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  • Two-year diploma
  • Course-based registration (students can take this program on a full-time or part-time basis)
  • August entry date
  • Delivered at:
    • Notre Dame Campus, Winnipeg
    • Interlake Campus, Selkirk, Manitoba
    • Portage Campus, Portage la Prairie, Manitoba
    • Peguis-Fisher River Campus, Peguis, Manitoba
    • Steinbach Campus, Steinbach, Manitoba
    • Winkler Campus, Winkler, Manitoba
  • Practicum
  • Optional joint degree with University of Winnipeg
  • Credit transfer opportunities:
    • Athabasca University
    • Louis Riel and Seven Oaks School Divisions ECE Programs (high school credits)
    • University of Calgary
    • University of Manitoba
    • University of Victoria
    • University of Winnipeg
  • International applicants please visit Academic Program, Dates and Fees for a listing of programs for international students, current availability and online application instructions
  • If you have a criminal record you may not be able to complete this program. If you are listed on a Child Abuse Registry you will not be able to complete this program. See Program Progression Requirements for more info


This program prepares you to provide quality childcare in the community. You will study practice based on:

  • A child-centred focus
  • Play-based curriculum
  • Child development
  • Guidance techniques
  • Communication skills
  • Family and community relations
  • Professionalism

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 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.

Admission Requirements

Your Academic History
If your academic history includes any of the following, please visit My Education for important information: post-secondary studies at an institution other than Red River College Polytechnic; Modified (M), English as an Additional Language (E), or GED high school courses; or home schooling.


Upload Through Your Future Student Account (preferred method)

  • Scan your document(s) and save the file. Ensure you keep your original documents as the College may request to see them at any time.
  • Go to www.rrc.ca/apply and log in.
  • Click on your application, then Supplemental Items & Documents.

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 Click here for address and hours of service

E-mail: register@rrc.ca

Fax: 204-697-0584

Internationally Educated Applicants - visit www.rrc.ca/credentials for credential assessment information.

Submission of required documentation indicating proof of completion of admission requirements is due within 30 days of applying unless otherwise noted in the program's admission requirements.

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

  1. Grade 12
    • Submit proof of graduation from or enrolment in Grade 12, including one credit of:
      • Grade 12 English
    • If you provide proof of enrolment at time of application, your official final grades indicating successful completion must be submitted by July 15 for fall enrolment or by the deadline specified in your admission letter
    • If you are required to complete an English language assessment, do not submit your transcripts until requested to do so.  See Regular Admission Requirement 2 for more information.
  2. English Language Assessment or Academic Communication Assessment
    • ALL applicants must complete either an English Language Assessment or the Academic Communication Assessment
    • We strongly advise you complete the assessment before submitting your application to ensure you meet required levels
    • Assessment results must be dated no more than two years prior to your application date
    • Before applying, determine which assessment is appropriate for your situation by answering this question: 
      Have I successfully completed three years of full-time high school (secondary) education in Canada, the United States, or an English language requirement (ELR) exempt country where English was the language of instruction?
      • If YES:
      • If NO:
        • Before applying, successfully complete one of this program's approved English language assessments (ELA) at the required levels
        • After applying, submit your ELA results. Once we confirm you meet this program's English language requirements, we will request submission of your transcripts* for review.
      • If you completed all of your education in Canada, the United States, or an ELR exempt country in English but you did not graduate high school:
    • * If your transcripts are from the USA or an ELR exempt country, we will assess an International Credentials Assessment Fee to be paid before your transcripts will be reviewed.
    • Applicant Declaration for Check Documents Form

    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:

    • Submission of transcripts of your complete academic history indicating:
      • Successful completion of the HSECE program within the past 5 years
      • Minimum average grade of 65% in the HSECE program
      • Successful completion of the HSECE program practicum placement according to the ECE Practical Skills Assessment (PSA)
      • Successful completion of RRC’s Academic Communication Assessment or an approved English Language Assessment (Regular Admission Requirement 2 above)
    • Submission of an Applicant Declaration for Checks Document form (Regular Admission Requirement 3 above)

    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.

    1. Grade 12 English
      • High school graduation is not required, but you must have successfully completed or be enrolled in:
        • One credit of Grade 12 English
      • If you provide proof of enrolment at time of application, your official final grades indicating successful completion must be submitted by July 15 for fall enrolment or by the deadline specified in your admission letter
      • If you are required to complete an English language assessment, do not submit your transcripts until requested to do so.  See Regular Admission Requirement 2 for more information.
    2. Meet Regular Admission Requirements 2 and 3

    Program Progression Requirements
    Program progression requirements are not due within 30 days of applying and should be submitted after you start classes.

    • Criminal Record and Child Abuse Checks
      • This program requires students to submit current original/official versions of one or more of the following checks:
        • Criminal Record Check (CRC)
        • Provincial Child Abuse Registry Check (CAR)
      • If you have a criminal record you may not be able to complete the program
      • If you are listed on the Provincial Child Abuse Registry you will not be able to complete the program
      • For details on this program's requirements, when to obtain and submit the documents, review the Applicant Declaration for Check Documents Form
      • These documents have expiration dates and should not be obtained prior to timeline indicated on the Applicant Declaration for Check Documents form
      • For general information on why RRC requires these checks and for links to check providers such as the Winnipeg Police, visit our Criminal Record Checks webpage
      • Submit your check documents to the RRC program contact listed on the Contact Information section of your program

    English Language Assessments

    English Language AssessmentMinimum Required Levels
    L - Listening, S - Speaking, R - Reading, W - WritingLSRW
    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.
    CAEL and CAEL Online (Canadian Academic English Language)
    CLB (LINC) (Canadian Language Benchmark - Language Instruction for Newcomers to Canada)
    Canadian Citizens: LINC programs are not available.
    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).
    Duolingo (Duolingo English Test)


    There are no minimum required levels for L,S,R,W.

    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.

    Red River College will accept Duolingo assessments up to December 30, 2021. Beginning December 31, 2021 we will no longer accept Duolingo assessments to meet English language requirements.

    IELTS - Academic (International English Language Testing System)
    LSI (Language Studies International)
    PTE - Academic Online Assessment (Pearson Test of English)
    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.

    Who Should Enrol?

    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.

    Locations, Dates and Fees

    Next Estimated Term 1 Start Date (subject to change)

    Location Start Date Apply Link
    Notre Dame Campus Aug 29, 2022 Apply Now

    Costs (estimates only; subject to change)

    Program/Student Fees
    Year 1
    Year 2
    Books and Supplies
    Year 1
    Year 2
    Program/Student Fees (International)
    Year 1
    Year 2
    1It is recommended that students have access to a flash drive and a digital camera. Students may incur additional costs for materials in some project work. See RRC computer laptop requirements as per https://www.rrc.ca/future-students/computer-requirements/

    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.

    Red River College Polytechnic 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.

    Courses and Descriptions

    (Click the course name to view the description of the course)
    Recognition of Prior Learning (RPL)
    In addition to Transfer of Credit from a recognized post secondary institution, other RPL processes are available for RPL courses. Click here for more information. For courses with no RPL, please check www.rrc.ca/rpl for additional contact information.
    COMM-1173Communication Strategies
    More Information

    Everyone communicates, but are they doing it well? Communicative competence takes practice and self-awareness. By developing their communication skills, the student will improve their interpersonal ability, intercultural competence, and digital fluency to prepare the student for success in the workplace. In Communication Strategies, the student will learn through discovery and project-based activities to practice approaching situations critically and collaboratively. The strategies the student will gain in this course will be useful throughout their program and in their chosen industry.

    COMM-1174Academic Writing
    More Information

    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. 

    ECED-1030Diversity and Inclusion
    More Information

    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.

    ECED-1030 and ECED-2091 are corequisites
    ECED-1085Guiding 1
    More Information

    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. 

    ECED-1086Introduction to Play, Environments and Curriculum
    More Information

    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.

    ECED-1087Child Development 1
    More Information

    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.

    ECED-1088Explore the Early Childhood Education Profession
    More Information

    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.

    ECED-1089Introduction to Science of Early Child Development
    More Information

    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.

    ECED-1090Health and Well Being
    More Information

    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. 

    ECED-2012Curriculum Planning 1
    More Information

    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. 

    ECED-2031Mentorship, Advocacy and Community Building
    More Information

    This course provides students with knowledge and skills to help them grow as members of the early childhood education system and the wider community. Students explore the concepts of mentorship, advocacy, and community building and the role of the early childhood educator in each. Students also examine social issues affecting community such as oppression. They have an opportunity to plan and implement a project in a related area of their interest.

    ECED-2085Guiding 2
    More Information

    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.

    ECED-2087Child Development 2
    More Information

    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.

    ECED-2091Partnerships in Early Childhood Education
    More Information

    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.

    ECED-1030 and ECED-2091 are corequisites
    ECED-2093Professional Behaviour in Early Childhood Education
    More Information

    This course builds on previous early childhood education courses. It covers both the concept of professionalism and the early childhood educator’s role as a professional. Students practice professional communication skills such as researching and writing. Students consider their personal philosophy as an early childhood educator, practice job seeking skills and examine the professional scope of the early childhood education profession. 

    ECE students should enrol in COMM-1174">COMM-1174 and PRAC-2091. ECE Workplace students should enrol in COMM-1174">COMM-1174, PRAC-1107, PRAC-2107 and PRAC-3107.
    ECED-3011Issues in Child Development
    More Information

    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.

    ECED-3012Curriculum Planning 2
    More Information

    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. 

    ECED-3085Guiding 3
    More Information

    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.

    ECED-4001Reflecting on Play Based Curriculum
    More Information

    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. 

    HUMA-1004A Context for Practice With Indigenous Peoples
    More Information

    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.

    PRAC-2091Practicum 1
    More Information

    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 use a play-based curriculum, focusing on the power of play and the power of planning.

    PRAC-3091Practicum 2
    More Information

    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 apply early childhood education knowledge and explore the power of planning. Students work cooperatively with children, colleagues, families and community and practice using their own pedagogical approach to curriculum development. At this last practicum, students experience the power of putting it all together.


    CO-OP/Practicum Information

    This work integrated learning 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. As the program progresses with each practicum, the extent of responsibilities will increase. During your off-campus work experience, you will be assigned a mentor who will monitor, guide and evaluate your progress.

    Computer/Laptop Requirements

    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/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.

    Recent Changes

    The program has recently gone through a conversion to course based registration.

    Transfer Credit Opportunities

    Transferring credits to other post-secondary institutions

    • Athabasca University
      Credits toward a Bachelor of Professional Arts, Human Services major
    • University of Calgary
      Graduates of this program will receive credit for the first two years of the U of C’s Bachelor of Community Rehabilitation (BCR) degree program.  However, the U of C may require additional courses be successfully completed prior to taking senior level courses.  In addition, a junior human science prerequisite course is required but can be completed after acceptance in the program. Please contact the U of C for more information.
    • 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 institutions 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

    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.

    Graduate Employment Report

    Red River College Polytechnic 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 Polytechnic.

    Visit www.rrc.ca/numbers/reports/graduate-satisfaction for graduate satisfaction and employment reports.

    Employment Potential

    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

    Contact Information

    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.

    Notre Dame Campus - Winnipeg
    Sue Narozniak
    Academic Coordinator
    Red River College
    A310E - 2055 Notre Dame Campus
    Winnipeg, MB  R3H 0J9
    E-mail: snarozniak@rrc.ca

    Recognition of Prior Learning - Winnipeg
    Bev Snell
    Red River College
    A237F - 2055 Notre Dame Avenue
    Winnipeg, MB  R3H 0J9
    E-mail: bsnell@rrc.ca

    Continuing and Distance Education - Winnipeg
    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

    College Support Services

    Red River College Polytechnic is committed to student success and provides valuable support services to assist in helping students make the most of their time at RRC Polytech.

    Visit www.rrc.ca/supports for more information.

    Academic Advising Service
    Our academic advising service can provide information about our full-time programs, explain program admission requirements, and help you select the right program to meet your career and academic goals. We can also connect you with helpful people, resources, and supports.
    Page produced on 2021-10-17 16:05:20
    Red River College Polytechnic endeavours to provide the most current version of all program and course information on this website. Please be advised that classes may be scheduled between 8:00 a.m. and 10:00 p.m. The College reserves the right to modify or cancel any course, program, process, or procedure without notice or prejudice. Fees may change without notice.