FOUNDATIONS OF EARLY CHILDHOOD EDUCATION

School of Early Childhood

Course Code: Co-Requisites: Pre-Requisites:
ECE1075 Please see Course Related Please see Course Related
Information Information
Applicable Program(s): Core/Elective:

C100 - Early Childhood Education Core

C118 - Early Childhood Education Core

C148 - Early Childhood Education Core

C160 - Early Childhood Education Core

Prepared by: School of Early Childhood, Faculty

Approved by: Patricia Chorney Rubin, Director
Approval Date: 2023
Approved for Academic Year: 2024_2025
Contact Hours: 42.00
Credit Hours: 3.00

Course Description

This course explores and builds an initial understanding of the foundational

elements of early childhood education by asking questions (using a who, what,
when, where, why, how format). We position relationships and relations as the
central element in early childhood communities and programs. This
understanding is created by examining the foundational conditions that children
need to grow and flourish and draws on ideas from How Does Learning
Happen?, anti-bias and anti-racist curriculum and pedagogy, Indigenous early
learning frameworks, and theories of play and learning. Additionally, in this

1
ECE 1075: Foundations of ECE
2024-2025
course, we consider the role of early childhood educators in creating playbased
environments for children of all ages and explore the ways that educators
support children’s sense of belonging, connection, and well-being in early
learning spaces. Students engage in this analysis while developing an
awareness of personal bias and experience that is also situated within the
current social context.

Essential Employability Skills

This course contributes to your program by helping you achieve the following
Essential Employability Skills:
EES 1 COMMUNICATION: Communicate clearly, concisely and correctly in the written, spoken and
visual form that fulfills the purpose and meets the needs of the audience. (P, E,)
EES 2 COMMUNICATION: Respond to written, spoken or visual messages in a manner that ensures
effective communication. (T, P, E,)
EES 3 NUMERACY: Execute mathematical operations accurately. (P,)
EES 4 CRITICAL THINKING & PROBLEM SOLVING: Apply a systematic approach to solve problems. (P,
E,)
EES 5 CRITICAL THINKING & PROBLEM SOLVING: Use a variety of thinking skills to anticipate and
solve problems. (T, P, E,)
EES 6 INFORMATION MANAGEMENT: Analyze, evaluate and apply relevant information from a variety
of sources. (T, P, E,)
EES 7 INFORMATION MANAGEMENT: Locate, select, organize and document information using
appropriate technology and information systems. (T, P, E,)
EES 8 INTERPERSONAL: Show respect for diverse opinions, values, belief systems and contributions of
others. (T, P, E,)
EES 9 INTERPERSONAL: Interact with others in groups or teams in ways that contribute to effective
working relationships and the achievement of goals. (T, P, E,)
EES 10 PERSONAL: Manage the use of time and other resources to complete projects. (P, E,)
EES 11 PERSONAL: Take responsibility for one's own actions, decisions and consequences. (P, E,)
Note: "T" means elements of the skill are taught; "P" means elements of the skill
are practiced; "E" means elements of the skill are evaluated; "C" means the skill
culminates.

2
ECE 1075: Foundations of ECE
2024-2025
 Course Learning Outcomes

When you have earned credit for this course, you will have demonstrated the
ability to:

CLO 1 Explore how all relations and relationships impact children’s sense of self, connection to others
and to their environments.

CLO 2 Examine the foundational conditions that are important for children to grow and flourish.

Describe the role of the educator in the creation of play-based learning environments and the
CLO 3 practice of early learning pedagogy for infants, toddlers, preschool, kindergarten, and school
age children.

CLO 4 Determine the educator’s role in supporting the child’s sense of belonging, health and well-
being, positive identity, and sense of self in their daily experiences in an early learning
environment.

CLO 5 Acknowledge how individual, institutional, systemic, and structural oppressions impact early
childhood communities.

Delivery Methods/Learning Activities

Classes will consist of mini-lectures online, materials review, in-class exercises,

large and small group experiences, independent work, audio and video
materials.

Learning Resources

3
ECE 1075: Foundations of ECE
2024-2025
Bertrand, J. (2022). Becoming and Being: An Early Childhood Professional (1st
ED.). Cengage Learning Canada, Inc.

Gestwicki, C. (2017). Developmentally appropriate practice: Curriculum and

development in early childhood education (6th Ed.). Belmont, CA: Wadsworth.

Iruka, I., Curenton S, Durden, T, Escayg, K-A (2020). Don’t Look Away.
Embracing Anti-Bias Classrooms. Lewisville, NC: Gryphon House Inc

Course Resources

College of ECE (2020). Practice Guideline: Diversity and Culture

Department of Employment and Social Development. (2017). Indigenous Early

Learning and Child Care Framework.

Ontario Ministry of Education. (2013). Think, feel, act: Lessons from research
about young children. Toronto, ON:
author.

Ontario Ministry of Education. (2018). Think, feel, act: Empowering Children in

the Middle Years. Toronto, ON: author.

Ontario Ministry of Education. (2014). Excerpts from “ELECT”. Toronto, ON:

author.

Ontario Ministry of Education. (2014). How does learning happen?: Ontario’s

pedagogy for the early years. Toronto, ON: author.

Derman-Sparks, L., Edwards, J. O., Goins, C. M. (2020). Anti-bias education for

young children and ourselves (2nd Edition.). National Association for the
Education of Young Children. Washington, DC:

Reflecting on Anti-bias Education in Action: The Early Years (2021) A Film by

Debbie LeeKeenan, John Nimmo, Filiz Efe McKinney.

*Additional readings, resources and links will be posted on Blackboard.

4
ECE 1075: Foundations of ECE
2024-2025
 School Related Information

CONDITIONS FOR LEARNING

Programs in the School of Early Childhood prepare students to work with young
children, their families, their communities, and other professionals in a variety of
early childhood settings. The program also prepares students to continue to set
long term goals pertaining to continuing their academic learning. Throughout the
program students begin to develop the professional behaviour necessary for
these roles. Students and faculty come together to form a community of
learning. The purpose of this class is learning as such, we support each other's
learning. Within our learning community we show consideration and
thoughtfulness for each other. Expectations that demonstrate a commitment to
learning and emerging professionalism are outlined in the Student Handbook
and include:

Participation in class and arriving on time. Contributing to discussions,

supporting peers in the learning and being an active and involved participant are
critical to student success. Use of technology, lap top computers and other
personal devices, are for the purpose of supporting learning connected to class
content. Please turn off phone, text and email during class.

Religious Holiday: Students requiring an accommodation for a religious holiday

should notify the course faculty two weeks prior to the required accommodation
using the Request for an Academic Accommodation Agreement

It is the student's responsibility to contact the faculty to arrange the

accommodation for a test, exam, work placement or any other academic
situation that conflicts with a day or time period for religious observances of
special significance to them. The faculty will return the form to the student
detailing how the student's need for accommodation will be met.

Key Information and Policies

5
ECE 1075: Foundations of ECE
2024-2025
TESTING POLICY
Missed Test: In the event of illness or other extenuating circumstances that may
result in absence at the time of a test, students are required to email the faculty
to communicate the absence. It is the student’s responsibility to notify the faculty
via email if they miss the test due to an emergency. In the case of exceptional
circumstances students will be provided an opportunity to write the missed test.
Students are required to complete the Declaration of Extenuating
Circumstances (refer to the Student Handbook and posted on Blackboard) and
submit to the faculty for consideration.
Religious Holidays: Please read religious holiday accommodation policy listed
above.

ASSIGNMENT POLICY
Submission Deadlines: All assignments are due by MIDNIGHT on the date of
the submission deadline.

Late Assignments: In accordance with the GBC Assessment Policy, students

who are unable to meet the assignment submission deadline are required to
email the faculty to negotiate the new due date.
Delay in assignment submission that has not been approved by the faculty, will
be subjected to late daily (including weekends and holidays) penalty of 5% of
the assignment value. For example, at a rate of 5% per day, if an assignment is
worth 20 points, 1 point will be deducted for each late day (mark deduction
calculation:
20*5÷100=1).

After 10 days the assignment will only be accepted in cases of exceptional

circumstances. Contact your faculty via email if further extension is required.
Please complete the Declaration of Extenuating Circumstances and submit to
your faculty for consideration. In Class Assignments: Students who miss in class
assignments or tasks may be given opportunities to make up the missed work
due to exceptional circumstances.

6
ECE 1075: Foundations of ECE
2024-2025
 George Brown Related Information

ACKNOWLEDGEMENT OF THE TRADITIONAL LAND

We would like to acknowledge that George Brown College is located on the
traditional territory of the Mississaugas of the Credit First Nation and the land of
other Indigenous Peoples who have lived here over time.

PROGRAM LEARNING OUTCOMES

College programs are designed to deliver program learning outcomes that relate
to the unique content of a particular area of study. To review the specific
program learning outcomes for your program, please go to your program page
on the George Brown College website at https://www.georgebrown.ca/

IMPORTANT PROGRAM INFORMATION

Students are advised to consult program coordinators regarding specific
requirements for successfully completing their program, including
adding/dropping courses and other issues that might disrupt their course of
study.

RETENTION OF COURSE OUTLINES

Students are expected to retain their course outlines to support learning in the
course and for future use in applications for transfer of credit to other
educational institutions.

COLLEGE POLICIES
It is essential that students review all college policies, including Academic
Policies available at https://www.georgebrown.ca/policies.

DIGITAL LEARNING REQUIREMENTS

Students are required to have access to a computer and to the internet. There
may also be additional technology related requirements to participate in a
course that are not included in the course materials fee, such as headphones,
webcams, specialized software, etc. Details on these requirements can be
found in the course outline for each course.

7
ECE 1075: Foundations of ECE
2024-2025
The Library Learning Commons (LLC) has a limited number of devices including
laptops and portable WIFI devices to support students; however, the LLC
cannot guarantee access to a device for all students.

ACCESSIBLE LEARNING SERVICES FOR STUDENTS

Accessible Learning Services facilitates academic support and services for
George Brown College students with physical, sensory, learning, medical or
mental health disabilities. Delivered in collaboration with academic departments
and other service areas, these services are available to students in all programs
at all campuses.

George Brown College is committed to upholding a student’s right to

individualized and timely accommodation that promotes dignity, independence,
autonomy, equity, and inclusion for the student. In addition to our current
supports, we are working to eliminate barriers by increasing access to alternate
formats, planning accessible buildings and classrooms, enhancing employee
training, and adopting inclusive practices in placement and on campus.

Only those involved in a student’s accommodation plan shall be alerted to their

registration with Accessible Learning Services, and a student’s registration with
Accessible Learning Services will not be identified on the student’s official
college transcript and/or graduation documentation. For more information,
please visit the
Accessible Learning Services website at http://www.georgebrown.ca/accessible-
learning-services/ or call 416-4155000 ext. 2622 or email
[email protected]

EQUITY STATEMENT
George Brown College values the diversity of our students, employees, and
community partners, and is committed to providing a learning environment
where all people are safe and respected. Comments, behaviours, or interactions
that are inconsistent with our values may be a violation of the following college
policies: Sexual Assault and Sexual Violence, Human Rights Discrimination and
Harassment, and the Prevention of Workplace Violence and

8
ECE 1075: Foundations of ECE
2024-2025
Harassment. These types of actions or comments are not acceptable and will
not be tolerated. The commitment and cooperation of all students and
employees is required to maintain a welcoming environment in which to learn
and work.

Support and information are available through a Human Rights Advisor at

[email protected] or the Sexual Violence Response Advisor at
[email protected]

For information on the relevant policies visit

https://www.georgebrown.ca/diversity/

TEXT-MATCHING DETECTION SOFTWARE

Text-matching detection software assists faculty and students in preventing and
detecting plagiarism. Faculty may use such software to check the originality of
the academic work students submit in a course by comparing submitted
assignments to those contained in publicly accessible internet sites, and
academic journals, as well as databases of submitted papers and other sources.
Faculty may not submit any student work that contains personally identifiable
information through a text matching/anti-plagiarism tool or require students to do
so.
Automated text matching software will be made available to all academic staff
and students to promote academic integrity and appropriate documentation of
sources. Professors may choose to use the college-approved automated text
matching detection software in their courses. Students are permitted to submit
draft assignments prior to the due date, and to receive the screening report that
is also available to professors.

Student Evaluation System

Below is a list of evaluation methods included in this course along with the
course learning outcomes (CLO) and essential employability skills (EES)
assessed by each. In some cases, program learning outcomes (PLO) assessed
may also be indicated.

9
ECE 1075: Foundations of ECE
2024-2025
Assignment 1 (20%)
Response & Discussion. Students respond to course ideas and readings using a
combination of discussion board, journals, or reflective papers/videos. Specific
details will be provided by your professor. Due date: Weeks 3 – 6 (refer to the
Topical Outline for due dates).
Validates Outcomes: CLO 2, CLO 3, CLO 4, EES 1, EES 2, EES 4, EES 5

Test 1 (25%)
Varied Format: Multiple Choice/True False test/Short answer. Takes place in
person in Week 7 Class.
Validates Outcomes: CLO 1, CLO 2, EES 4, EES 5, EES 6

Assignment 2 (30%)
The Role of the Educator will be analyzed as students explore elements of
relationships, environments, pedagogy, and practices that contribute to creating
foundational conditions for children to grow and
flourish. Due: Week 13 (6) Class.
Validates Outcomes: CLO 1, CLO 2, CLO 4, CLO 5, EES 1, EES 2, EES 5, EES
8, EES 9, EES 10

Test 2 (25%)
Varied Format: Multiple Choice/True False test - Takes place in person in Week
14 (7) class.
Validates Outcomes: CLO 1, CLO 2, CLO 3, CLO 4, CLO 5, EES 1, EES 2,
EES 4, EES 5, EES 6, EES 7, EES 11

All Assignments and tests must be submitted to receive a passing grade for the
Foundations of ECE course.

Prior Learning Assessment and Recognition

Prior learning assessment and recognition (PLAR) is a process that gives

students the opportunity to obtain academic credit for one or more courses in a
certificate, diploma or degree based on demonstrated prior learning acquired
through life experiences before enrollment in a program. More information
regarding PLAR can be found on the GBC website at:
http://www.georgebrown.ca/plar/

10
ECE 1075: Foundations of ECE
2024-2025
• This course is PLAR eligible, please see Program Coordinator/Chair for more
information.

Grading System

The passing grade for this course is a D: 50-59%

Legend

Terms
•ALO: Aboriginal Learning Outcome
•Apprenticeship LO: Apprenticeship Learning Outcome
•CLO: Course Learning Outcome
•DPLO: Degree Program Learning Outcome
•EES: Essential Employability Skill
•EOP: Element of Performance
•GELO: General Education Learning Outcome
•LO: Learning Outcome
•APO: Additional Program Outcome
•PLA: Prior Learning Assessment
•PLAR: Prior Learning Assessment and Recognition
•PLO:

11
ECE 1075: Foundations of ECE
2024-2025