The College has conducted a review of the part-time Early Childhood Education Diploma Program offered by the School of Continuing Education and, as a result, the program has been discontinued.
Required courses will be offered for a limited time on a limited basis to support existing students to complete the program. A tentative schedule is available below. Please note that although all program and course delivery through the School of Continuing Education will cease as of Spring 2019, many courses will be discontinued prior to that date, please plan accordingly.
Early Childhood Course Offerings 2016-2019
Diploma program
Regular Admission Requirements
To apply under the regular admission requirements, you must have your Manitoba Grade 12.
To access the courses in this program, you will need the Internet and a minimum operating system of Windows 2000, with Office 2003 (or higher) programs. This will include Microsoft Internet Explorer 6.0 browser. You will also require Adobe Reader. If you do not have Adobe Reader, you can download it for free.
Special Admission Requirements
If you are 19 years of age or older on or before September 30 in your year of registration, have been out of high school for a minimum of one year, and you do not meet the regular admission requirements, you may apply under the special admission requirements.
You must obtain a minimum grade of C+ (65%) in each course to be successful in the program.
First Courses of Study:
Note: You must take:
Core Courses - Year 2
*If you have completed the course Introduction to Early Childhood Care and Education with a minimum grade of C+ (65%), you may obtain credit for the course Interact with Children Through Play (ECED-1041). You must be registered in the ECE program to transfer credit.
Legend:
The focus of this course is to integrate Advanced Communication Skills through theory and activities in the Early Childhood and Child & Youth Care areas. The student will be introduced to a review in the basics of Communication and extensive knowledge in Nonverbal Communication, Listening, Relational Dynamics, Communication Climate and Conflict Resolution.
Other Information
PLEASE NOTE
LOOK: Looking Out, Looking In, Third Canadian Edition is the required textbook for this course. If this is not the text that you received with Interpersonal Communication 1, please advise the Customer Service Representative at the time of registration. If you need to purchase this text the approximate cost of the textbook is $130.00.
This course builds on the course Interpersonal Communication 1, continuing the exploration of effective communication. The course focuses on listening skills and relationships and introduces the student to a developmental model of the helping process.
Com Pac: 5C31. You will focus on strengthening your basic communication and writing skills, as well as identifying the importance of developing and maintaining these skills in all areas of your work.
Com Pac: 5C33. This Com Pac provides an introduction to interpersonal communication. You will explore how to communicate emotions effectively and manage debilitating emotional reactions. Course content also includes an overview of communication, self-concept, perception and emotions, as well as language, non-verbal communication, listening, and an understanding of how interpersonal relationships work.
Content is focused on human communication experienced in the helping professions. Emphasis is placed upon the student's growth, self-knowledge and behaviour in groups. Instructional methods will include discussions and activities to expand understanding and experience.
Com Pac: 5C35. Early Childhood Educators use communication skills to complete many duties that are a part of being a professional. In this Com Pac you will focus on effective 'on the job' writing skills - skills that are vital to communication with staff members, centre boards, potential employers, the media, and the children care community.
Com Pac: 5A31A. A great deal about children can be learned through careful observation of child growth and behaviour. Recording and interpretation allow the Early Childhood Educator to gain a picture of a child's developmental tasks and subsequent understanding of the whole child. By reviewing and practicing observation methods, you will come to see the child's developmental tasks as part of a complex life long process.
Com Pac: 5A31B. This Com Pac provides an overview of human behaviour from the perspective of development. Human development is an ongoing process from conception to death, and theories of development provide a framework within which students can view human behaviour. By reviewing the nature of development, you can view the child's developmental tasks as part of a complex life long process.
Com Pac: 5F33. Music and movement enhance all areas of a child’s development and therefore play an important role in an early childhood program. This Com Pac focuses on the general pattern of movement and music development for the enrichment of children’s music and movement experiences.
This course begins with an examination of why and how to interact and communicate with children in a nurturing and respectful manner. The course continues with the discussion and application of positive guidance techniques and communication strategies that foster children's independence and self-regulation.
Com Pac: 5D33. Early Childhood Educators need to encourage and guide children in a manner which promotes confidence and lays a solid foundation for positive social and emotional growth. This ComPac discusses how growth is promoted by guiding children to appropriately express emotions, display pro-social behaviors, and develop self-help skills during routines and transitions. These experiences provide opportunities for children to experience success and develop positive feelings about themselves which encourages and strengthens their social and emotional growth.
This course examines topics that underpin the field of Early Childhood Education, including quality care, professionalism, ethics, and the evolution of the field.
Com Pac: 5F31. You will focus on the value of indoor and outdoor play for children and the importance of integrating play into all aspects of the children's day. Both the theoretical aspects and the preschool application of play theory will be emphasized. You will also focus on the role of the early childhood educator's role in facilitating children's play.
Com Pac: 5D31. In this Com Pac you will look at the importance of nurturing young children. You will focus on how the Early Childhood Educator can appropriately nurture children in a children's centre as well as the importance of positive communication skills. The use of positive directions when speaking with young children is stressed.
Com Pac: 5B31. The child's primary relationship is with the family. It is important to understand this unique relationship in order to relate to individual families in the children's centre. In order to meet the needs of children, Early Childhood Educators must understand the many facets of family life and its influence on the developing child. Emphasis will be placed on the Early Childhood Educator's role in relating to and supporting individual families in the children's centre.
Com Pac: 5F35. Children’s language, literacy, and logical-mathematical understanding can be fostered in a multitude of ways. In this competency you will focus on the ways to enhance these skills throughout all areas of an early childhood centre. You will also explore the uses of technology in an early childhood program.
This is the first of a series of guiding courses. Guiding techniques and strategies support children’s emotional and social development. In this course, students examine how to interact and communicate with children in a nurturing and respectful manner, and why it is important to do so. Students examine and apply positive guidance techniques and communication strategies that foster children’s independence and self-regulation.
This is the first course in a series of courses on children’s curriculum. The course promotes the power of play in children’s learning and development. It introduces the value and characteristics of play, environments and curriculum in early childhood education. Students investigate play materials, equipment and supplies in early childhood environments with a specific focus on loose parts, blocks and nature. Students begin to explore a curriculum approach using observation to plan curriculum.
This course examines topics in the Early Childhood Education system, including quality care, professionalism and the evolution of the system. Students also review the different sectors that make up the early childhood education system.
Com Pac: 5D32. In this Com Pac you will look at direct and indirect guidance techniques for use in children's centres. Methods Early Childhood Educators can use to teach young children acceptable ways of controlling their own feelings and actions are stressed. This course also focuses on the skills necessary to guide children in the routines and transitions common to most children's centres.
Com Pac: 5D34. This competency focuses on the role of the Early Childhood Educator when planning and implementing appropriate strategies to assist children in achieving self-control during situations when children are unable to cope and are exhibiting a variety of negative behaviours.
Com Pac: 5A31A. A great deal about children can be learned through careful observation of child growth and behaviour. Recording and interpretation allow the Early Childhood Educator to gain a picture of a child's developmental tasks and subsequent understanding of the whole child. By reviewing and practicing observation methods, you will come to see the child's developmental tasks as part of a complex life long process.
Com Pac: 5A31B. This Com Pac provides an overview of human behaviour from the perspective of development. Human development is an ongoing process from conception to death, and theories of development provide a framework within which students can view human behaviour. By reviewing the nature of development, you can view the child's developmental tasks as part of a complex life long process.
Com Pac: 5C32. This Com Pac identifies the framework in which the children’s centre functions and reviews some of the paths and professions available to graduates. As a student you will discuss the knowledge, skills, and attitudes required for employment, and look at job descriptions and standards for Early Childhood Educators in Manitoba.
Com Pac: 5G32. There are many factors to consider when creating play-based environments for children. In this Com Pac, you will explore the play zones and learning centres commonly found inside and outside a children's centre. You will also consider the principles of planning daily schedules and designing physical space, while practicing to plan and evaluate environments for children.
Com Pac: 5G31. In this Com Pac you will examine the Early Childhood Educator's role in planning, implementing, and evaluating the experiences provided in a play-based program. Interests, needs, and developmental levels of the children in the centre will be considered when planning these experiences. You will also explore and evaluate a variety of readily available creative materials and equipment that can be used to enhance play, curriculum, and learning activities.
Com Pac: 5A33. There is much for an Early Childhood Educator to learn in order to foster the preschool child's physical, cognitive, social, and emotional development. This Com Pac stresses the unique developmental challenges of children between the ages of three to six years, as well as the skills that they continue to practice.
Com Pac: 5A32. This Com Pac involves a study of the basic processes of prenatal and infant development. You will focus on the development of children from ages one to three years. Emphasis is placed on the important role of prenatal development and the physical, cognitive, social, and emotional factors which influence the development of the infant and toddler.
Com Pac: 5A34. Children between the age of six and 12 years undergo an array of developmental challenges and processes which are characteristic of middle childhood, including the range of factors which influence children during this stage. Understanding this continuum of development enables an Early Childhood Educator to foster the development of school age children.
Com Pac: 5F32. This Com Pac focuses on the Early Childhood Educator's need to be aware of various types of symbolic play, the relationship between symbolic play and child development, and the Early Childhood Educator's role in facilitating play.
Com Pac: 5F34. This competency focuses on the role of early childhood educators in fostering creative development by exposing children to a diverse range of materials and experiences that provide a multitude of opportunities to explore, create, discover, and problem-solve.
Com Pac: 5D35. An Early Childhood Educator needs to be prepared with strategic approaches to deal with individual children’s challenging behavior. This Com Pac defines challenging behaviors and considers factors that may contribute to challenging behavior. Specific strategies are covered that will enable the Early Childhood Educator team to provide individual children with guidance geared to their specific needs.
Com Pac: 5G34. Children are at the centre of what we do in early childhood education. As our professional knowledge and skill develops, it becomes clearly evident that the child's needs and interests are the impetus for learning through play. Consequently, when we are designing child-centred programs, we integrate and synthesise all we know about child development, play, and effective interactions with children. This ComPac provides the processes for such synthesis of previous study so that you can begin using the child-centred approach of emergent curriculum to plan developmentally sound play-based programs. To complete the requirements for this Com Pac, you will need to use a camera and develop/print pictures. You may also require access to a tape recorder.
This compac provides students with the opportunity to explore and analyze current research and theories of development. This knowledge increases the early childhood educator’s ability to support children’s development.
Displaying professional behaviour means to act autonomously, rationally and ethically in the application of one’s knowledge and skills. It is essential that we continually revisit how we define and demonstrate professional behaviours particularly when challenged with issues. Reflecting upon our practice and building effective strategies to assure quality is critical. Such commitment stimulates a sense of professionalism within our field and generates trust and respect from the general public.
Com Pac: 5G33. Individuals working in early childhood education must be aware of the significant influences affecting program planning. In this Com Pac you will explore major programming approaches and the forces that shape them.
Com Pac: 5F36. This competency focuses on the importance of understanding and analyzing the role of play in development, and the role the Early Childhood Educator must take in providing structured and spontaneous play opportunities for children.
Com Pac: 5B33. This competency focuses on the importance of recognizing, respecting, and reinforcing the culture of each child within the centre. In order to do so, Early Childhood Educators must be aware of cultural dimensions of Canadian families in general. In interacting with each child and his/her family, Early Childhood Educators should think of that family within a cultural context.
Com Pac: 5B32. Children with additional support needs are a part of the fabric of children's centres, and it is the role of Early Childhood Educators to encourage and promote an 'inclusive' attitude. Although the study of additional support needs is an advanced specialty, every Early Childhood Educator requires knowledge and understanding of inclusion to guide her/his everyday practice, including the benefits of inclusive environments for children, families, Early Childhood Educators, and society as a whole. An introduction to working with children with additional support needs, this Com Pac emphasizes the importance of specialized knowledge, skills, and attitudes requisite for this area.
Com Pac: 5B35. When working with infants, kindergarten, and/or school age children, it is necessary to provide programs and environments that are developmentally appropriate. In this Com Pac, you will focus on providing purposeful experiences, appropriate approaches, and resources for middle years children. You will also explore the distinct nature of infant environments and curriculum, and respectful spontaneous play interactions with infants.
Com Pac: 5B36. As a child’s primary relationship is with the parent, Early Childhood Educators must be able to facilitate a collaborative partnership with parents. This Com Pac looks at the importance of building effective partnerships with families through the use of effective verbal and written communication. Such a partnership benefits the child, the family, and the centre.
Com Pac: 5B34. Early Childhood Educators must be able to identify various types of child abuse and understand the legal responsibility and protocol in reporting abuse. The Early Childhood Educator’s role includes providing continuing support to assist the child in coping with both the psychological and physical trauma. In this Com Pac you will learn about the types of child abuse, the procedure for reporting, as well as the issues and skills in providing support to the child and parents/guardians.
Com Pac: 5H31. Work with young children requires knowledgeable, nurturing, and competently skilled adults to provide quality care. Working directly with children provides students the opportunities to develop, practice, and improve skills learned from Term 1 courses. During the first term you will attend Practicum at two day care centres including one week with infants and toddlers and two weeks with preschool aged children.
Com Pac: 5H32. Working directly with children provides students the opportunities to develop, practice, and improve skills learned from Term 1 and 2 courses. The focus is the students' development of play facilitation and child guidance skills. Practicum will consist of one week with school age children and three weeks with preschool aged children in two different children’s centres.
Com Pac: 5H34. During this practicum, you will apply early childhood education practical skills in a six-week block placement in an early childhood education program. This practicum will focus on planning emergent curriculum, documenting an extended project, and building relationships with parents.
Com Pac: 5H33. People who care for children need to be knowledgeable, nurturing, and competently skilled to provide quality care. Working directly with children provides opportunities to develop, practice, and improve practical skills and plan curriculum based on children’s observed needs and interests. This practicum is set up to integrate theoretical knowledge with practical experience and an introduction to inclusion. A four-week block placement with preschool children aged two to five will occur in a day care centre.
Com Pac: 5E31. In this Com Pac you will focus on accident prevention and emergency procedures in a children's centre, as well as the regulations and procedures that promote children's health. You will also explore the identification and treatment procedures of common childhood diseases and illnesses, including the administering of prescribed medications as per the Manitoba Child Care Program Best Practices Licensing Manual for Early Learning and Child Care Centres.
Com Pac: 5E32. Early Childhood Educators constantly watch and make observations of children in their care in order to effectively respond to health issues. It is important that they be able to identify physical, medical, and health needs of children and know how to manage them. The Early Childhood Educator's role in health promotion also includes ensuring nutritional needs are met and fostering healthy eating habits.
Click the "More Info" link beside the course's name to view the description of the course.
The practicum integrates theory and practice in the work environment. You will participate in four practicums as you work your way through the Early Childhood Education (ECE) diploma program.
Please ensure you have completed the prerequisite courses before you register.
The School of Continuing Education (CE) only offers the Recognition of Prior Learning (RPL) option for practicums. If students do not meet the qualifications for the RPL Practicum please contact the Early Childhood Education Day Program for further information. The RPL practicums are offered based on instructor availability and on an as needed basis for individual students. Please contact the CE Educational Assistant at 204-631-3367 for more information.
To be eligible to register for the RPL Practicum, the following must be completed:
Students living outside of Winnipeg
If you do not live in Winnipeg or within a radius of 80 kilometres of Winnipeg, you will need to discuss your practicum options with the Educational Assistant. If you are planning to register for your practicum, please contact the Educational Assistant at 204-631-3367. Every effort will be made to place students as close to their locale as possible; however, you may be required to complete your practicum at an alternate location.
Online learning is a critical component of course delivery in all Red River College programs. To ensure each student has the tools they need to achieve their academic goals, all Red River College students require, at minimum:
1. Off-campus access to a current computer with a webcam
2. A high speed internet connection
• Recommended minimum speed: 10 mbps for download, 3 mbps for upload
• Slower internet connection speeds may result in audio and video issues. Please keep in mind that if others in your home are using the same internet connection at the same time as you are, you may also experience audio and video issues.
• Please refer to https://www.rrc.ca/studentcomputing for further information on Computer Requirements for Students.
Please note that any anticipated costs are not included in Books and Supplies estimates.
1. Effective September 1, 2009, all students will be moving from the 4 series of compacs to the 5 series. Students will not notice these changes in the theory-based compacs, other than the following:
2. Effective September 1, 2009, students will be using the on-line resource The Science of Early Child Development, 2nd edition, Jamieson, J., Bertrand, J. & Ibrahim, E. (Eds.) (2008), Winnipeg, MB: Red River College.
3. Course compacs will no longer be sent to each student. Compacs will be available on a Sharepoint/Connect site. The address for this site will be sent out to you before the course begins.
4. There are significant changes in the order of the four practica and the age-group focus for each one. Students who have completed any practicum under the old 4 series should take notice of the following guidelines:
Effective July 1, 2010, students must complete Apply Practical Skills 1 prior to registering for Year 2 courses.
Transferring credits from high school
Students who successfully complete the Early Childhood Educator program through the Louis Riel Arts & Technology Centre with a minimum average of 65% in each course and who pass a practicum to Red River College's satisfaction will be eligible for entry directly into Term 2 of the Early Childhood Education Program at Red River College.
Transferring credits to other post-secondary institutions
Athabasca University
Credits toward a Bachelor of Professional Arts, Human Services major
University of Calgary
Credits toward a Bachelor of Community Rehabilitation and Disability Studies
University of Manitoba
As a graduate of the two-year RRC Early Chilhood Education diploma program, you can transfer 60 credit hours, equivalent to the first tow years of a four-year degree, into Family Social Sciences at the University of Manitoba. In addition to attaining an ECE diploma from RRC, you will receive a Bachelor of Human Ecology. You must apply to both institutions and meet the entrance requirements of both the RRC Early Childhood Education diploma program and the University of Manitoba.
University of Victoria
Credits toward a Bachelor of Arts in Child and Youth Care
University of Winnipeg
This is a joint four-year, full-time program where you earn the two-year RRC diploma in Early Childhood Education, as well as a three-year Bachelor of Arts in Developmental Studies, majoring in Child Development and Child Care, Stream C. You must apply to both insitutions and meet the entrance requirements of both the RRC Childhood Education Diploma Program and the University of Winnipeg. Graduates of this program can apply for an ECE III classification through Manitoba Family Services and Consumer Affairs.
Recognition of Prior Learning (RPL) is a process which documents and compares an individual's prior learning gained from prior education, work and life experiences and personal study to the learning outcomes in College courses/programs. For more information, please visit www.rrc.ca/rpl.
Three post-diploma specializations in the early childhood area are also available at the College:
You must complete your part-time program within eight years from the start of the first course in the program, unless otherwise stated in the program outline.
You will not be granted more than 75% of your credit requirements for graduation through transfer of credit.
When you have successfully completed all the required courses in this program, be sure to apply to graduate. For complete details and forms, see http://www.rrc.mb.ca/index.php?pid=2496
Questions about graduation? Please call 204-694-1789 or 1-866-242-7073 for assistance.
Graduation with Honours
If you obtain a grade point average (GPA) of 3.8 or better for the program, you will graduate with honours. If you fail any course in the program, you will not be eligible for this honours designation.
Opportunities for employment are expanding as society's need for child care increases.
Graduates have found positions in day care centres, nursery schools, infant centres and in school-age programs. With experience and continuing education, some graduates have progressed to positions as directors of children's centres.
Note: As of October, 1991, you require a diploma for classification as a Child Care Worker Level II. The Manitoba Child Day Care regulations stipulate that two-thirds of all staff in full-time Manitoba day care centres must be at this level.