NACC Early Childhood Assistant Diploma

Next program start dates:

Monday, December 4, 2023

Tuesday, January 2, 2024

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Comprehensive Development

Develop the skills to effectively care for infants and young children through observation, understanding, and guideance.

Value-Added Modules

Students learn the psychology behind behaviors to effectively implement discipline and guidance.

Practical Experience

Apply principles into practice with infants, toddlers, preschoolers, and kindergarteners in real learning environments.

Diploma

Certificate

NACC Early Childhood Assistant Diploma

Duration

43 weeks

Campus

Toronto

Offered

On-site

Available

Varying Schedule

NACC Early Childhood Assistant Diploma

Program Overview

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Course Highlights
Career Opportunities
Salary Range
Information Kit
Readiness Quiz
Admission Requirements
Course Curriculum
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NACC Early Childhood Assistant Diploma Summary

NACC Early Childhood Assistant Diploma will provide students with an opportunity to study the historical roots of early learning and how they have shaped the modern approach to play-based learning. Students will acquire the skills necessary to establish inclusive relationships within the ECE community. All students will complete a field practice with toddlers or infants, preschoolers, and school-age children.

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NACC Early Childhood Assistant Diploma Highlights

ECA Diploma is designed to equip the students with professional interpersonal communication skills, three major domains of young children’s physical, cognitive and socio-emotional development, and the importance of safe learning environments to support and promote children’s health & well-being. Students will examine the basic concepts, theories, and research in sociology and how they relate to Canadian culture and social institutions.

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Key features of NACC Early Childhood Assistant Diploma

Learn the theoretical approaches to working with young children and their families in diverse communities.
Understanding and applying observational tools along with writing concise and accurate learning objective observations.
Develop skills that will help students excel in their practicum experiences and professional careers.

Career Opportunities

Early Childhood Assistant
Early Education Assistant
Early Childhood Educator Assistant
Preschool Teacher Assistant
Child Care Aide
Daycare Worker

Salary Range

NACC Early Childhood Assistant Diploma Information Kit

This kit includes important details on the NACC Early Childhood Assistant Diploma program at ABM College.

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Admission Requirements

Standard Admission

1. Successful completion of Grade 12 or equivalent. 2. Passing score on the Wonderlic Scholastic Level Exam. 3. Passing score on the CLB Test. 4. Successful interview with ABM College Admissions.

Mature Admission

1. Applicants must be out of high school for at least two years. 2. Applicants must be at least 18 years of age prior to admission. 3. Passing score on the Wonderlic Scholastic Level Exam. 4. Passing score on the CLB Test. 5. Successful interview with ABM College Admissions.

Detailed & International Requirements

For any other program or region-specific requirements, please contact one of our Admissions Advisors. For International Students, please refer to the International Students Admission Requirements.

Domestic Detailed Admission Requirements

Course Curriculum

Foundations of Early Childhood Education

This course will introduce students to the field of Early Child Care and Education through an investigation of the historical roots of early learning, and how that has affected the contemporary approach to play-based care. Students examine theoretical approaches of working with young children and their families in a diverse community. They examine the dimensions of high-quality childcare and components of current legislation. Students explore the early learning framework.

Communications

This is a required course in the Early Childhood Assistant program that offers an introduction to professional interpersonal communication skills. These skills will be further developed and practiced in subsequent courses. This course explores topics related to professional communication, reflective practice and collaboration. As a result of this course, students will gain the skills necessary to establish inclusive relationships within the ECE community.

Infant and Child Development

Students develop a comprehensive understanding of child development from conception through early childhood. They take a dynamic perspective on developmental theories that apply to early childhood education. With a focus on whole child development and education, the course will also examine the three major domains of young children’s physical, cognitive and socio-emotional development as well as connect to the developmentally appropriate practice to promote children’s development.

Observation Skills

This course introduces the role of the observer and various approaches to observing development. Ethical standards for surveillance and documentation are discussed. Writing concise, accurate and objective observations are introduced along with many observation tools.

Health, Safety and Nutrition

This course covers the health, safety and nutritional needs of children and early childhood educators. Students recognize the importance of safe learning environments to support and promote children’s health and well-being. Health promotion, prevention of illness, occupational health and safety are discussed. Additional exploration focuses on the impact that educators and childcare settings have on the health and nutrition of children. Students review current legislation in the Child Care and Early Years Act, 2014.

Child, Family and Community

Students study ways of forming positive partnerships between families and educators. Strategies facilitating family involvement, effective collaboration, and communication skills with parents are defined. Current theories of parent education and issues in child rearing are examined. Students understand children and families are unique. They explore how to react and have an inclusive, welcoming, and anti-bias environment for different family structures, cultures, socio-economic statuses, religions and ethnicity.

Practicum I

Field practice provides a continuum of experience that allows the student to integrate and apply theory. The student must demonstrate the necessary self-awareness, attitudes, and skills that enable her/him to work competently with children, families, and co-workers. All students complete a field practice with infants or toddlers, preschoolers, and school-age children.

Introduction to Sociology

This course introduces students to the language and practice of sociological inquiry. It examines basic concepts, research and theories in sociology, and uses them to explore our everyday life experience and their relation to the cultural communities and social institutions in Canadian society. Students develop an appreciation of key groups and issues such as family, ethnic group, class, community, school, childcare, social change, women’s issues, social organizations, multiculturalism, and immigration.

Play-Based Early Learning Strategies

Students explore the foundations of a play-based curriculum specific to young children in early learning and care environments. This will foster inclusive, holistic learning and development. Students examine how an early learning curriculum framework guides curriculum planning. Strategies are explored to support the design of creative arts and sensory experiences. The course addresses planning for play. Knowledge and skills prepare students for their practicum experiences and professional practice.

Language and Literacy

This course provides theory related to language acquisition in the early childhood years. Students learn the implementation of teaching techniques within a play-based curriculum. They examine the importance of early experiences, such as social, cultural, and linguistic diversity interactions for facilitating the development of language and literacy skills. Students apply language development theory to program planning for young children and establish rich language and literacy practices.

Introduction to Psychology

This course provides an overview of the theoretical approaches and empirical studies that have contributed to the nature of psychology. Students will acquire an appreciation for research methodologies and for the range of influences that guide their behaviour and experience. Basic concepts and principles of individual behaviour are examined, particularly those of human development, normal and abnormal behaviour, social psychology, learning, perception, and psychological measurement.

Guiding Children’s Behavior

This course will explore current research and approaches to managing and guiding young children’s behaviour in early childhood programs. Guidance and discipline are considered within a framework of child development and developmentally appropriate practice. Methods including theoretical approaches, respecting diversity, understanding vulnerabilities, and analyzing behavioural concerns will be covered.

Creating Inclusive Environments

Students learn how to use a developmental approach when discussing the typical and atypical development of a child. This will allow adjustments to their curriculum to accommodate the needs of all children. Students learn to design environments that deliver an inclusive play-based curriculum that is meaningful and responsive to the child’s interests. They will discuss the approaches and tools that are needed to provide a high-quality learning environment, including the use of Individualized Intervention Plans.

Special Needs

This course is designed to develop an understanding of how to adapt a curriculum for young children with disabilities or special needs to make a difference in the lives of children and their families. The emphasis is on the role of educators in planning support through the latest legislation and trends and evidence-based practice.

Practicum II

In the second placement, students are assigned to a preschool department of a licensed daycare centre, early learning centre, or kindergarten classroom. Students apply the basic principles of practice learned in class. Faculty supervisors visit the agencies, observe students with children, clarify student expectations and responsibilities, and provide feedback regarding strengths and needs. Final grades will be assigned based on the competencies and grading system outlined in the NACC ECA Handbook.