Early Childhood Education
Program Overview
Humber’s Early Childhood Education (ECE) diploma program prepares you to work with children (birth to 12 years) and their families. Students can expect to attain and exceed the practice-ready knowledge, skills and attitudes employers are seeking from ECE graduates in supporting children, families and the community by engaging in innovative learning and simulation experiences. These experiences take place within Humber's Carol Reid Early Childhood Education Lab, as well as within the Humber Child Development Centre - interacting with our scenic arboretum and nature-inspired playground and exploring responsive, inclusive teaching methods and leading edge-curriculum.
You will learn about:
- how children learn
- how ministry and government legislation and guidelines inform practice
- how to create responsive, inclusive play-based learning environments and natural play spaces for children, families and the community
- human development
- Indigenous and non-Indigenous ways of being, seeing, knowing and doing
- observation and reflection, and the co-preparation of pedagogical documentation by children, families and the community
- the image of the child and the significance of viewing children from a wide variety of lenses
- the importance of collaborating with relevant community agencies
- the importance of responsive relationships
- social justice, advocacy, leadership and the role of the ECE professional
Start-Completion Timeline
January - Students beginning their studies in January are enrolled in a fast-track option. This option allows for completion of the full diploma program in four consecutive semesters, including the summer term.
May - Students enrolling in May complete the full diploma program in approximately 20 months with one summer break between the third and fourth semesters.
September - Students beginning their studies in September complete the program in two academic years with one summer break between the second and third semester.
Upon successful completion of the program, a graduate will:
create learning contexts to enable, build and maintain caring, responsive relationships in partnerships with children, families and communities that
value and respect social, cultural and linguistic diversity including Indigenous peoples’ worldviews and Francophone identityco-create, facilitate and reflect upon inquiry and play-based early years and child care programs and pedagogical approaches to support children’s learning, holistic development and well-being following children’s capabilities, interests, ideas and experiences
co-design and maintain inclusive early learning environments to value and support equitable, accessible and meaningful learning opportunities for all children, their families and communities in a range of early years and child care settings
collaborate with children, families, colleagues, agencies and community partners to create, maintain, evaluate and promote safe and healthy early learning environments to support independence, reasonable risk-taking and healthy development and well-being
use observation strategies to identify children’s strengths and challenges and to ascertain when children and families might benefit from additional support or community resources
use professional communication in interactions with children, families, colleagues, employers, the regulatory body, government authorities and children’s service agencies to meet legal and ethical standards of the early years sector
act in accordance with relevant legislation, regulations, College of Early Childhood Educators Code of Ethics and Standards of Practice, agency policies and procedures and principles of evidence-informed practice and reflect upon their impact on one’s own role in early years and child care settings
identify, report and document when a child is in a situation of perceived risk for, or actual neglect or abuse, in accordance with legislation, the College of Early Childhood Educators Code of Ethics and Standards of Practice, policies and procedures
create and engage in partnerships with families, communities, colleagues, interdisciplinary professionals, authorities and child service agencies to advocate for quality early years and child care programs and services
engage in reflective practice and continuous professional learning in accordance with principles of lifelong learning, evidence-informed practices in the early years sector and requirements of the College of Early Childhood Educators
engage with Indigenous* children*, families* and communities to co-create, implement and evaluate Indigenous* early years and child care* and child and family programs and environments that are culturally* sensitive and culturally* relevant to the communities they serve.
Work Placement
We believe it is necessary for students to have extensive experience in the profession to be successful as registered early childhood educators. Students can expect to have work placement experiences within the program and will be required to complete approximately 500-600 work placement hours over three semesters. During these three semesters, students may have field practicums such as working with families and children (various age groups) in licensed child care or preschool settings, EarlyON Child and Family Centres, various community programs, full day kindergarten, or home based child care programs. A different placement for Semesters 2, 3, and 4 ensures a range of experiences prior to graduation and equips students with a range of networks within the community to explore employment in the future.
In the ECE program, Field Practicum 1 begins in Semester 2. Clearance requirements will be reviewed during Semester 1 and will need to be fully completed before the start of Semester 2 when students will begin to participate in Work-Integrated Learning experiences. Visit the Work-Integrated Learning web pages to learn more about placements and requirements.
Program Highlights
Experience a number of interesting and unique courses within the program such as:
Introduction to the Early Childhood Education Profession
This course will prepare students in the Early Childhood Education Diploma program for entry into their second semester Field Practicum. They will learn, through both observation and experience, about the requirements and expectations of the Early Childhood Education profession. They will also learn about the steps that they will need to take in order to be cleared for field placement (including immunizations, police record check, and CPR certification).
Two-Eyed Land-based Play and Co-Learning
Building on the importance and benefits of outdoor play for wholistic child development, this course uses the guiding principles and pedagogy of Etuaptmumk (Two-Eyed Seeing in the Mi'kmaq Language) to explore land-based play and co-learning through both Indigenous and non-Indigenous ways of being, seeing, knowing and doing. In (re) learning our connection to land as teacher, this course takes place on the lands of the Humber Arboretum and regional landscapes. Co-learning engages Indigenous and non-Indigenous faculty, Elders, Knowledge Holders and students in the learning process. In connecting body, mind, heart and spirit through land-based experiences, stories and sharing circles, learners will gain an applied understanding on how to regularly and intentionally engage children, families and other professionals in respectful, reciprocal and responsible relationships with All Our Relations (place, plant-life, animals and other-than-human beings in various ecosystems).
Advocacy and Leadership in Early Childhood Education
This course explores the practice of advocacy and the strategies necessary to communicate and interact effectively with various stakeholders. Theories, models, strategies, skills, personal leadership qualities as well as the link between leadership advocacy and the early childhood community will be explored. Focus will be on mentorship, leadership and professional relationships at individual and community levels.
The Humber Advantage
Humber’s Early Childhood Education diploma program is a recognized leader in preparing registered early childhood educators who see themselves as global citizens. Students and graduates advocate for the holistic health and well-being of all children, supported by a connection to nature and a stand for social justice.
State-of-the-art Facilities
Our program has the benefit of an on-site inclusive child care facility for children from birth to four years of age, a natural playspace for children, a hands-on, interactive classroom designed to inspire creativity and inquiry, and an ECE Resource Centre full of educational materials, books and equipment to be used for in-class assignments or field placement experiences. The Carol Reid Early Childhood Education Lab is a creative classroom where students experience hands on learning by interacting with a wide range of materials.
The Humber Experience
Student Testimonials
What are our students saying about this program? Good things!
Global Citizens and Social Justice
We provide our students with:
- experiences and resources that reflect and promote diversity and inclusion
- opportunities to develop an understanding and appreciation of all nations and cultures, and a commitment to contributing to the global community
- ongoing initiatives guided by the United Nations Declaration on the Rights of Indigenous Peoples as outlined in the Calls to Action of the Truth and Reconciliation Commission of Canada, in consultation with Humber's Indigenous Education & Engagement Team
Connecting Children with Nature
Nature initiatives increase opportunities for land and place based play, teaching, and learning, as well as providing opportunities to be more physically active and increasing strategies for mental health and wellness.
Learn more about the programs, Forest & Nature, Natural Playground, and Two-Eyed Land-Based Play, partnerships, and placement opportunities.
Your Career
Research and trends in the profession, paired with government and community action, both inform and support the long-term benefits of investing in early childhood education. Graduates of our program enter the profession with the knowledge and experience necessary to be responsive and inclusive educators. Once registered with the College of Early Childhood Educators, our graduates have access to a range of career options and roles in the early childhood profession such as:
- before and after school programs
- child and family centres
- child care and early learning programs
- community programs
- full-day kindergarten
- home child care
- parent education programs
Professional Accreditations & Recognition
College of Early Childhood Educators (CECE)
Graduates may apply to become members of the College of Early Childhood Educators (CECE).
Additional requirements may apply.
Note: The requirements for the additional credential(s) are determined by the granting body, which is independent from the College. Students are encouraged to obtain the specific requirements directly from the granting body before enrolling.
Program Availability
Early Childhood Education
Watch the video to learn more about the Early Childhood Education diploma program.
Humber Students Benefit from Five Centres of Innovation (COIs)
The Humber Centres of Innovation Network demonstrates our strong commitment to providing an experiential learning environment for students. Students and faculty work with industry partners on real-world challenges to prepare them to become the innovative and strategic problem-solvers of tomorrow. Come to Humber and experience interdisciplinary learning across five COIs.
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