|ECE 111: Responsive Relationships in Inclusive Environments|
|ECE 113: Children, Play and Creativity|
|ECE 114: Child Development: Prenatal to 2 1/2 Years|
|ECE 115: Promoting Health and Safety|
|ECE 120: Introduction to the Early Childhood Education Profession|
|ECE 125: Understanding Children through Observation|
|WRIT 100: College Reading and Writing Skills|
|ECE 122: Social Justice: Nurturing Communities|
|ECE 123: Curriculum Design|
|ECE 124: Child Development: 2 to 6 Years|
|ECE 130: Field Practicum 1|
|GNED 101: An Introduction to Arts and Sciences|
|WRIT 200: Workplace Writing Skills|
|ECE 230: Field Practicum 2|
|ECE 232: Creating Inclusive Environments|
|ECE 233: Family Perspectives|
|ECE 234: Two-Eyed Land-based Play and Co-Learning|
|ECE 235: Transforming Practice Through Observation|
|Select 1 from the following courses|
|GNED: General Elective|
|ECE 242: Community Collaborations|
|ECE 243: Advocacy and Leadership in Early Childhood Education|
|ECE 244: Child Development: 6 to 12 Years|
|ECE 245: The Reflective Professional|
|ECE 250: Field Practicum 3|
|Select 1 from the following courses|
|GNED: General Elective|
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 identity
co-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.
We believe it is necessary for our students to have extensive experience in the profession in order 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 and Field Seminar 1 begin in Semester 2. Students should plan to complete their prerequisite requirements accordingly. Visit the Work-Integrated Learning web pages to learn more about placements and requirements.
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 being sin 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.
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.
Watch the video to find out about Emiko's most memorable experience during her time at Humber.
Watch the video to find out how Kaitlin knew this was the right program for her.
We provide our students with:
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.
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.
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:
College of Early Childhood Educators (CECE)
Upon graduation, students are eligible to register with 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.
Inclusive Resource Practice - Child and Family
Credential: Ontario Graduate Certificate
Length: 2 semesters
Watch the video to learn more about the Early Childhood Education diploma program.
Faculty of Health Sciences & Wellness News
Contest Alert - Academic Integrity!
Fri, October 08, 2021
October 20th is International Day of Action against Contract Cheating. To help promote Academic Integrity we’re hosting a contest on Instagram.
Summer 2022 ECE Field Placement Abroad
Wed, September 29, 2021
The application for the Summer 2022 Early Childhood Education Field Placement Abroad is now open!
Meet Saima Sheikh
Fri, September 24, 2021
Saima teaches with the Faculty of Health Sciences and Wellness.
No news at this time.
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On October 21, 2019, the Provincial Government of Ontario announced the renaming of the Ministry of Training, Colleges and Universities (MTCU) to the Ministry of Colleges and Universities (MCU). Both names may appear on this website.