Description
In the ECE Workplace Program you attend classes two full days per week and work at your centre the other three days. Your practicum is completed in the workplace. To apply to this program, you must be currently employed, and have a minimum of 6 months full-time employment, in a licensed early learning and childcare centre (infant, preschool, or school age), licensed family childcare home, or an approved alternate.
The program integrates the knowledge and experience of employed CCAs in providing quality childcare in the community. You will study practice based on:
Prior to starting the program, you may be invited to attend a program information session. Although optional, it is highly recommended you attend. You may also be asked to participate in an individual interview.
Upon successful completion of the program you will be able to competently plan learning experiences that stimulate the intellectual, physical, emotional, and social development of young children.
Recognition of Prior Learning (RPL), gap training, and seminars are all part of this intensive program. Credit will be granted for related full-time, Continuing Education, Distance Education, or RPL courses taken within the acceptable transfer time. You will be exempt from attending school on the scheduled days of credited courses.
DOCUMENT SUBMISSION
Upload Through Your Future Student Account
If you do not have a Future Student Account or require assistance, please contact our Student Service Centre at 204-632-2327.
Internationally Educated Applicants - visit www.rrc.ca/credentials for credential assessment information.
However, if you apply within 6 weeks of the program start date, admission requirements are due within 5 days of applying.
This program requires completion of an assessment. We strongly advise you complete the assessment before applying to ensure you meet this program's required levels. If you choose to complete the assessment after applying and do not achieve the required levels, your application will be cancelled without refund. See Regular Admission Requirement 2 for more information.
Regular Admission Requirements
Louis Riel and Seven Oaks School Divisions - High School Early Childhood Education (HSECE) Programs
If you have successfully completed a HSECE program in the Louis Riel or Seven Oaks School Division, you are eligible for entry into Term 2 of this program. To qualify, you must meet the following admission requirements within 15 days of applying to RRC:
University of Winnipeg (U of W) - Developmental Studies (DS) Courses
You may be eligible for transfer credit if you successfully completed DS courses at the U of W. Transfer credit will be determined by RRC's ECE program.
Mature Student Admission Requirements
If you are 19 years of age or older and have been out of high school for a minimum of one year at time of application, and you do not meet the regular admission requirements, you may apply under the Mature Student admission requirements.
Program Progression Requirements
Program progression requirements are not due within 15 days of applying and should be submitted after you start classes.
| English Language Assessment | Minimum Required Levels | |||
|---|---|---|---|---|
| L - Listening, S - Speaking, R - Reading, W - Writing | L | S | R | W |
| AEPUCE
(Academic English Program of University and College Entrance )
Requirement: Submission of a parchment (certificate) indicating successful completion of the AEPUCE program, including language levels achieved if available. | 8 | 8 | 8 | 8 |
| CAEL and CAEL Online (Canadian Academic English Language) | 60 | 60 | 60 | 60 |
| CLB (LINC)
(Canadian Language Benchmark - Language Instruction for Newcomers to Canada)
Canadian Citizens: LINC programs are not available. | 8 | 8 | 8 | 8 |
| Duolingo
(Duolingo English Test)
* MINIMUM OVERAL SCORE OF 115 REQUIRED. There are no minimum required levels for L,S,R,W. Only Duolingo English Test scores that have been verified through the Duolingo English Test Portal will be accepted. | 0* | 0* | 0* | 0* |
| IELTS - Academic
(International English Language Testing System)
Please Note: 3 year expiry date for Nursing Program Applicants | 6.5 | 6.5 | 6.5 | 6.0 |
| LSI (Language Studies International) | 6.5 | 6.5 | 6.5 | 6.5 |
| PTE - Academic Online Assessment (Pearson Test of English) | 58 | 58 | 58 | 50 |
| Password Skills
(An in person English Language Assessment hosted by RRC Polytech)
This in-person, computer-based test is composed of four test modules: reading, writing, listening and speaking. The test takes 3 hours and 5 minutes to complete and is conducted in two parts. The first part assesses reading, listening, and writing, and the second part assesses speaking in a separate room.
Password Skills is hosted by the RRC Polytech Testing and Assessment Centre: E440, Manitou a bi Bii Daziigae building, on the fourth floor.
If you wish to do Password Skills remotely (not in-person), Password Skills Plus can be taken online. RRC Polytech does not offer Password Skills Plus, but we do accept the results for entry into program.
| 6.5 | 6.5 | 6.5 | 6.0 |
| Password Skills Plus (Password Skills Plus is an online assessment that can be taken instead of Password Skills. ) | 6.5 | 6.5 | 6.5 | 6.0 |
| TOEFL-iBT
(Test of English as a Foreign Language - internet Based Test)
To meet the needs of students who are unable to take the TOEFL iBT® test at a test center due to public health concerns, ETS is temporarily offering the TOEFL iBT Special Home Edition test in selected areas. | 20 | 20 | 19 | 21 |
The ECE Workplace program combines work experience, gap training, and classroom participation to effectively meet the accelerated pace and timelines. This program is suitable for child care assistants who are currently employed in a licensed early learning and child care centre (infant, preschool, school age), or licensed family day care home, or an approved alternate, and who have a minimum of one year of experience.
As this is a demanding program, a strong ability in reading and writing English at the 40S level is recommended.
| Location | Start Date | Apply Link |
|---|---|---|
| Roblin Centre (Prev. PSC) | May 05, 2025 | Apply Now |
| Notre Dame Campus | Aug 25, 2025 | Apply Now |
| Location | Start Date | Apply Link |
|---|---|---|
| Portage La Prairie Campus | Aug 25, 2025 | Apply Now |
| Location | Start Date | Apply Link |
|---|---|---|
| Steinbach | Aug 25, 2025 | Apply Now |
| Location | Start Date | Apply Link |
|---|---|---|
| Winkler Campus | Aug 25, 2025 | Apply Now |
Students may apply for financial assistance through the Manitoba Student Aid program. For general information on applying please call 204-945-6321 or 1-800-204-1685, or visit their website at www.manitobastudentaid.ca, which also includes an online application. For detailed information, please visit one of the RRC Polytech Student Service Centres or call 204-632-2327. Applicants requiring financial assistance should complete their student loan applications well in advance of the class start date.
Everyone communicates, but are they doing it well? Communicative competence takes practice and self-awareness. In this foundational course, students will learn through discovery and project-based activities to practice approaching situations critically and collaboratively. By developing their communication skills, students will improve their interpersonal ability, intercultural competence, and digital fluency to prepare for success in the workplace and beyond. The strategies students will gain in this course will be useful throughout their program and in their chosen industry.
This course explores reading for comprehension, written and presentation communication skills. Students practice academic and objective writing. Students examine the research process for academic and practical purposes, proper referencing methods, and literature review techniques.
This course provides an overview of the meaning and practice of diversity and inclusion in early childhood environments. Students discuss inclusion in contemporary and historical perspectives and consider the challenges and barriers to inclusion. Students explore the cultural dimensions of families and the importance of recognizing, respecting and reinforcing cultures within the early childhood education setting.
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.
Human development is an ongoing process from conception to death. This course is the first in a series. This course explains development and learning in the physical, social/emotional and cognitive domains of development and includes the prenatal stage of development and birth. Students are introduced to fundamental theories related to development with a focus on infant, toddler and preschool children. The knowledge gained in this course helps students use developmentally appropriate practice. The course serves as a basis for working with children and families in early learning and child care.
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.
In this course, students explore information from the resource, The Science of Early Child Development – Introductory Edition. Readings, videos, links, interactive games and discussions are utilized by students to gain basic knowledge of child development and links to practice in early childhood education.
In this course, students learn ways to keep themselves and children safe and healthy. Early Childhood Educators (ECEs) must be able to identify, manage and promote health for children and for themselves in everyday experiences. Students learn about nutritional needs, fostering healthy eating habits and promoting physical activity. ECEs also have the responsibility to ensure that children in their care are safe. Students learn to promote children's safety by preventing injuries, identifying strategies to provide a safe yet challenging environment, being prepared for emergencies, as well as protecting children from child maltreatment.
This course builds on the first curriculum course. Curriculum for young children is play-based and focuses on interactions, environments and experiences. The course promotes the power of planning in a play-based program. Students use observations of children’s play to determine their interests and developmental abilities which are used for planning interactions, environments and experiences. Students examine specific curriculum areas to support children’s learning and development in an early childhood education setting.
This course provides students with knowledge and skills to help them grow as members of the early childhood education profession and engage with a community where children and families live. Students explore the concepts of mentorship, advocacy, and community. They will examine the mentorship relationship and reflect on their role as a mentee in this relationship. Students explore advocacy for children, families, and communities. They have an opportunity to contribute to a specific community related to an area of their interest.
This course builds on the previous guiding course. In this course, students examine strategies that support children’s sense of self and interactions with peers. They learn how to promote children’s abilities to express emotions, use prosocial skills, problem solve and make decisions. Students learn techniques for guiding children in groups and explore the concept of resiliency.
This course builds on previous development courses. It continues to examine fundamental theories of child development between the ages of 6 and 12 years. Students explore development and processes that are characteristic of this age group. They learn strategies and practices to prepare them for working with school aged children.
Early Childhood Educators (ECEs) must communicate effectively to develop collaborative partnerships in many aspects of their work with families and other professionals. Recognizing a child’s primary relationship is with the family, students gain a greater understanding of the role families play in all parts of a child’s life. Students also learn the importance of being an active member of the community and become knowledgeable about the community resources important for ECEs to support children and families.
This course builds on previous early childhood education (ECE) courses. It covers both the concept of professionalism in ECE and the early childhood educator’s role as a professional. Students practice professional communication skills as individuals and members of a team and reflect on the professional scope of the ECE profession. They also consider their personal philosophy as an early childhood educator, analyze their current skills as educators, and create a plan to enhance these skills over their career.
This course builds on previous development courses. Students explore and analyze current research and study of early development and its impact on later life outcomes. This knowledge increases students’ ability to understand and support children's development and consider their practices within the early childhood education system.
This course builds on previous curriculum courses. It continues to promote the power of planning. Students review a variety of curriculum areas building on previous curriculum courses. Students continue to practice data collection. They analyze and share documentation that illustrates children’s learning and development. Additional processes and tools in the curriculum planning process is also examined.
This course is the final guiding course. It builds on and revisits fundamental guiding concepts from previous guiding courses. The course considers how children develop healthy relationships. Students learn to encourage positive behaviour. Specific needs of children and factors that may contribute to children’s behaviour are reviewed. Students respectfully respond to children’s behaviour by considering relationships with families and colleagues, collaboration with others and appropriate strategies.
This course is the capstone of the curriculum series of courses. Students review the remaining curriculum areas from previous play courses. They explore the role of a co-researcher and co-constructor of curriculum. Students have an opportunity to compare and contrast pedagogical approaches to develop their own approach to curriculum planning.
This course is intended to familiarize students with some of the current issues facing Indigenous children, youth and families in Manitoba. The themes of historical context and cultural humility in helping skills are the foundational theories. We will work toward embracing an Indigenous worldview in our practice and develop culturally respectful anti-oppressive child and youth care practice. Topics in the course include the impact of colonization and residential schools, the child welfare system, past and present, racism and prejudice and individual practitioner self-awareness.
Working directly with children in an early learning and child care setting, students gain the opportunity to develop, practice, and improve on newly acquired skills learned in term 1 courses. They apply basic early childhood education knowledge and practical skills with individual children and groups. Students begin to use a play-based curriculum, focusing on the power of play.
Working directly with children in an early learning and child care setting, students gain the opportunity to develop, practice, and improve skills learned in courses taken. They apply basic early childhood education knowledge and practical skills with individual children and groups. Students continue to use a play-based curriculum while exploring the power of planning.
Working directly with children in an early learning and child care setting, students gain the opportunity to develop, practice, and improve skills using knowledge gained in courses and prior work experience. Students work cooperatively with children, colleagues, families and the community. Students continue to apply early childhood education knowledge, focused on the power of planning.
Working directly with children in an early learning and child care setting, students gain the opportunity to develop, practice, and improve skills using knowledge gained in courses and prior work experience. Students continue to work cooperatively with children, colleagues, families and the community and practice using their own pedagogical approach to curriculum development. At this last practicum, students experience the power of putting it all together.
You complete the practicum at your workplace during work time. Any off-site visits are completed on school days.
Students will have evaluations completed by ECE instructors and centre mentors as part of their practicum.
Online learning is a critical component of course delivery in all Red River College Polytechnic programs. To ensure each student has the tools they need to achieve their academic goals, all Red River College Polytechnic 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/future-students/computer-requirements/ for further information on Computer Requirements for Students.
Please note that any anticipated costs are not included in Books and Supplies estimates.
Transferring credits to other post-secondary institutions
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.
Opportunities for employment have expanded as society's need for childcare increases. Currently, there is a significant shortage of trained ECEs in Manitoba. Graduates have found positions in daycare centres, nursery schools, infant care centres, family resource centres, and school-age programs. With experience and continuing education, some graduates may progress to positions of supervisors and directors of child care centres.
Note: The Early Childhood Education diploma allows graduates to apply for an Early Childhood Educator II classification through the Province of Manitoba, who stipulates that two-thirds of all staff in full-time child care centres must have this classification.
To find out more about early childhood education as a career, contact:
Province of Manitoba
204-945-0776
www.gov.mb.ca/childcare