COURSE LIST - EARLY CHILDHOOD EDUCATION

The objective of this course is to analyze and produce various forms of discourse.
Competencies to be developed are:

• To identify the characteristics and functions of the components of literary texts
• To determine the organizations of facts and arguments of a given literary text
• To prepare ideas and strategies for a projected discourse
• To explicate a discourse
• To edit the discoure

All competencies lead to the production of a 750 word essay.

The Stage: Introduction to the Profession is the first of three fieldwork placements in the program. The stage gives the student the opportunity to gain a more thorough understanding of the reality of the profession and to situate themselves with regard to the requirements of the job by immersing themselves in a work setting. The student will come to recognise the different components of educational practice in the context of a real work environment. In addition, the student will be initiated progressively into educational practice as a whole by executing simple tasks.

The stage will give the student the opportunity to implement the skills and knowledge they will have gained simultaneously in their other courses Foundations of Educational Practice, Understanding Educational Practice from 0-12 years and Health Security and Nutrition for Children. It also provides students with the ideal environment for observation, experimentation and learning.

This course is placed in the first semester. Its aim is to establish the basis of educational action and of the educational program in the daycare centers. In that sense, the goal of the course is to initiate the students to the competency to appropriate and/or apply the pedagogical approach of the educational program of daycare centers.

In this course, the students are introduced to the use of the educational approach through the experience lived in class: the conception, the organisation and the leading of three out of fours application field from the educational program, namely the democratic intervention with children, the structuring of activities (schedule, routine and transition activities and play periods), the laying-out of the premises and the choice of material

This course will give the student the opportunity to explore the profession of early childhood educator and to gain a full understanding of the early childhood care services offered in the province of Quebec. This course will also give the student the opportunity to understand the profile of a program graduate in early childhood education, what the objectives of the program are and how the program will prepare students to be early childhood educators.

This course is offered at the beginning of the training at the same time as the course Prevention and Intervention in Risky Situations. Since the content of both courses are linked and complementary, numerous links will be established between the two. Moreover, the introduction internship will allow the student to quickly put into practice the new learning acquired in these courses.

This course contributes to the personal and professional development of the student by helping him or her build his or her identity as an educator in training. This course allows the student to get to know him or herself as a model promoting healthy life and nutrition habits.

This course will also lead the student into developing an environmental conscience and raising his or her own awareness of the intercultural dimension.

This course offered at the beginning of the program contributes to the personal and professional development of the students by making them conscious of their responsibilities toward the safety of the 0 to 12 year-old children in all daycare environments: child care centers, home childcare services and schools. This course allows the students to develop attitudes and skills to recognise the situations that are risky in a childcare service, for the children as well as themselves. The course joins the first internship in a childcare setting in giving the students the opportunity to experiment their new knowledge and competencies. It is closely related to the course Health and Nutrition in Early Childhood Settings since prevention measures, in terms of safety, must be applied at all times in a childcare setting. The students will also learn to develop their competencies in first-aid. The first-aid part is taught before the beginning of the internship to have students certified. The competencies acquired in this course will be called upon in every internship since the educators are responsible for maintaining a secure environment for the children in their care

By this psychology course, the student learns about the basic concepts that serve as explanatory models of overall development and behaviors of the child and further examines them. He learns to identify the child’s needs and recognize them as part of his interventions in the workplace and adopts appropriate attitudes to respond to it. In doing so, this course also helps provide the student with food for thought on his own development. This initial course in psychology, combined with the competence 0192 Pinpoint the needs of a child taking into consideration his overall development allows the student to have a frame of reference allowing him to respond appropriately in various situations of his profession and everyday life. It aims to develop skills to know (knowledge), to know how (action) and to learn to be (attitude).

The objective of this course is to apply basic concepts for communicating in standard French.
Competencies to be developed include:

• Writing and revising a simple text
• Understanding the meaning of a simple text
• Conveying a simple oral message
• Understanding the meaning of a simple oral message

The objective of this course is apply a logical analytical process to how knowledge is organized and used.
Competencies to be developed are:

• To recognize the basic elements of a field of knowledge
• To define the modes of organization and utilization of a field of knowlege
• To situate a filed of knowledge withing its historical context
• To organize the main components into coherent patterns
• To produce a synthesis of the main components

This course will give the students the opportunity to take into account the physical and motor dimensions in the overall development of the child in their educational practice. The students will study the evolution and the interaction between motivity and perception in the development of body movement, as well as their influence on the behaviour of the child in relation to his environement and his peers. The students will learn how to let a child gain and use his body autonomy in an atmosphere of well-being, promoting overall development.

The course is based on knowledge of the context and the fundamentals of educational practice, as well as on concepts related to the development and health of the child. It is complementary to the other courses pertaining to overall development.

This course will give the students the opportunity to incorporate children’s literature in their educational practice. They will learn how to work with different mediums of children’s literature, drama, film and multimedia tools. In addition, the students will learn how to promote the development of dramatic expression with children.

The course is based on the knowledge of the context and the fundamentals of educational practice, as well as on concepts related to the development of the child. It is complementary to the other courses pertaining to overall development.

The course Communication and Team Work targets the acquisition of communication and team work abilities necessary to the teacher’s educational action in the goal to favour an efficient and harmonious communication among the team and prepare oneself to face conflicting situations or collaborations in any professional intervention context. It has been placed at the beginning of the apprenticeship to enable the student to:

• Reuse the apprenticeship realized during the course Foundations and Practices of the Educational Action such as listening attentively, expressing oneself clearly and learn to help one another;
  Develop appropriate attitudes (listening, availability, self-control, helping one another, open-mindedness and tolerance);
• Use the basic techniques of communication and the team work abilities in order to use them in one’s communication with parents, other adults and the children;
• Identify one’s strengths and limits as a communicator with the adults;
• Participate in discussions about subjects of a professional nature.

This course enables the student to take into account the linguistic dimension of the overall development of the child in its educational activity through the structuring of activities, structuring of venues and interactions with children. The student learns how to act to promote the development of language and to detect the difficulties that some children may have. It belongs to the Field of activity and dimensions of development category. It uses theoretical and practical knowledge of the context and fundamentals of educational activity as well as concepts of child development. It complements the other courses related to overall development.

The educational activity courses and the vocational training represent places of integration and transfer of learning of this course to various age groups.

In this course, the student will have to use creativity for the planning and conducting of activities, just like in the other courses of the categories Field of activity and dimensions of development and Educational Activity.

Through this psychology course, the student continues to study the overall development of the child of school age and in adolescence. In addition, the student addresses issues of adulthood in relation to the development of the child. In doing so, this course also helps provide the student with food for thought on his own development. This second psychology course related to the course Awareness of educational activity 0-12 years complements the analysis of the needs of the child with regard to its overall development. This course allows students to have a frame of reference for their professional intervention through presentation of theoretical data and through continuous questioning on the human functioning trying to thus offer a better understanding of individuals, their behaviors and their impact on the child. It aims to develop skills to know (knowledge), to know-how (action) and to learn to be (attitude).

The objective of this course is to apply a critical approach to a literary theme.
Competencies to be developed are:

• To recognize the treatment of a theme within a literary text
• To situate a literary text within its cultural context
• To detect the value system inherent in a literary text
• To explicate a discourse from a thematic perspective
• To edit the discourse

All competencies lead to the effective presentation of an 1000 word integrated response to a text.

The objective of this course is to apply basic concepts for communicating in French in relation to the student’s field of study.
Competencies to be developed include:

• Writing and revising a short text related to the student’s field of study
• Understaning the meaning and characteristics of a tex related to the student’s field of study
• Conveying a simple oral message related to the student’s field of study
• Understanding the meaning of a simple oral message related to the student’s field of study

This course enables students to use the field of artistic expression in educational activity. The student learns how to use this field to encourage the overall development of the child through the structuring of activities, structuring of venues and relationship with the children. It belongs to the Field of activity and dimensions of development category. It uses theoretical and practical knowledge of the context and fundamentals of educational activity as well as concepts of child development. It complements the other courses related to overall development.

The educational activity courses and vocational training represent places of integration and transfer of learning of this course to various age groups.

In this course, the student will have to use creativity for the planning and conducting of activities, just like in the other courses of the categories Field of activity and dimensions of development and Educational Activity

This course gives the students the opportunity to use sound and movement in their educational practice. The students learn how to use this medium to promote the overall development of the child.

The course is based on basic and practical skills and knowledge of the context and the fundamentals of educational practice, as well as on concepts related to the development of the child.

This course enables the student to take into account the intellectual dimension of the overall development of the child’s educational activity through the structuring of activities, structuring of venues and interactions with the child. The student learns how to motivate the child to progress in his understanding of the world and in his thought construction

This course belongs to the Field of activity and dimensions of development category. It uses the theoretical and practical knowledge of the context and fundamentals of educational activity as well as the concepts of child development. It complements other courses related to overall development. The course introduces some basic concepts of creativity that will be reinvested in all the courses and especially in the course Personal, professional and creative development. The educational activity course and the vocational training represent places of integration and transfer of learning of this course to various age groups.

This course enables the student to take into account the emotional, social and moral dimensions of the overall development of the child in its educational activity. The student learns how to act to support the development of each one of the aspects through 3 of the 4 fields of application of the educational program (educational intervention with children, structuring of activities, structuring of venues).

This course belongs to the Field of activity and dimensions of development category. It uses theoretical and practical knowledge of the context and fundamentals of educational activity as well as the concepts of child development. It is also based on the Communication and team work course. It complements the other courses related to development (Psychomotility of the child, Stimulation of language and The Cognitive development of the child). This course deals with a range of problematic, current situations, likely to be experienced daily in child care services and the possible intervention strategies available to manage them.

In this course, students will have to use creativity in planning and conducting activities, as in other courses of the categories Field of activity and dimensions of development and Educational activity.

This course enables students to use all knowledge related to the educational activity developed in the courses on the dimensions of development and fields of activity. This course is a place of integration and transfer of learning for this age group.

This course allows students to use the approach of educational activity in everyday situations in the child care services.

This course enables the student to adjust his/her educational action so that it takes into consideration the needs and expectations of children aged between 5 to 12 years old. The student learns to act while respecting the needs and capacities of the children within that age group while taking into account the phases of their global development. Moreover, the student identifies the pedagogical methods to prioritize to answer adequately to the children’s needs.

This course reuses the theoretical and practical knowledge of the context and foundation of the educational action and the notions of the child development, as well as the knowledge acquires in the Psychology of Childhood to Maturity, Psychomotility of the Child and Childish Documentation and Dramatic Expression courses. The training courses represent places of integration and transfer of learning of this course to various age groups.

Coming soon.

The Stage: experimentation is the second of three fieldwork placements. The stage gives the students the opportunity to experiment with all of the aspects of educational practice. The students will take charge of a group of children during different life-discovering experiences in a childcare establishment. In doing so, they will ensure the children’s health and safety, establish a significant affective relationship with them, provide them support in day-to-day activities and promote their overall development within the perspective of the existing educational program or project in the field.

The stage will give the students the opportunity to implement the skills and knowledge they will have gained simultaneously in their other courses, as well as provide them with an environment for observation, experimentation, integration and transfer. This course should be followed in conjunction with the course Educational practice and Experimentation.

This course gives the students the opportunity to develop a frame of reference, guiding their choice of means and strategies to implement, while working with a child in an individual or group situation. The course enables the students to apply the principles of the educational program of the CPEs and of the educational project of the school environments. Through this course, the students can experiment with various types of activities and relate them to the courses Fundamentals of Educational Practice and Pedagogical Approaches and Educational Programs.

Since this course is given in conjunction with the stage, it will provide the students with the necessary tools to plan their educational practice. With the fieldwork placement, the course will give the students the opportunity to implement the skills and knowledge that they will have gained in other courses.

This course is given at the same session as the courses Observation in child care environment, Educational activity with infants, Educational activity and experimentation and Experimentation training course in the fourth session and registered in the sequence of courses related to the “Emotional, social and moral development of children and on intervention“. It is based on the knowledge gained in the courses: Psychology of the child 0-6 years, Psychology from childhood to maturity, Prevention and intervention in risk situations, Communication and teamwork, and Emotional, social and moral development of the child which has dealt with intervention in common situations.

This course enables students to recognize and understand the problems of behavior, adjustment and situation and its analysis. It enables students to demystify the complexity of the intervention with the child and group of children experiencing specific difficulties. This course teaches the student to recognize the limits of his role as a teacher and to put into practice behaviors and ethical attitudes in the face of different problems.

The continuation of learning related to the intervention will take place in the courses Integration of children with special needs, Educational activity in complex situations and the Integration Training course.

This course enables students to reuse all the knowledge related to the educational activity developed in the courses on the dimensions of development and areas of activity. This course is a place of integration and transfer of learning for this specific age group.

This course enables students to use observation in the process of educational activity. The student learns how to use observation to better analyze the needs of the child and the group. This course is part of the sequence of courses related to observation and intervention in the context of educational activity. It proceeds with the introduction to the observation made in the course Fundamentals and practices of educational activity and reuses the concepts of basic needs and child development. It also allows reuse of checklists specific to the different dimensions of the child and fields of activities for analyzing needs. The observation course allows a reuse of the concepts seen in the course Emotional, social and moral development of the child.

Holder of professional ethics in the second year, it also allows students to adopt ethical behaviors and attitudes.

This course, directly related to Training course 2 and to the course Educational activity and experimentation, enables students to practice active observation on the ground and analyze the needs of a child and a group of children in the training course. It is also linked to the course Difficulties of adaptation and child behavior in which one can learn to use the results of the observation process in the context of intervention.

The objective of this course is to communicate in the forms of discourse appropriate to one or more fields of study.
Competencies to be developed include:

• Identifying the forms of discourse appropriate to given fields of study
• Recognizing the discursive frameworks appropriate to given fields of study
• Explicating an oral and a written discourse

The objective of this course is to apply a critical thought process to ethical issues relevant to the field of study.
Competencies to be developed include:

• Situating significant ethical issues, in appropriate world views and fields of knowledge
• explaining the major ideas, values and social implications of ethical issues
• organizing the ethical questions and their implications into coherent patterns
• Debating the ethical issues

Coming soon.

This course gives the students the opportunity to critically examine the educational program and update it based on the experience of the team, the frames of reference on child development and existing pedagogical models. It is based on the courses Fundamentals of Educational Practice and Educational Practice for children of different age groups.

This course contributes to the development of the following competencies: To define the educational approach to be taken with children (019C) and To design and review the educational program (019K).

This course is offered and given at the same session as the courses Analysis of the context of family and social life, Pedagogical approaches and educational programs, Management and organization of a child care service and personal, professional and creative development at the fifth session and incorporated in the sequence of courses related to the observation and intervention in the context of educational activity. It is based on the knowledge acquired in the courses Communication and teamwork, Emotional, social and moral development of the child and Observation in the child care environment, as well as the course Difficulties of adjustment and behavior of the child.

This course enables students to better understand the reality of children with disabilities and/or significant and persistent limitations which leads to obstacles to its integration into a child care service. The student will be encouraged to reinvest his skills by experimenting with the process of educational activity so as to promote the integration of children with special needs in a child care environment. This course also enables students to become more aware of the reality of the parent whose child copes with a specific problem and involve them in the integration process.

This course allows students to practice designing an integration plan of a child with a special need in a child care service.

The course Educational activity in complex situations, Collaboration with parents and resource persons and Training Course 3 represent places of integration and transfer of learning from this course to different age groups and in different contexts of care.

This course is offered at the end of the training. It allows the student to rely on his personal and professional identity to consolidate his self-esteem, anchor his sense of competence, maintain his professional vitality, use his creativity in solving problems and deal with situations having an ethical dilemma. Relying on knowledge and his personal and professional experiences, the student will have to mobilize all the dimensions of his person in his educational activity and address this with openness, curiosity and originality. It will also be an opportunity for him to reassess his personal and professional attitudes in connection with the requirements of the profession.

This course is in relation with the course Emotional, social and moral development of children and the Communication and teamwork course.

The last part of the course on professional ethics is linked with the philosophy course of Ethical reflection area of the care giving relationship.

The course Educational activity in complex situations, Collaboration with parents and resource persons and Comprehensive seminar as well as Integration Course represent places of integration and transfer of learning.

This course is in the 3rd year and is part of the dimension “Functioning of a child care service.” It allows senior undergraduates of the program to integrate the concepts of business management services both in terms of the organizational structure as in the mechanism of the coordination of financial, material, human resources and organizational communication. The student will learn to better grasp and evaluate his role as an active participant and act on the functioning and development of the child care service of which he is or will be a part especially in terms of issues related to human resources management. Finally, in order to ensure a greater quality of services for early childhood, the student throughout this course will discover, through his active participation in workshops and other exercises, the complexity of the organization of a child care service and the importance of his personal involvement at various levels in the workplace (committees, CA, team, etc.)

This course gives the students the opportunity to implement the competency to analyze a child’s family and social life and determine the effects on his or her behaviour (0198).

The Comprehensive seminar course represents the key moment between the end of the college studies program and entering the job market. It is primarily the consolidation of the professional identity of the senior university student and taking of a step of improvement through integration activities of learning. Thus if a student is able to use what he has learnt to respond appropriately in new situations, it shows that he has integrated his learning and that he is capable, thereby, to transfer it.

While being aware of social issues related to the profession of teacher to children, the student will be motivated, within this course, to take stock of the knowledge he has acquired throughout his training and reinvest the learning he has achieved to face creatively, appropriately and ethically all complex professional situations which he will encounter in the course of his new profession and this, by mobilizing the necessary resources.

The pedagogical challenge of this course is to motivate the student to be more aware of what he knows and how he applies it in a real context. Therefore throughout the course the student will be motivated to place himself, that is face himself, his training, his training environment and the educational project he has carried out in the Pedagogical Approaches and educational program course.

This course is offered at the last session together with the courses Educational activity in complex situations, Comprehensive Seminar and with the Integration training course. Several links will be made between these courses and the training course so that students can experience some concepts in the class. This course seeks competencies developed in the course Analysis of the context of family and social life, Communication and teamwork, Difficulties of adjustment and behavior of the child, Integration of children with special needs and Observation in child care environment.

Because the educator-parents relationship has a direct influence on the harmonious development of children in child care, this course enables the student to learn communication strategies and support for parenting skills that he can experiment in the final stage with the parents of the group of children. In addition, the course encourages students to make connections with the fifth principle of the educational program of child care services, namely: Collaboration between educational staff or those responsible for child care services and parents is essential to the harmonious development of the child.

This course is the ideal place for further education of the frames of reference related to intercultural relations in the child care services started in the course Analysis of the context of family and social life given in the fifth session. Twenty hours should be devoted to it.

In this course, students will reuse all knowledge of the study program relating to the various situations of collaboration with parents and resource persons. This course is based particularly on the knowledge related to the role and responsibilities of an educator, code of ethics, communication skills, teamwork and observation, study program of child care services, family as well as child development and special needs.

This course allows senior university students to creatively use all theoretical and practical knowledge of early childhood education to deal with problems in complex situations likely to be encountered in the child care service from a thorough analysis of the situation. This course aims to specially reuse the concepts learnt in the following courses: Communication and teamwork, Emotional, social and moral development of the child; Personal, professional and creative development; Difficulties of adjustment and child behavior and The integration of the child with special needs. It is given in conjunction with the course Comprehensive Seminar and Collaboration with parents and resource persons and the Integration training course. It will allow the student to develop possible paths of solutions so as to implement appropriate educational activities.