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.