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Early Learning and Childcare - Diploma
Cultivate the skills and knowledge you need for a successful career in early childhood education.
Program at a Glance
Length
2 years
Credential
Diploma
School
Delivery Method
On Campus
Campus
Castlegar
Intake Dates
Fall
Contacts
Selkirk International
Overview
The two-year diploma program is a specialized and inclusive program for international students designed to cultivate the skills and knowledge needed for a successful career in early childhood education.
This program is tailored to meet the diverse needs of international students, combining theoretical foundations with practical, hands-on experiences in early learning environments. Participants gain a deep understanding of child development, curriculum planning and effective teaching methodologies, while also honing cultural competence and language proficiency to engage effectively with children and families from various backgrounds.
The curriculum places a strong emphasis on fostering creativity, nurturing positive learning environments, and promoting the well-being of young learners. Graduates of this program emerge as well-rounded professionals equipped to contribute meaningfully to the field of early childhood education.
*This program may be eligible for the post-graduation work permit (PGWP).
Program Outcomes
Upon successful completion of this program, students will be able to:
1. Demonstrate professionalism in practice consistent with the code of ethics and standards of practice of their respective disciplines
2. Use effective interpersonal skills including active listening, collaboration, self-awareness and conflict resolution within multi-faceted roles and contexts
3. Understand and respect cultural differences and multiple ways of knowing
4. Practice from an ethic of inclusivity
5. Establish and maintain wellness strategies to assure work/life balance both personally and professionally
6. Engage in critical thinking, problem solving and reflective practice
Admission Requirements
In addition to meeting the general admission requirements to Selkirk College, the applicant must meet the following Early Learning and Childcare Diploma Program requirements to be considered fully-qualified:
a) English Studies 12, or equivalent with a minimum of 60% or higher
b) As English is the language of study in BC, students must meet English language proficiency at an appropriate level to be accepted into this program. Those not meeting this requirement must achieve scores identified in Policy 8611.
Additional Requirements
A current criminal record check from the Ministry of Justice must be completed prior to starting the first practicum. Some types of criminal records may limit or prohibit acceptance in field placement; acceptance into field placement is a requirement for program promotion.
PART-TIME STUDIES IN HUMAN SERVICES PROGRAMS
1. Acceptance to an individual course does not constitute admission to the program. All program admissions will be considered according to Part I, A: Admissions Requirements.
2. The ECCE IT Diploma program may be completed on a part-time basis depending on number of spaces available. Students choosing to complete a program on a part time basis must meet with a program coordinator, counsellor and/or School Chair at the time of acceptance to plan a course of studies.
3. Students who have been accepted for part time studies and are in good standing academically will normally be accepted upon re-application to the next term. Refer to Part II, Section B, Promotions re: academic requirements.
Graduation and Promotion
Promotion
1. In order to progress to the next semester, the following requirements must be met.
- Completion of all courses in the semester with a minimum overall cumulative GPA of 2.00 and a grade of a “C” or better in all semester courses.
2. Promotion to practicum will be determined by the following criteria:
- A grade of "C" or better in all required courses as defined in Part II, C, Graduation Requirements.
- Some types of criminal records may limit or prohibit a student's acceptance in field placement agencies. Ability to be accepted into field placement is a requirement for promotion.
3. A student’s performance will be reviewed by program faculty when:
- Grades in one or more courses fall below a “C”.
- Unacceptable behaviour, inappropriate interpersonal skills, and/or patterns of absence are displayed (as outlined in program policies).
- On probation.
4. Considerations for practicum placement:
- Practicum placements are normally completed within the College region.
- To avoid a conflict of interest, students are expected to inform instructors and the practicum coordinator of agencies where family and/or personal connections exist.
- Practicum placements will be arranged by the practicum coordinator.
Graduation
- In order to graduate with a credential from Early Learning and Childcare Diploma program a student must meet all program requirements with a cumulative GPA of 2.00 or better.
- In order to graduate with Honors students must meet all program requirements with no grades less than a B- and a cumulative GPA of 3.5 or higher.
Courses
Term 1
Required Courses
EASL066 - College Preparation - Research Writing
EASL 066 College Preparation - Research Writing is an advanced writing course that focuses on various forms of writing that can be found in the academic and the work world. In addition to formal academic research techniques, this course will also explore practical technical writing skills needed for clear, timely, concise and accurate communication. The writer must focus on the purpose and audience as well as the form, style and organization. In this class, students will produce a variety of practical and academic forms of writing, including correspondence, summaries, instructions, proposals, reports etc.
Prerequisites
EASL 056A with a minimum of 60% or equivalent
Credits
3.00
ECCE186 - Child Health and Safety
ECCE 186 Child Health and Safety is on personal wellness and the planning, establishment and maintenance of a safe and healthy environment in programs for children from birth to school age. Topics include: food preparation and handling; planning nutritious snacks and meals; universal precautions; diapering and toileting; accident prevention and hazard identification; medication; illness management, assessment and reporting; modelling healthy practices and utilizing community health resources.
Prerequisites
Acceptance into the ECCE Program
Credits
3.00
HSER174 - Interpersonal Communications
HSER 174 Interpersonal Communications provides the student with an opportunity to examine personal goals, values and attitudes; develop and practice listening and responding skills, and become more aware of personal strengths and limitations. This course is designed to help students gain self-understanding in order to be more effective in working with people.
Credits
3.00
ECCE178 - Professional Practice I
ECCE 178 Professional Practice I provides an overview of the field of early childhood education from a theoretical perspective influenced by both historical and current contexts. Learners will have the opportunity to engage with a variety of program models and structural components such as the BC Childcare Licensing Regulation, the Early Learning Framework of BC and the Occupational Standards for Early Childhood Educators. Using these guiding frameworks and theories learners will demonstrate an understanding of standards of practice and childcare administration.
Prerequisites
Acceptance into the ECCE Program.
Credits
4.00
Term 2
Required Courses
ECCE168 - Observing and Reflecting Practicum I
ECCE 168 Observing and Reflecting Practicum I is an experiential course with field placements and lectures integrating theories and practices in the early years. Through engagement with early childhood educators in practicum learners will participate in professional practice; plan and evaluate a developmentally appropriate program that meets the observed needs of children. Learners will explore how pedagogical narrations inform practice through observing, collecting traces, collaborating and reflecting. Utilizing a ‘common world’s’ framework, including indigenous world views, learners will have opportunities to explore the interrelationship of living and non-living things.
Prerequisites
Acceptance into the ECCE Program
Credits
2.00
ECCE179 - Professional Practice II
ECCE 179 Professional Practice II examines early childhood care and education in a historic and current cultural context. Using a variety of theories, including the bioecological approach learners will reflect on the impact of their personal values and attitudes on their professional practice.
The principles of inclusive practice when working with young children and families will be examined, and the importance of play in learning will be identified through exploring the theory and its benefits. By the end of the course learners will have gained a sense of professionalism and will be able to advocate for the profession of early childhood care and education. Current frameworks and theories will be used to develop positive, compassionate and ethical professional values.
Prerequisites
ECCE 178 with a minimum grade of 60%
Credits
4.00
ECCE188 - Planning with Young Children I
ECCE 188 Planning with Young Children I provides opportunities to learn about warm, caring, responsive relationships and emotionally safe, child-centered environments. The course focuses on application of theories, planning experiences and environments to support children’s development. Students explore the areas of art, music, movement, literature, and drama within the conceptual frameworks of developmentally appropriate practice, the competent child, diversity, child-centred environments, sensory motor exploration, emergent curriculum and creativity.
Prerequisites
Acceptance into the ECCE Program.
Credits
4.00
ECCE193 - Child Centered Partnerships I
ECCE 193 Child Centered Partnership I, learners reflect on values, beliefs and attitudes toward building warm relationships with children. Understanding of self within the guiding relationship is developed. With the use of problem-solving techniques, students learn the skills of guiding and caring for children and creating emotionally safe, respectful environments that are empowering and that enhance friendships, responsibility, self-discipline, self-worth, and maximize potential.
Credits
4.00
Term 3
Required Courses
FAM180 - Family Dynamics
FAM 180 Family Dynamics is designed to provide students with a variety of theoretical perspectives to understanding families. It considers the diversity of families through the lenses of the life course perspective and political policies. Family formation, parenting, separation and divorce and aging are all examined. Family issues are also considered, including marriage and death rituals, work and poverty, same sex relationships, disabilities and immigrants. Policies that affect families are explored through an examination of violence in the family and political trends. The course is intended to be a foundation for further study of families.
Prerequisites
Must be done concurrently with or after completing ENGL 110.
Credits
3.00
PSYC100 - Introductory Psychology I
PSYC 100 Introductory Psychology I is an introduction to the methods, theory and practice of psychology as a science. Among others, topics will include motivation and emotion, learning and memory, biological foundations, sensation and perception. Other topics are added at the discretion of the individual instructor. Class demonstrations and activities are used to illustrate concepts. Teaching methods and resources in the course vary with the instructor.
Prerequisites
English Studies 12 or English First Peoples 12 or ENGL 60 with a minimum grade of 60%
Credits
3.00
For students who have completed these courses in advance, this term is considered a regularly scheduled break.
Term 4
Required Courses
ECCE169 - Observing and Reflecting Practicum II
ECCE 169 Observing and Reflecting Practicum II is designed to integrate theories and practices in the ECCE field. Students will observe and participate in regional early childhood programs off campus. The clinical practicum provides opportunities to practice observing and recording children's individual abilities and interests over time, and, reflective practice and professional conduct.
Prerequisites
ECCE 168 with a minimum grade of 60%
Credits
2.00
ECCE189 - Planning with Young Children II
ECCE 189 Planning with Young Children II builds on the concepts and theories of ECCE 188 with an emphasis on play theory, social relationships and skills, and creative and cognitive processes in children ages three to six years. Learners examine the interface of adults and children in a child-centred environment. Learners study ways of supporting and extending the interests, understandings and problem-solving abilities of young children in the areas of mathematics, science and social studies. The focus will extend to the programming context with a holistic approach to the practitioner as planner and adult within the play environment and address variations in development, abilities, issues, and risk factors.
Prerequisites
ECCE 188 with a minimum grade of 60%
Credits
4.00
ECCE195 - Practicum I
ECCE195 Practicum I provides the learner with practical experience in an early childhood centre. Students integrate learning and demonstrate skills in interpersonal communication, observing and recording children's responses and abilities, program planning, guiding and caring and growing professional awareness. Seminars are scheduled for reflective discussion of practicum learning.
Prerequisites
ECCE 168, ECCE 178, ECCE 186, ECCE 188, HSER 174, and PSYC 100 all with a minimum grade of 60% and a GPA of 2.0
Credits
4.50
ECCE293 - Child-Centered Partnerships II
ECCE 293 Child-Centred Partnerships II, concepts and skills of ECCE 193 are further developed and enhanced; for example, understanding of self within the guidance relationship, creating emotionally safe and respectful environments and enhancing autonomy. Students examine guiding relationships and apply principles and skills to complex situations. Students will also have the opportunity to learn about the various community partners and their role in supporting young children.
Prerequisites
ECCE 193 with a minimum grade of 60%. Students can take ECCE 293 as part-time students.
Credits
3.00
PSYC240 - Child Development
PSYC 240 Child Development is an introduction to normal child development; this course explores selected aspects of the physical, cognitive, emotional, and moral development of children from birth to middle childhood; and examines the major theories of child development.
Prerequisites
PSYC 100 or PSYC 101 with a minimum of 60%
Credits
3.00
Term 5
Required Courses
ECCE294 - Practicum II
ECCE 294 Practicum II, students synthesize learning with practical application. The focus is on collaboration with families and community in the creation of inclusive, responsive, culturally-sensitive child-centered environments for young children. Learners continue to engage in the process of self-reflection and individual goal setting regarding exemplary professional practice. Seminars are scheduled for reflective discussion of practicum learning.
Prerequisites
ECCE 168, ECCE 169, ECCE 178, ECCE 179, ECCE 186, ECCE 188, ECCE 189, ECCE 193, ECCE 195, HSER 174, FAM 180, ENG 110, PSYC 100, and PSYC 240 all with a minimum of 60% and a GPA of 2.0.
Corequisites
ECCE 293
Credits
6.00
ECCE200 - Infant Growth and Development
ECCE 200 Infant Growth and Development. This course will explore child development from theoretical perspectives and will examine ways of enhancing young children's development. Conceptual themes to be addressed include: developmentally appropriate practice, the competent child, diversity, responsive caring, relationships, child centered environments, emotional safety, and creativity.
Prerequisites
In order to receive transferability (course credit) for courses in the ECCE Post Basic certificate in Infant/Toddler, a student must have completed the Basic Early Childhood Certificate with a minimum of 60%.
Credits
2.00
ECCE260 - Health Care in Infant and Toddler Programs
ECCE 260 Health Care in Infant and Toddler Programs includes the planning, establishment and maintenance of a safe and healthy environment regarding: food preparation and handling, planning nutritious snacks and meals, diapering/toileting, accident prevention and hazard identification, medication, illness management and assessment, modelling healthy practices and utilizing community health resources.
Prerequisites
In order to receive transferability (course credit) for courses in the ECCE Post Basic certificate in Infant/Toddler, a student must have completed the Basic Early Childhood Certificate with a minimum of 60%.
Credits
2.00
ECCE285 - Practices With Infants and Toddlers
ECCE 285 Practices with Infants and Toddlers. This culmination course is designed to prepare the student to work as an Early Childhood Educator with children under three years. Emphasis will be on professional decision making; designing and implementing a safe nurturing inclusive program. This course builds on and expands knowledge from the basic ECCE program regarding early childhood theory, philosophies, historical approaches and high quality care.
Prerequisites
Completion of the Selkirk College ECCE Basic Program, or equivalent with acceptance into the Post-Basic Infant Toddler Program.
Credits
6.00
- ECCE 294 Practicum II will take place for 6 weeks from beginning of semester to reading break
- ECCE 200, 265 and 285 will begin after ECCE 294 after reading break for 18 hours of instruction per week
Term 6
Required Courses
ECCE282 - Infant/Toddler Observation Practicum
ECCE 282 Infant/Toddler Observation Practicum provides the student with opportunities for supervised practical experience and directed observation of individual infants and toddlers as well as group settings designed for infants and toddlers. Ten hours of individual child observations may be done in homes, family day care, or other informal settings. The forty hours of Infant-Toddler Centre observations will be arranged in a variety of locations.
Prerequisites
Early Childhood Education Certificate. Available only to students accepted into the program.
Credits
2.00
ECCE286 - Infant Toddler Practicum
ECCE 286 Infant Toddler Practicum experience is designed to provide the student, under supervision, with opportunities to apply and consolidate knowledge and skills in working with infants and toddlers in group settings. Five weeks in length, this block practicum places each student in an early childhood setting for children under age three.
Prerequisites
ECCE 285 , ECCE 200, ECCE 260 and HSER 267. Early Childhood Education Certificate and successful completion of the listed prerequisites with a minimum of 60%.
Corequisites
ECCE 282
Credits
6.00
HSER267 - Leadership in Human Services
HSER 267 Leadership in Human Services provides a basic introduction to leadership concepts. Students self-reflect as they explore the concepts of emotional intelligence, leadership style, and the qualities and attributes of an effective leader. Students create a plan for developing personal leadership skills and have opportunities to improve their leadership performance in managing conflict, overcoming obstacles, and establishing a constructive climate.
Prerequisites
Successful completion of an ECCE, SSW, or EACSW certificate
Credits
3.00
Policy
Effective Term:
FallEffective Year:
20240801Advanced Standing:
A. TRANSFER CREDIT
1. Transfer credit will be given for university transfer courses equivalent to Selkirk College courses, providing a grade of "C" or better was achieved.
2. Applications for transfer credit from other ECCE, SSW or EACSW programs will be reviewed with provincial articulation agreements and considered on an individual basis; applicants may be required to provide detailed course outlines.
B. ADVANCE OR PRIOR LEARNING ASSESSMENT (PLA)
1. Advance credit in core program courses may be granted by the School Chair or designate after evaluation of the applicant’s mastery of course objectives. See program specific guidelines for PLA.
2. Credit for Final Practicum will not be awarded through PLA in the ECCE IT diploma program.
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Re-Entry Instructions:
1. An application is required for enrolment in program courses in subsequent years.
2. Normally, students who must interrupt their program may apply for re-admission, within one year of departure, on the basis of the following priorities:
a) Students in good standing who interrupted their program for illness or other personal reasons.
b) Students who failed to meet program requirements for promotion.
c) Students transferring from another program within BC.
3. Students who fail to complete a semester successfully may apply to re-enter and repeat the incomplete semester when it is next offered. (Normally, there is a period of 12 months between offerings of a course or semester.)
4. Normally, a student returning in one year or less will retain full credit for all courses previously completed. After more than one year's absence, students may be required to update or repeat courses previously completed. A grade of "C" or credit granted in each repeated course is required for re-entry.
5. Students who withdraw for medical or compassionate reasons will provide evidence to the School Chair from a licensed practitioner regarding the suitability of his/her return to the program.
6. Students must complete the program in its entirety within 60 calendar months from the time of initial entry into the program.
7. Re-entry full-time students who have successfully completed their previous year are given priority over part time students.
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Assessment:
Grading for theory courses will be as per the Standard Academic and Career Grading Table as defined in Selkirk College Policy 8612 Grading. Grading for practicum courses will be as per the Competency Based Grades as defined in Selkirk College Policy 8612 Grading.
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Grading Table:
Other
Types of Assessments:
Assignments
(i) Students absent from a class, for any reason, are responsible for the course material they have missed. They may be required to make up missed assignments, activities, and/or practicum hours as required by the instructor if learning outcomes are not being met.
(ii) Dates and times are set for all assessments. Students are informed of the dates and times at the beginning of the course and are expected to organize their schedule accordingly. If a student is absent for a reasonable cause (e.g., illness, family emergency, adverse weather conditions, etc.), they may be allowed a make-up test/exam on the first day they return to the program (please check the program’s handbook for specific details). A physician’s note for illness, or a note substantiating the family emergency, may be required prior to arranging the make-up testing.
(iii) Students are expected to notify the course instructor before the scheduled assessment if they are unable to complete the assessment. Whether they will be able to reschedule the assessments will be addressed on a case-by-case basis. If the student does not notify the instructor, they may forfeit their opportunity for a make-up assessment.
(iv) For courses involving practicum placements evaluation occurs on a continuous basis and graded CRG or NCG as per the Competency Based Selkirk Grading Table in Selkirk College Policy 8612 Grading. All practicum activities may be considered evaluative events. Informal verbal and/or written feedback is regularly provided by the instructor and practicum supervisors. Depending on the length of the course there may be one or more performance appraisals or evaluations.
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Attendance:
1. Students absent for 20% or more in a given course may be placed on behavioural probation.
2. Students absent from any courses are responsible for the work they have missed and must make up assignments as required.
3. Students are responsible to inform the instructor in advance of any absences.
4. Students participating in on-line classes are expected to access and read all materials posted on their course site. If any aspect of the course has not been opened and/or participated in the student will be considered absent for that class.
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Professional Requirements:
1. Codes of Ethics and Competencies
Students are expected to know, understand, and abide by the applicable Codes of Ethics:
a) Early Childhood Educator.
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2. Guidelines for Professional Conduct
In addition, students are expected to consistently demonstrate professional conduct based on the following guidelines:
a) exercise personal discipline, accountability, and judgement
b) accept personal responsibility for continued competency and learning
c) assist and serve the public, client or patient and place them before oneself
d) recognize the dignity and worth of all persons in any level of society
e) assist others in learning
f) recognize one’s own limitations and areas for development, and
g) maintain confidentiality of information appropriate to the purpose and trust given when that information is acquired.
Professional Conduct will be measured by one’s professional abilities, personal integrity, and the attitude one demonstrates in relationship with others.
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3. Students who violate these professional standards may be required to withdraw from their Program.
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4. Students may be required to withdraw when ethical, medical, or other reasons interfere with the satisfactory completion of their Program.
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Other Regulations:
RESPONSIBILITIES IN FIELD PRACTICUM PLACEMENTS
1. The selection of practicum placements is the responsibility of the program faculty. Students will not actively seek practicum sites.
2. Students will not provide transportation for clients while on practicum.
3. Students will not administer medications to clients while on practicum.
4. Students without supervision of agency staff will not be responsible for clients when off agency premises unless college instructor approval is given prior to the event. ECCE students, without supervision of agency staff will not be responsible under any circumstance for children off agency premises.
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Fundamentals in Programming and Software Development
Community Education & Workplace Training Course
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STAC Advanced Manufacturing Internship I
Category
The STAC Advanced Manufacturing Certificate training program is comprised of part-time and full-time internships with Selkirk Technology Access Centre (STAC), providing 420 hours of experiential learning focused on addressing real-world challenges through applied research.
Each internship provides technical and professional on-the-job skills training. Faculty provide interns with discipline-specific advisory and mentorship support. Learners are provided with the opportunity to engage in applied research focused on addressing partner needs. Interns work with their faculty advisor and external partner(s) to scope projects, undertake applied research and provide agreed upon deliverables to partners (e.g., research report, 3D printed prototypes, development of a new/revised data analytic pipeline). Pending grant and partner funding, paid internships may be offered through an "earn while you learn" competitive and hiring process.
Students also engage in ongoing learning seminars, networking and knowledge dissemination opportunities, and are encouraged to cross-pollinate ideas with interns from other research groups and engage in interdisciplinary research.
Student learning will be evaluated through self-assessment, faculty assessment and external partner assessment according to the following learning outcomes:
- Student is competent for autonomous, responsible and ethical practice
- Student works with other people effectively, fairly and cross culturally
- Student uses information in judicious ways for specific work-related purposes
- Student is willing to continue to learn to improve practice and is able to identify areas for self-improvement
- Student integrates theory and practice
- Student has confidence and self-awareness to seek and gain employment in a job market.
Research interns, in consultation with their advisor, must fulfill the following requirements to earn their certificate of completion:
- Minimum 420 hours of time-tracked STAC work experience
- Learning plan
- Regular intern attendance and participation at meetings and learning events
- Mid-point learning reflection
- Final report (or other agreed upon deliverable) & learning reflection
- Social media contribution
Learners can bundle three internships to earn a STAC Advanced Manufacturing Certificate of Completion. Learners will acquire foundational and discipline-specific professional and technical skills.
Professional and Technical Skills
Applied research and innovation
- Communications
- Interdisciplinary collaboration
- Leadership
- Critical thinking and analysis
- Problem-solving and creative thinking
- Planning and project management
- Technical writing
- Public speaking
Discipline-specific professional and technical skills may also include:
- Research ethics and intellectual property
- Lab and field safety
- Product design and prototyping
- Planning and project management
- Data management and security
- Entrepreneurship
- Equity, diversity and inclusion
This training program will be of interest to current Selkirk College students or recent graduates from diploma and degree programs interested in improving their pathways to employment through applied research-focused experiential learning. Internships are offered through a flexible, continuous intake delivery model either in person at the Selkirk Technology Access Centre in Trail, at a partner location or virtually. A laptop is required.
Required Qualifications
- Strong independent worker and self-motivated.
- Strong computer skills, including Microsoft Office applications (Word, Excel, PowerPoint) and Teams.
- Written communication skills, including the ability to write reports and develop presentations.
- Oral communication skills, including comfort with speaking and presenting.
- Proven ability to complete tasks under pressure and be flexible.
- Ability to prioritize work and meet deadlines.
- Excellent interpersonal, time management, and task management skills.
- High level of professionalism and experience working with external clients.
Applicants may be required to submit a resume and cover letter. The cover letter should include the following:
- An indication of which of the five Selkirk Innovates focus areas is of primary interest, including rural resilience, GIS and natural resource management, advanced computing, advanced manufacturing and ion-source technologies.
- Summary of why the applicant is interested in the internship.
- Explanation of relevant skills and experience.
- Explanation of how the applicant meets the required qualifications.
- Identification of learning objectives.
Cover letters can be up to two pages in length. Your cover letter will be reviewed as a sample of your writing and communication skills. Please submit your application package via email.
Please do not register via the link below until you have received registration approval from Selkirk Innovates.