The Early Childhood Education (ECE) Program is a three-year dual-track diploma program. Graduates from this program secure employment within the diverse early learning and education sector or may choose to go on to university for further studies. The courses in this program focus on child development and best practices in early learning, using a wide variety of teaching approaches and creative learning opportunities.
Early childhood students have multiple opportunities to participate in community-based fieldwork placements. These practical hands-on placements provide wonderful real-life opportunities for students to engage with children and learn alongside skilled early childhood professionals.
The ECE diploma from Cégep Heritage College is recognized nationwide, allowing graduates to work as educators anywhere in Canada.
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 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.
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.
(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.
(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.
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.
(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.
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.
(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.
(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.
(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
(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.
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.
(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.
(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.
(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.
(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.
(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.
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 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.
(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.
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.
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 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 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.
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. 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.
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 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 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.
(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.
(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.
(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.
(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.
(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.
(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.
(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.
(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.
(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.
(Prerequisite: None)
In this course, students will develop and maximize skills in creative thinking, building on the understanding that creative thinking is an important life skill for educators and children alike. Students will be given the chance to develop and practice their creative skills using various lateral thinking techniques.
(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-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.
(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.
(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.
(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.
◉ For Certificate of Eligibility Holders who are at French level 100 or 101
◈ For Certificate of Eligibility Holders who are at French level 102 or 103
▣ For Non-certificate of Eligibility Holders
A key feature of our Early Childhood 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:
Admission requirements for the Early Childhood Education program vary depending on if you are a Quebec-resident, out-of-province applicant, or international applicant. Please review all general and program-specific requirements before applying.
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