Description
This program prepares you to provide quality childcare in the community. You will study practice based on:
An emergent curriculum approach building on the interests of children, and working closely with families and communities is emphasized.
Additionally, the program is based on the study of child development within a developmental health perspective. You will learn about current, exciting research in a number of interesting areas.
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.
This program provides you with practical experience working with young children at a variety of children’s centres.
Prior to starting the program, you will 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.
Submission of required documentation is due within 30 days of applying unless otherwise noted in the program's admission requirements. English language assessments, if applicable, are due within 30 days of applying. However, due to COVID-19 related closures, proof of successful completion of the following items is due 90 days after the service provider re-opens:
DOCUMENT SUBMISSION METHODS
Upload Through Your Future Student Account (preferred method)
If you do not have a Future Student Account or require assistance, please contact our Student Service Centre at 204-632-2327.
Mail or In-Person
Student Service Centre
Red River College
D101–2055 Notre Dame Ave.
Winnipeg, MB R3H 0J9
Hours of service
E-mail: register@rrc.ca
Fax: 204-697-0584
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.
Volunteer or employment experience in the early childhood education sector is not an admission requirement but may be helpful preparation for this program.
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 30 days of applying to RRC:
University of Winnipeg (U of W) - Developmental Studies (DS) Courses
If you have successfully completed a minimum of 30 credit hours of DS courses at the U of W, you may apply to this program as a Transfer Student. Upon admission to RRC's ECE program, you will start by completing the PRAC-2006 Practicum 2 course during Spring Intersession. After successful completion of PRAC-2006, you will proceed to year 2 of the ECE program. To qualify, you must meet the following admission requirements within 30 days of applying to RRC:
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 30 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 ) | 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 |
| CanTEST
(Canadian Test of English for Scholars and Trainees)
RRC Institutional or Official CanTEST accepted EXCEPT for the Medical Laboratory Sciences (MLS) program. The MLS program requires the Official CanTEST (the RRC Institutional CanTEST will not be accepted). | 4.5 | 4.5 | 4.5 | 4.0 |
| Duolingo English Test
()
Required minimum overall score is 115.
Due to closures related to COVID-19, RRC is temporarily allowing applicants to provide Duolingo English Test results to meet RRC's English language requirements. Applicants who meet the English Language Requirement through Duolingo will be invited to a 30-minute online meeting with a college representative. The purpose of the meeting is to discuss college supports to enhance student experience and contribute to the students' academic success. | 115 | 115 | 115 | 115 |
| IELTS - Academic (International English Language Testing System) | 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 |
| 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 |
Successful completion of the ECE Diploma Program requires a high level of motivation, organization, self discipline, and strong reading and study skills. As this is a demanding program, a strong ability in reading and writing English at the 40S level is recommended.
As you must be capable of working with children for eight or more hours each day, you should be in good general health and have some prior experience with young children.
All employees of early learning and child care centres are required by law to complete criminal record and child abuse registry checks to help ensure the safety of children.
| Location | Start Date | Apply Link |
|---|---|---|
| Notre Dame Campus | Aug 30, 2021 | Apply Now |
| Location | Start Date | Apply Link |
|---|---|---|
| Fisher River Campus | Sep 28, 2020 | 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 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.
Red River College is a participating institution in the HigherEdPoints program. Through this program, students are able to convert Aeroplan® Miles and TD Points into funds to help cover their tuition. Family members and friends can also contribute to a student’s education by converting their loyalty points - anyone can donate their points to an individual student.
Visit the HigherEdPoints website for more information about the program and/or to set up an account to convert your points.
Most of this program is delivered on a competency-based learning (CBL) basis. CBL is a modularized approach to learning that requires initiative on your part to plan a study schedule, complete requirements in a reasonable time, and manage your time effectively to meet deadlines.
As this is a demanding program, a strong ability in reading and writing English at the 40S level is recommended. In addition, familiarity with computers and the internet and some biology experience would be helpful.
Evaluations will take the form of tests, assignments, and practical skills assessments.
In this online course, you will explore information from the resource The Science of Early Child Development – Introductory Edition. You will use readings, videos, links, interactive games and online discussions to gain basic knowledge of child development and links to practice. The course is delivered online over 9 weeks, with you doing the work where and when you like. There are weekly requirements but no scheduled classes.
This course is for you if you:
The textbook for this course is an online resource and you will be notified by email regarding access instructions.
This course begins by explaining the importance of observation and documentation as essential tools to inform and guide early childhood practice. Students will conduct relevant and meaningful observations that document children’s learning. The course further explores written communication skills such as report writing. Finally the course examines the process of research, 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. This course begins with a discussion of inclusion in contemporary and historical perspectives, and considers the challenges and barriers to inclusiveness. The course continues with an exploration of the cultural dimensions of Canadian families in general and the importance of recognizing, respecting and reinforcing the culture of each child and family within the ECE setting. The course concludes with an examination of practice and inclusion in light of the UN Convention on the Rights of the Child, the UN Convention on the Rights of the Disabled and a discussion of the ethical obligations of the ECE.
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.
Early Childhood Educators must be able to identify the physical, medical and health needs of children and know how to manage them. The Early Childhood Educator's role in health promotion includes ensuring nutritional needs are met and fostering healthy eating habits. Early Childhood Educators also have the responsibility to ensure that children in their care are safe. The promotion of children's safety means preventing injuries and identifying strategies to provide a safe yet challenging environment, as well as being prepared for emergencies.
This course upholds the "Power of Play" by examining the value and characteristics of play, identifying curriculum areas and describing play materials, equipment and supplies in early childhood environments. The course also begins the student's exploration of emergent curriculum by examining connections between observed children's behaviours and their underlying interests and play schemes.
Human development is an ongoing process from conception to death. This course describes the nature of development, theories of development and the development continuum. The course continues with prenatal development as well as infant/toddler and preschool stages of development. This course considers the three main domains of growth at each stage as well as factors that may influence development.
This course examines topics that underpin the field of Early Childhood Education, including quality care, professionalism, ethics, and the evolution of the field.
Early Childhood Educators must be able to develop collaborative partnerships in many aspects of their work with families, other professionals, and social agencies. Recognition that a child's primary relationship is with the family, and developing an increasing awareness of families in today's society is essential. Utilizing effective communication is vital to developing relationships. Knowledge of community resources is important for Early Childhood Educators in their role supporting children, families and caregivers.
This course establishes the need to guide children in a way that promotes their confidence and positive social and emotional growth. Developing guiding strategies that encourage emotional expression and prosocial behaviours and providing opportunities for children to experience success and develop positive feelings about themselves will be an emphasis.
This course promotes the "Power of Planning" for play, environments and curriculum. This is achieved by examining theories of play, discussing environments that support children's play and learning, preparing planned experiences for children, and studying block play and the curriculum areas of drama and movement. The course continues the exploration and examination of the core concepts and processes of emergent programming.
This course describes development of children between the ages of 6 and 12 years. An introduction to issues affecting development and processes that are characteristic of the school age years are identified. Unique strategies and practices to support and care for school aged children in group situations are discerned and analyzed.
This course covers the concept of professionalism and the Early Childhood Educator's role as a professional. It includes professional communication skills such as researching, writing, and formatting essays. The course also examines job seeking skills and career options for Early Childhood Educators.
This course provides students with knowledge and skills to help them grow as members of the Early Childhood Education and wider community. It explores the concepts of mentorship, advocacy and community building and the role of the Early Childhood Educator in each. It also examines social issues affecting community such as oppression. The latter part of the course will allow students to plan and implement a project in a related area of their interest.
Early Childhood Educators focus on providing guidance to encourage and support positive behaviour. When challenging behaviour does occur, the Early Childhood Educator needs to consider the factors that may contribute, be knowledgeable with regard to appropriate strategies and consider children's specific needs.
This course illustrates the "Power of Reflection and Collaboration" by examining the role of Early Childhood Educators in enhancing and extending children's play, environments and curriculum through reflection upon documentation and provision of meaningful responses. The student continues to practice key processes in emergent programming including social constructivism and co-research, as well as the evolution of planning. The study of curriculum areas is furthered through an examination of language and literacy, social studies and technology.
This course provides students with the opportunity to explore and analyze current research and study of early development and its impact on later life outcomes. This knowledge increases the Early Childhood Educator's ability to understand and support children's development.
This course integrates student learning and promotes the "Power of Putting It All Together." Concepts from previous courses converge and are used to formulate and generate emergent programming at a deeper reflective level. The student continues to examine the application of children and teachers working as co-researchers to create and document curriculum. The study of nature as a curriculum area is explored and described.
Working directly with children provides the opportunity to develop, practice, and improve skills. The student will apply basic early childhood education knowledge and practical skills.
Working directly with children provides the opportunity to develop, practice, and improve skills. Building upon skills developed in previous practica, the student will apply basic early childhood education knowledge and practical skills.
Working directly with children provides the opportunity to develop, practice, and improve skills. Building upon skills developed in previous practica, the student will apply basic early childhood education knowledge and practical skills.
Working directly with children provides the opportunity to develop, practice, and improve skills. Building upon skills developed in previous practica, the student will apply basic early childhood education knowledge and practical skills.
This co-operative education program integrates classroom theory with related on-the-job training by alternating terms of academic study and practicums.
Some of your learning time will be spent in practicum experiences at a variety of children's centres. Practicum placements range from one to six weeks. As the program progresses with each practicum, the extent of responsibilities will increase. During your off-campus training, you will be visited on a regular basis by your instructors who will offer guidance and evaluate your progress.
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.
Transferring credits to other post-secondary institutions
For information on RPL specific to this program, contact:
Bev Snell
Early Childhood Education
Phone: 204-632-2353
E-mail: bsnell@rrc.ca
Early Childhood Education Program Options
Full-time ECE Program
You attend classes at the Notre Dame Campus and participate in a community practicum, Monday to Friday, from the end of August to the end of April.
ECE Workplace Program
If you have been employed for at least two years and are currently working in a centre, you can attend classes at the Notre Dame Campus two days while also working up to three days per week.
School of Continuing Education
This is a flexible, part-time studies option. Take one or more courses in the evenings, on weekends, or through distance education delivery.
Regional Centres (Interlake, Portage la Prairie, Steinbach, and Winkler)
Contact the Red River College campus in the community closest to you to discuss ECE course delivery.
Red River College surveys its graduates on an annual basis to collect data related to the graduates’ employment status, salary, occupation and skill use. In addition, graduates are asked to indicate their level of satisfaction regarding the education they received at Red River College.
Visit www.rrc.ca/numbers/reports/graduate-satisfaction for graduate satisfaction and employment reports.
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 directors of children's centres.
Note: As of October 1991, diploma status is required for classification as an Early Childhood Educator Level 2. Manitoba's provincial day care regulations stipulate that two-thirds of all staff in full-time Manitoba daycare centres must be at this level.
To find out more about early childhood education as a career, contact:
Manitoba Child Care Program
204-945-0776
www.gov.mb.ca/childcare
For general information about this program or how to apply, contact Enrolment Services at 204-632-2327.
For detailed program information contact the appropriate individual/campus listed below.
Admitted students may submit their criminal record and abuse registry check documents by mail to the appropriate individual/campus.
Full-Time Program - Winnipeg
Sue Narozniak
Academic Coordinator
Red River College
A310E - 2055 Notre Dame Campus
Winnipeg, MB R3H 0J9
204-632-2554
E-mail: snarozniak@rrc.ca
Recognition of Prior Learning - Winnipeg
Bev Snell
Program Advisor
Red River College
A237F - 2055 Notre Dame Avenue
Winnipeg, MB R3H 0J9
204-632-2353
E-mail: bsnell@rrc.ca
Continuing and Distance Education - Winnipeg
204-694-1789
1-866-242-7073
E-mail: cde@rrc.ca
Interlake and Peguis Fisher River Campuses
Box 304
825 Manitoba Avenue
Selkirk, MB R1A 1T0
Toll-free: 1-866-946-3241
Phone: 204-785-5328
Fax: 204-482-7082
E-mail: interlake@rrc.ca
Portage Campus
32 – 5th St. S.E.
Portage la Prairie, MB R1N 1J2
Phone: 204-856-1914
Fax: 204-856-1915
E-mail: portage@rrc.ca
Steinbach Campus
Unit 2- 385 Loewen Blvd.
Steinbach, MB R5G 0B3
Phone: 204-320-2500
Fax: 204-346-0178
E-mail: steinbach@rrc.ca
Winkler Campus
100-561 Main Street
Winkler, MB R6W 1E8
Phone: 204-325-9672
Fax: 204-325-4947
E-mail: winkler@rrc.ca
For information on how to apply to this program, follow the link below.
Every year Red River College surveys students, in all full-time programs, to learn more about their college experience. The questionnaire includes questions about students’ experiences with College programs, facilities, and services offered.
Visit www.rrc.ca/numbers/reports/student-evaluation-of-program for student evaluation of program reports.
Advisory committees provide a vital link between the community at large and the College's Board of Governors, administration, faculty, and students.
Members of the Early Childhood Education program advisory committee are selected for their expertise in early childhood education and their knowledge of the market or community needs.
Red River College is committed to student success and provides valuable support services to assist in helping students make the most of their time at RRC.
Visit www.rrc.ca/supports for more information.