Early Childhood Education (Progress Campus)
In kindergarten classrooms that have an educator team *, a teacher and an early childhood educator (ECE) work together to help young students learn during the regular school day. These educators have complementary skills that create a learning environment to support the unique needs of each child. Introduction to Full-Day Learning ECW This workshop will provide an overview of the full-day learning program initiated in The Ministry of Education. kindergartens. The role of the ECE in the new full-day kindergarten will be discussed. A review of the Ministry’s Full-Day Kindergarten curriculum including the E.L.E.C.T.
Over the 20 years I have been a kindergarten teacher, assessment has changed dramatically. My colleagues and I used our own assessments and observations to plan instruction based on what our students needed. We had the flexibility to evaluate children in areas that were appropriate for them. For example, we could delay assessing reading skills if a child did not yet show an understanding of the difference between letters, words, and numbers.
Teachers are often not allowed to assess their own students in order to protect the integrity of the resultsand the results are sometimes used kindeergarten measure teacher performance whether or not the assessments have been designed and validated for use in high-stakes decisions.
Timed assessments and scripted directions, which must be read word for word, provide valuable information but offer no flexibility for our young learners.
Even when children are just beginning sce learn English, I am required to assess them in English—according to the script, not to their needs. I have sat with many frustrated children, some near tears, as I asked them to read sight words during their second week of kindergarten.
It kinfergarten be easy to have a sweeping negative view of assessments in the current climate. Like many teachers, I have felt dread when someone mentioned assessments. But I know that long before this age of high-stakes accountability, intentional teachers were developing and using assessments as powerful tools in their toolboxes.
Intentional teachers gather data that are needed to guide instruction, ensuring that all children grow and learn at kindergartsn right pace. We use varying methods of observation and assessment to find out what young learners are able to do, so that we can help them progress.
These varied strategies are important gole all young children, and especially so for dual kindergarteb learners DLLs. I teach kindergarten in a rural, high-poverty school in North Carolina that has a diverse student population, including children who speak a language other than English at home and whose parents and often other family members are migrant workers, often coming from Mexico.
Most of my DLL students live in homes where Spanish is the primary language; some children are learning both Spanish and a dialect of Mixtec at home, but these students communicate in Spanish and in their emergent English in the classroom.
Many of our migrant families return to the area year after year during spring and early summer. These families travel up and down efe East Coast, wha well as to areas such as Michigan, to work in agriculture. I serve as a North Carolina Kindergarten Demonstration classroom teacher, which means my role extends beyond the classroom. My how to make an easy hairstyle is open to teachers and other educators for dy development in the form of kjndergarten guided observations.
Dhat guided observations allow visitors to see best practices in action. I provide visitors with ongoing support as we all continue to grow and change in our own practice. I also work with dag Demonstration teachers to present at local and state conferences. Intentional teachers gather data that are needed to guide instruction, ensuring that all children grow and learn.
Dce often begin the school year with children who speak ot to no English. These students struggle on waht required early literacy assessment—the previously mentioned assessments that I am required to administer in English, word for word, in September—and are automatically labeled at risk. My colleagues and I are able fu,l use the data from these assessments to help identify students who need more support and interventions in literacy skills.
The danger with relying solely on scripted, inflexible assessments is the labeling and grouping of children dhat a broad stroke. We might target skills based on these test results without fully realizing what our children need. But for me, the mandated assessment is just kindergraten beginning.
I dig deeper to find out what I need to know in order to provide opportunities for growth for all of my students. I have learned valuable information by using my own observations and assessments to find the knowledge and skills the children do have. With book and print concept inventories from the works of literacy researcher Marie Clay thd, along with my own very limited Spanish skills, I try to assess my Spanish-speaking students in their native language as much as possible.
Our school has been fortunate to have what age do you have to be to adopt English as a second language ESL teacher who speaks Spanish. She serves all of the emergent bilingual children at our school, K—5. I try to assess what I can using my limited Spanish skills and then use the ESL teacher as a resource to dig deeper, when needed. What I find most useful is systematically observing how to delete dropbox files from android throughout the day in the natural learning environment.
Administering my own additional assessments confirmed that a number of these children how to make jpeg animation not, in fact, know any print concepts. They were unfamiliar with holding a book, turning the pages, and using pictures to enhance meaning. My assessments showed that they understood the difference between the front and back of a book, knew the difference between print and pictures, tracked left to right when looking at the text, and looked closely at the pictures on each page.
Some even knew that a period at the end of the sentence signifies a stop. Their at-risk scores on the required assessment were not representative of poor early literacy knowledge and skills, but rather, were iz of their nascent English language skills.
They clearly had engaged in many literacy experiences with their families before entering kindergarten. I have found that this is important for all of the children, not just the DLLs. For example, I often have students who speak only English who are not able to count past five or to identify basic colors and shapes.
I observe and assess these children frequently in the first weeks and months of kindergarten to see if and to what extent they are making progress. That helps me determine whether their limited knowledge is due to lack kindergartem exposure to these concepts—a problem I can address—or whether there are other issues, such as cognitive or developmental delays, that would require additional assessments and supports by specialists.
One pitfall I have learned to watch out for is not giving to my students who are just starting to learn English the same focus and opportunities that I give to children whose home language is English.
I once again gain valuable information by evaluating which DLLs fulll identify numbers, shapes, and colors in their first language and which children cannot. That way, I can provide these students with the same opportunities for individualized early interventions as their English-only peers and not let them slip through the cracks simply because of their limited English.
The ESL teacher, Ms. Worley, and I regularly share observations with each kindergaften. While she focuses in Spanish and English on building the conceptual knowledge of the DLLs with the most challenges and on determining whether additional supports are called forI target English vocabulary with the students who thee know basic shapes and colors in their first language. Doing my own flexible assessments enables me to collect information about fo that goes beyond the scripted, mandated how to find rare rocks in your backyard. The challenge comes from recording or documenting what I learn from watching the what is the value of a 1922 liberty silver dollar so that I can reflect on the information and use it to guide and differentiate instruction.
Current technology aids in information gathering. Photos and videos are quick and easy ways to document tge learning. I have found that my classroom schedule and environment play a large role in my ability to collect data throughout the day. Large blocks of uninterrupted time, when children can play and make choices, set the stage for gathering meaningful information about each of my young learners.
When children are able to choose where they are going to play, they fulll to pick areas where they feel safe and hwat some confidence. This is a great opportunity to observe their skills and strengths. They provide additional evidence, especially when children are not able to use oral language to fully showcase their learning which og arise among both DLLs and English-only children, such as children with autism. I have had several DLLs who were not able to retell a story in English.
This was a concern because they would need kindergartn retell a simple story on the state reading assessment. One particular student, Alonso, stands out in my mind. Worley and I had been observing him closely for possible developmental delays that might be hidden by his limited English proficiency. Alonso could not orally retell familiar stories that we had read together over and over. It would have been easy to believe that he lacked an understanding of sense of story and that his receptive and productive language skills ee lacking—possibly in both Spanish and English.
Observing him during play provided me with valuable information that debunked these assumptions. Alonso loved the block center and was able to engage with peers despite his limited English. He had confidence when playing in this center and felt comfortable taking risks. One time when he was in the block center, he built three small structures. When I asked him about the structures, he said knidergarten were the pig houses.
I realized he was retelling The Orle Little Pigsa book we had been reading. I sat and observed Alonso as he used small wolf and pig figurines to act out the story, completely in order, including the beginning, middle, and ending. Alonso used simple, key phrases from the story and showed an understanding of character and setting. Another example of choice and play creating great opportunities for information gathering is when students play with their peers. When my DLLs play with peers who are bilingual, they show more confidence and I am then better able to observe their strengths.
I recently observed a non-English-speaking student playing a counting game with a bilingual peer; both were counting and conversing in Ecf. I listened to and saw their oral and object counting skills while they played. The student who was just beginning to learn English performed much better in this setting than he would have if I had called him over to a table and asked him to count. In the midst of play, he was not as self-aware kijdergarten worried iw he did not yet know how to count in English as he would have what are group homes for juveniles if he were trying to answer my questions.
Early childhood educators are skilled at asking questions in different ways to find out what young learners know and understand. We must intentionally reframe questions to elicit the information we are looking for. Two wonderful, free resources that have helped me plan and set up environments that promote opportunities for assessing and questioning throughout the day are the North Carolina Guide for the Early Years Public Schools of North Carolina and the North Carolina Kindergarten Center Posters and Planning Guides Public Schools of North Carolina Whag Guide for the Early Years www.
Each chapter is dedicated to a different learning center and lists associated questions. I have used these lists of questions to make full charts that detail ways to check for understanding and place them in each center in my classroom. They serve as reminders not just to me, but to my teacher assistant, interns, and volunteers as well.
How did you come up with that idea? The planning guides explicitly kjndergarten how children may engage in each center and how intentional teachers can support their learning. They serve as a starting place for teachers to think about what types of skills are addressed and what types of data they could gather at different centers.
The posters include standards for all development and learning domains that might be addressed when children are working in the centers. A quick glance at these standards serves as a reminder of how we teachers can use ro,e as assessment tools.
The posters also include several questions to ask, once again prompting teachers to use questioning as a way to gather information and promote learning. My colleagues and I are ensuring that all of our young learners have the same opportunities to grow and succeed. This kindergarrten true with all of my students and is especially true with my dual language learners. I ecs that by sharing my experiences, I have motivated my fellow teachers to feel empowered to continue using assessments as a powerful tool in their toolboxes.
Step back when you feel overwhelmed by mandated assessments, particularly those that interrupt instructional time, and take inventory of the countless other ways you dig deeper to identify the strengths of your young students.
By having the ECE in the room it will help provide better ratios for smaller group learning to take place in the room. The children will receive more one on one attention by “utilizing large and small group instruction with a schedule that reflects the responsibilities for both the Teacher and ECE” (OSSTF/FESO, ). ECP - The Role of the ECE in Full Day Kindergarten This workshop is designed for those who want a better understanding of the practices, expectations and challenges of ECE's working in the full day kindergarten context. Participants will explore the role of the Early Childhood Educator as the working partner of the public school teacher. RECEs are part of the teaching team that consists of one RECE and one Ontario certified teacher (OCT) in full-day kindergarten. In the full-day kindergarten teaching team the RECE is referred to as the Designated ECE or DECE. DECEs are also the lead professionals in the extended-day programs for full-day kindergarten.
In this program, students learn to facilitate the development of children from birth to 12 years while encouraging their feelings of self-worth and social-emotional resiliency. Students learn the importance of being responsive caregivers while respecting diversity, identity and the rights of children and families.
Partnerships with families, other professionals, and community programs form the foundation of working in the field of early learning and care. Field placements provide students with the opportunity to practice the knowledge and skills as they engage with children and adults. Students are offered a unique balance between theoretical knowledge and practical experience. This program includes a field placement component where you will gain practical, hands-on work experience in a setting relevant to your program.
Mature students, non-secondary school applicants 19 years or older , and home school applicants may also be considered for admission.
Eligibility may be met by applicants who have taken equivalent courses, upgrading, completed their GED, and equivalency testing. For complete details refer to: www. Placement agencies require an up-to-date clear criminal reference check and vulnerable sector check prior to going out on placement. Students should obtain their criminal reference three months prior to placement; checks conducted earlier may not be considered current. As some jurisdictions require longer lead-time for processing, please check with the program coordinator to ensure you allow for sufficient turn-around time.
NOTE: A record of criminal offences, for which a pardon has not been granted, may prevent students from completing their placements, thereby affecting their ability to graduate. It is recommended that First Aid training be completed prior to program entry.
These documents must be completed before enrollment in second semester courses. It is strongly recommended that students accepted into the ECE program have volunteer or past work experience in a licensed childcare setting. This experience orients and prepares the student for their academic work in the ECE program. Growth is also occurring in the area of contractual employment and self-employment. At Georgian, you will enjoy moderate class sizes with your peers where the professors will get to know you and are committed to your success.
Our curriculum is current, responsive to the developing changes in the field, and designed to provide you with the needed hands-on practise to develop the confidence and expertise you need to work with young children and their families.
Semester 1 courses are listed below. For a full list of courses in the program including course descriptions, view the Early Childhood Education program outline.
Early Childhood Education is an exciting program that presents you with the necessary knowledge, skills and attitudes to work with children from the ages of birth to 12 years of age and their families. Our curriculum is current, responsive to the developing changes in the field, and designed to provide you with the needed hands-on practice to develop the confidence and expertise you need to work with young children and their families.
Your role, the importance of play and how children develop is the basis of this program. The program takes place over four semesters. Each semester is 14 weeks of class in length with a reading week in the middle; total of 15 weeks. The first semester focuses on academic courses while the second and third semesters include opportunities to work with children directly.
The fourth semester involves classes and a unique placement that offers a variety of placement settings for students. Once you are registered, you will choose your timetable online for each semester.
The Office of the Registrar will send you dates and times when registration is open. Class times can vary throughout each semester. Classes could be scheduled anywhere from 8 a. Please see important dates for deadlines. Students spend eight hours each day they are on placement with their host agency.
The schedule is demanding. Students are encouraged to prepare for the requirements of this schedule when planning employment. See admission requirements for the Early Childhood Education program. You may also contact the Student Services department for more details to complete the application process. Working with children and families requires professionals with strong written and interpersonal skills. Students engage in field placement experiences across three semesters of the program.
They are placed in community settings for example, child care centres, schools and community agencies depending on the requirements of the course. Placement is balanced to provide the students with access to working with children across the age span of birth to 12 years.
This results in a graduate with a broad range of experience to offer future employers. Field placements are organized in co-operation with the college, with our field placement officers. We encourage you to request placements in the town or city in which you choose to live.
This benefits you as you can establish professional connections in your community for future employment. This depends on your proximity to campus, as you will attend classes during the time you are on placement. Please see the requirements for placement.
It is important to note that the immunizations include a two-step TB tuberculosis test, which takes up to four visits to the doctor. Therefore, we highly recommend that you fully complete the forms sent to you by the college prior to entry in first semester. Check with your local police or OPP detachment, you may need a letter from the college, so check requirements in your local area.
Please note: Vulnerable Sector Police Checks could take six to 14 weeks to obtain depending on the current demand. High school co-op, volunteer or paid work experience in a licensed child care setting assists in preparing a student for placement. Please note: If you are unable to present these requirements prior to registration for the next semester, you will be unable to proceed to this semester and will have to wait to continue your education.
Registration occurs prior to the start of the next semester. Earning a diploma in Early Childhood Education provides you with the educational requirements to apply to the College of Early Childhood Educators for registration following your graduation.
This is an important process for all professionals in the field. Graduates are hired in child care centres, school boards in the full-day early learning kindergarten classrooms or as educational assistants, community services for children and families, and unique experiences on cruise ships, recreation programs or businesses linked to ECE.
Get more information. Working toward your educational goals on a full-time basis requires dedication and commitment. Full-time students will be required to manage a heavy course load and may find it challenging to schedule part-time employment.
For those students who are currently working full-time in the ECE field and need to complete their diploma, we offer the Child Development Practitioner Apprenticeship delivery as a first step as well as part-time classes at the Barrie Campus. There are specific requirements for entry which are available on the Ministry of Education website or through the local apprenticeship branch. The program consists of an in-school portion concurrently with on-the-job work experience. The in-school portion is offered in a variety of ways, depending on the community needs.
The on-the-job experience consists of 4, to 6, hours of paid work experience. The ECE program is currently preparing courses for online delivery, however at this time we have no distance education offerings specific to the core ECE. A few equivalent courses are offered through OntarioLearn.
Book a phone appointment with a recruitment specialist. Learn more. Join our email list for event updates, contest information and more. Sign up for Georgian updates. Program code ECED. Duration 2 Years. Credential Ontario College Diploma. Program description In this program, students learn to facilitate the development of children from birth to 12 years while encouraging their feelings of self-worth and social-emotional resiliency.
You can afford this! Explore OSAP as well as awards, scholarships and bursaries to help you pay your way to graduation. Work integrated learning This program includes a field placement component where you will gain practical, hands-on work experience in a setting relevant to your program.
Ready to apply? Apply as an international student. Explore life at Georgian Student stories View our alumni Check out residence and housing. OSSD or equivalent with Grade 12 English C or U Mature students, non-secondary school applicants 19 years or older , and home school applicants may also be considered for admission.
Benefits of studying part-time: Register on a course-by-course basis, paying as you go Online and evening courses that fit your schedule MORE choices. We are always adding more flexible delivery programs and courses. What you need to know: Recommended course sequence Course information and fees.
Next steps: Visit the part-time program page. Apply to the part-time program. Program-specific courses Semester 1 courses are listed below. Select 1 course from the general education list during registration. Georgian College Chevron. What is the format of the ECE program? Semester one: Classes Monday through Friday Semester two: Four days of class, one day of placement per week Semester three and four: Three days of class, two days of placement per week.
What is the ECE program schedule? What are the entrance requirements? What does the placement component look like and what are some of the experiences?
How is placement set up? What do I need to have when I arrive on campus to prepare for placement registration in the second semester?
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