Early Childhood Learning courses

About Bachelor Of Early Learning And Community Development (honours) in Algonquin College

Discover a career supporting children, families and communities.

The Bachelor of Early Learning and Community Development (Honours) program prepares you to work with children and families in both the community development and educational sectors and provides you with a variety of transferable skills.

There is an increasing awareness of the importance of early learning in our society. Similarly, there is an ongoing need to develop and support early learning opportunities for children and their families within a variety of settings. The early learning sector is evolving to address these changes. This program is ideal for those who want to play a role in these developments.

This program combines theory and practice, giving you the skills and knowledge you need for engaging with communities, families and children to create and implement community and school based programs that support early learning and development.

Throughout the program, you have three varied field placements within both community and school settings. These give you the chance to apply your skills to real-world settings. With field placements, applied learning and a semester-long work term, graduates are ready for employment in the community development and education sectors.

Graduates may find work in:

• community health agencies
• kindergartens
• early learning programs
• child and family centres
• provincial government
• non-governmental agencies addressing the needs of families and children

SUCCESS FACTORS

This program is well-suited for students who:

• Have strong observational and analytical skills.
• Are willing to work as a member of diverse interprofessional teams.
• Have strong language (oral and written) skills.
• Are self-reliant and enjoy challenges.
• Are interested in child development and teaching children through play.
• Are comfortable using computers and other forms of technology.
• Enjoy working with children and their families.
• Have an appreciation of the importance of research.

Early childhood education is a physically demanding profession. Individuals entering this profession must be able to lift children, materials and equipment (up to 70 pounds). As well, individuals must be able to move quickly/run between areas in the room and outside in order to ensure children`s safety. In addition, educators must constantly observe children to ensure safety and to assess children`s abilities, skills and interest in order to develop meaningful curricula. Entering the program without these abilities may result in unsuccessful field placements and students who fail to successfully complete field placements are not eligible to graduate from the program.

Careers

Graduates of this program are eligible to register with the College of Early Childhood Educators. Graduates may find employment opportunities in community health agencies, early years centres, provincial government and non-government agencies, addressing needs of families and children. Entrepreneurial opportunities (e.g., consulting, marketing of educational toys, etc.) are emerging.

Learning Outcomes

The graduate has reliably demonstrated the ability to:

1. Contribute to community development for children and families using theories from the fields of psychology, learning, sociology, and social work.
2. Communicate professionally, in all modalities, at both an applied and theoretical level to support families and children within programs and to document research findings to inform the profession and the public.
3. Use cross cultural competencies and psychology theories to initiate and develop supportive, respectful, responsive and professional interactions when working with children, families and the broader community.
4. Plan, develop, implement and assess inclusive curricula by applying current research and best practices in learning and pedagogy.
5. Design and deliver effective needs assessments, draft action plans, and implement and evaluate community based early learning projects.
6. Create and evaluate inclusive, safe and healthy learning environments for children and families.
7. Apply relevant legislation and regulations to inform the development, implementation and evaluation of programs for children and families within the field of early learning.
8. Identify and analyze local, national and international standards, trends and directions in the field of early learning and use them to inform leadership practices.
9. Coordinate, implement and manage early learning services and community agencies through the assessment and analysis of data on organizational structures and behaviours.
10. Develop a personal philosophy of early learning using methodologies of reflective practice and relevant theoretical perspectives.
11. Apply a variety of leadership skills to work collaboratively with community organizations/agencies and families to advocate for child and family oriented educational programs.
12. Advocate for the importance of the natural environment in supporting the development of healthy communities for families through the application of current research and knowledge.

Program Eligibility

• Six Grade 12 university (U) or university/college (M) courses with a minimum 65% average including:
  • One Grade 12 U English course, with a minimum 65%.
• Please note that mature students must meet the following subject-specific Program Eligibility requirements, either directly or through equivalencies:
  • One Grade 12 U English course, with a minimum 65%.
• Applicants with international transcripts must provide proof of the subject specific requirements noted above and may be required to provide proof of language proficiency. Domestic applicants with international transcripts must be evaluated through the International Credential Assessment Service of Canada (ICAS) or World Education Services (WES).
• IELTS-International English Language Testing Service (Academic) Overall band of 6.5 with a minimum of 6.0 in each band; OR TOEFL-Internet-based (iBT)-overall 88, with a minimum of 22 in each component: Reading 22; Listening 22; Speaking 22; Writing 22.

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