how to plan a home-based child care program, as well as establishing a centre-based program by developing feasibility studies, preparing proposals, designing the facility, etc. Students will also become familiar with government regulations for the purpose of licensing various childcare services.
In this course, students will study the dynamics of human communication. Through lectures and in-class exercises, the student 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.
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 communication (listening/responding, verbal/nonverbal); conflict resolution; problem solving; building relationships; and respecting roles. The focus will be on the understanding and enhancement of non-work-related relationships through self-reflection and role playing activities.
This course will organize and consolidate personal, community, and global resources to support and advocate for families of diverse backgrounds. Community partners will be invited into the classroom to explore various career options and to present an interdisciplinary prospective of early learning and family support services. Additionally, the student will assume the role of the ambassador of Cégep Heritage College during organized field trips.
This course provides students with the opportunity to implement their skills and knowledge of child development. An inquiry-based learning approach to designing curricula for preschool children is central to this course. How Does Learning Happen? The Ontario Pedagogy for the Early Years framework for early childhood settings will be used. The laboratory component will include student participation in community-based Parenting & Family Literacy Programs and Full Day Early Learning Kindergarten classrooms.
The course is designed for students in care provider occupations to enhance their understanding of the social issues concerning families using the tools of sociological inquiry. We examine social relations within the family, relationships between the family and other social institutions, and historical changes at the societal and global level that have an impact on families. The institution of family is explored in both Canadian and cross-cultural contexts.
This course will help students to recognize the need to develop and maximize skills in creative thinking as an important life skill for educators and children alike. Students will be given the opportunity to practice and develop creative skills using a variety of lateral thinking techniques.
The Fieldwork III course offers students an opportunity to consolidate information gained over their three years of study. Students are expected to be active participants to the goal setting and evaluation process. Comprehensive program planning and curriculum implementation is central in this course. During the six-week block placement students are expected to plan, implement and evaluate programs as a knowledgeable member of a professional early childhood teaching team.
In this course students will continue to develop the skills required to meet their professional and academic goals. Learning activities and assignments will include job search techniques, creating letters of application, completing professional association memberships and setting long-term goals. Additional post-graduate educational options at the college and university level will be explored. Students will be introduced to issues related to professional advocacy within the early learning and child care sector locally, nationally and globally. Students will explore a variety of industry related associations and organizations and will participate in field trips and special projects.
Program Synthesis is designed to provide students with an opportunity to reflect upon their total learning experience in order to consolidate a personal philosophy of Early Childhood Care and Education. Students will demonstrate this reflective thinking and consolidation by designing a professional portfolio which will serve as an exit assessment tool. The professional portfolio will serve as a catalogue of qualifications, skills, knowledge, and views that are relevant to the early learning and childcare sector.
This course focuses on healthy eating. In particular, nutritional requirements during the early years are examined. Major related issues include menu planning, establishing positive eating habits and designing nutrition education programs for young children and their families.
In this course students will study the concept of inclusion and how it impacts their role as an educator. Knowledge will be acquired in the form of lectures, labs, hands on activities and fieldtrips. The primary focus will be to create curricula that are developmentally appropriate to all learners. This will include: adaptations to the physical environment, programming based on individual needs and developmental level in addition to behaviour guidance strategies.
* For English Rights Holders only
A key feature of our Early Childhood Care and Education program is the co-op component. You may qualify for paid summer work terms after completing your first and second year of study. During your placement, you'll have the chance to improve and expand your core skillset. Access to a professional setting will provide you with practical work experience, greatly improving your ability to secure employment after graduation. If interested, you can review the co-op eligibility requirements for more information.
Our facilities are state-of-the-art and include:
In order to graduate, you must pass a Ministerial Examination of Language. If you are an English rights holder then you must pass a Ministerial Examination of College English, otherwise you must pass a Ministerial Examination of College French.
The Program Exit Assessment (PEA) is a final evaluation activity that shows a student’s achievement throughout the program. It requires students to integrate and synthesize the knowledge and skills gained from their Diploma of College Studies (DEC), as indicated in our College’s policy on student evaluation.
Admission requirements for the Early Childhood Care and Education program vary depending on if you are a Quebec-resident, out-of-province applicant, or international applicant. Please review all general and program-specfic requirements before applying.
We'd love to show you everything CÉGEP Heritage College has to offer. If you'd like to know more about this program, you can: