Consecutive Diploma/Degree in Early Childhood Education George Brown Polytechnic (GBP) - Toronto Metropolitan University Campus, Canada

As a graduate of the four-year Early Childhood Education (Consecutive Diploma/Degree) (C118) program, you'll enter the workforce with two credentials—an Early Childhood Education (ECE) diploma from George Brown College (GBC) and a Bachelor of Arts in Early Childhood Studies from Toronto Metropolitan University (TMU). This program offers distinct advantages including college-level tuition fees for the first two years, rather than higher university fees, and the expanded career scope and direction the two credentials can provide.

To solidify your learning as you go, this program alternates between in-class learning and field placement experiences. This integrated approach not only helps you develop confidence in your skills as you progress throughout the program but will ensure you are ready to work immediately upon graduation.

During years one and two (GBC diploma), you will learn:

• The holistic development of infants, toddlers, preschoolers and school-aged children
• How to support children as they grow
• How to plan and implement programs that support children's learning  

You will also engage with families and the broader community.

In years three and four (TMU degree), you will:

• Study policy, advocacy and legislation as they relate to the early childhood sector
• Explore the cognitive development of young children as it relates to literacy, creativity, science, technology, and more
• Engage in a research project

Your Field Education Options

Field placement plays a significant role in this Early Childhood Education Consecutive Diploma/Degree program by providing you with the opportunity to integrate and apply classroom theory to practice.

Program Learning Outcomes

The graduate has reliably demonstrated the ability to:

• 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' world views 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.