Early Childhood Education Program Standard
The approved program standard for four-semester Early Childhood
Education Programs approved by the Ministry of Training, Colleges and
Universities (MCU Code 51211) for delivery by Ontario Colleges of Applied
Arts and Technology
©
2002, Ontario Ministry of Training, Colleges and Universities
ISBN 0-7794-3908-2
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Table of Contents
- Introduction
- Vocational Standard
- Generic Skills Standard
- General Education Standard
Acknowledgments
The Ministry of Training, Colleges and Universities acknowledges with
thanks the significant contribution of the many individuals and organizations
who participated in the review of this program standard. In particular,
the Ministry of Training, Colleges and Universities would like to acknowledge
the important roles of
- The many individuals and organizations individuals and organizations
who participated in consultations with the project.
- The Project Officer who led the review of the vocational standard:
Tim Klassen, George Brown College.
- All those involved in the work of the CSAC Generic Skills Council
and the development of the generic skills standard.
- All those involved in the work of the CSAC General Education Council
and the development of the general education standard.
I. Introduction
This document is the Program Standard for Early Childhood Education
Programs delivered by Ontario colleges of applied arts and technology.
The program standard applies to all programs approved by the Ministry
of Training, Colleges and Universities under MCU code 51211. This version
replaces the one released in 1996.
Development of System-Wide Program Standards
In 1993, the Government of Ontario initiated program standards development
with the objectives of bringing a greater degree of consistency to college
programming offered across the province, broadening the focus of college
programs to ensure graduates have the skills to be flexible and to continue
to learn and adapt, and providing public accountability for the quality
and relevance of college programs.
The Colleges Branch of the Ministry of Training, Colleges and Universities
has responsibility for the development and approval of system-wide standards
for programs at colleges of applied arts and technology of Ontario.
Program Standards
Program standards apply to all similar programs offered by colleges
across the province. Each program standard for a postsecondary program
includes the following elements:
- Vocational standard (the vocationally specific learning
outcomes which apply to the program in question),
- Generic skills standard (the generic skills learning outcomes
which apply to programs of similar length), and
- General education standard (the requirement for general
education courses that applies to postsecondary programs).
Collectively, these elements outline the essential skills and knowledge
that a student must reliably demonstrate in order to graduate from the
program.
Individual colleges of applied arts and technology offering the program
determine the specific program structure, delivery methods, and other
curriculum matters to be used in assisting students to achieve the outcomes
articulated in the standard. Individual colleges also determine whether
additional local learning outcomes will be required to reflect specific
local needs and/or interests.
The Expression of Program Standards as Learning
Outcomes
The vocational and generic skills components of program standards are
expressed in terms of learning outcomes.
Learning outcomes represent culminating demonstrations of learning and
achievement. They are not simply a listing of discrete skills, nor broad
statements of knowledge and comprehension. In addition, learning outcomes
are interrelated and cannot be viewed in isolation of one another. As
such, they should be viewed as a comprehensive whole. They describe performances
that demonstrate that significant integrated learning by graduates of
the program has been achieved and verified.
Expressing standards as learning outcomes ensures consistency in the
outcomes for program graduates, while leaving to the discretion of individual
colleges curriculum matters such as the specific program structure and
delivery methods.
The Presentation of the Learning Outcomes
The learning outcome statement sets out the culminating
demonstration of learning and achievement that the student must reliably
demonstrate before graduation.
The elements of the performance for each outcome define
and clarify the level and quality of performance necessary to meet the
requirements of the learning outcome. However, it is the performance of
the learning outcome itself on which students are evaluated. The elements
are indicators of the means by which the student may proceed to satisfactory
performance of the learning outcome. The elements do not stand alone but
rather in reference to the learning outcome of which they form a part.
In some cases, in order to ensure clarity, an explanation
of the outcome is also provided.
The Accreditation of Programs
The Ministry of Training, Colleges and Universities will establish a
process to accredit college programs, with the objective of determining
whether program graduates have achieved the learning outcomes and general
education requirement established in a program standard.
The Development of a Program Standard
In establishing the standards development initiative, the Government
determined that all postsecondary programs should include vocational skills
coupled with a broader set of essential skills. This combination is considered
critical to ensuring that college graduates have the skills required to
be successful both upon graduation from the college program and throughout
their working and personal lives. A program standard is developed through
a broad consultation process involving a range of stakeholders with a
direct interest in the program area, including employers, professional
associations, universities, secondary schools, and program graduates working
in the field, in addition to students, faculty, and administrators at
the colleges themselves. It represents a consensus of participating stakeholders
on the essential learning that all program graduates should have achieved.
Updating the Program Standard
The Ministry of Training, Colleges and Universities will undertake regular
reviews of the vocational learning outcomes for this program, as well
as a review of the generic skills learning outcomes and the general education
requirement, to ensure that the Early Childhood Education Program Standard
remains appropriate and relevant to the needs of students and employers
across the Province of Ontario. To confirm that this document is the most
up-to-date release, contact the Ministry of Training, Colleges and Universities
at the address or telephone number noted on the inside cover page.
Table of Contents
II. Vocational Standard
All graduates of Early Childhood Education Programs must have
achieved the nine vocational learning outcomes listed in the following
pages, in addition to achieving the generic skills learning outcomes and
meeting the general education requirement.
Preamble
The following vocational standard identifies broad areas of knowledge,
skill, and attitude that a student must demonstrate in order to graduate
from an Ontario college of applied arts and technology's Early Childhood
Education (ECE) program. These ECE programs prepare graduates to work
with children* and their families* in a diverse ECE community in both
formal and informal settings, and within a changing social context. This
changing social context will require graduates to be flexible, innovative,
and entrepreneurial in the manner in which they approach their careers.
The learning outcomes presented here reflect current knowledge and legislation*
in the field of early childhood education.
Early childhood educators base their work with children* on well-understood
theories and make choices based on their knowledge. Core values enable
early childhood educators to formally recognize their commitments to children*,
to families*, and to themselves. They are aware of the need to responsibly
address the recurring ethical dilemmas that arise when working in early
childhood education settings. A code of ethics provides a framework within
which early childhood educators act as professionals governed by the principles
and requirements of the early childhood education field.
Curriculum* development and implementation reflects the knowledge that
young children* learn through the active manipulation of the environment
and concrete experiences that contribute to the child's development.
Knowledge of child development* informs early childhood educators about
the sequence in which activities might be presented to children* and the
degree of developmental readiness necessary for children* to achieve particular
goals. Also, early childhood educators capitalize on spontaneous events
in order to support child-initiated learning and promote supplemental
learning that arouses curiosity and imagination.
Early childhood educators understand the nature of human development
and the adult's role in supporting children's* development
and learning. Responsive relationships*, built upon emotional and physical
availability and predictability between caregivers and children*, are
the foundation upon which children* grow and flourish. A sense of trust
and respect is developed between early childhood educators and the children*
in their care. Understanding child development* provides early childhood
educators with insights into children's* behaviour and helps them
better grasp the context within which those actions occur. Early childhood
educators accept typical variations among children* and recognize potential
problem areas that may require special intervention.
Evaluation and revision of curriculum* require early childhood educators
to regularly observe and analyze what children* are doing in light of
their development, the curriculum* content, and goals of the program.
Early childhood educators use developmentally appropriate observation
techniques* to look at how children* are developing and the ways in which
they respond to their environment. The early childhood educator collects
relevant information and analyzes it in a reliable manner in order to
reach a logical decision or form a valid opinion (inference) about potential
reasons underlying a child's behaviour.
Responding to children's* physical, emotional, and social health
needs is an integral part of the early childhood educator's everyday
responsibilities. Graduates understand health, safety, and nutrition issues
and provide a healthy environment* that takes into account the well-being
of groups of children* and of the individual child within the group. Graduates
have a knowledge of specific legislation* (both provincial and municipal)
related to health issues and the reporting of suspected child abuse and
recognize the interconnection of governing legislation*, professional
standards, funding mechanisms, and administrative responsibilities in
order to provide educated support and guidance to families*.
Early childhood educators work with families* from a variety of backgrounds.
They function in advocacy* roles for children* and families* and are sensitive
to diversity* within and among families*; and, through their communication,
they demonstrate a respect for this diversity*. Graduates have a clear
perspective on the impact of accessibility, affordability, flexibility*,
and quality child-care issues on family* life. Early childhood educators
maintain the confidentiality of information obtained in the course of
professional dealings with children* and families*.
The ECE community across the province advocates an integrated program
of study, combining theoretical learning with opportunities to integrate
the knowledge, skills, and attitudes in a variety of field placements.
Furthermore, field placement experiences are considered the optimum, most
authentic basis for assessing competence in all program areas.
* See glossary
Table of Contents
Synopsis of the Vocational Learning Outcomes
Early Childhood Education Programs
The graduate has reliably demonstrated the ability to
- plan curriculum* that is based on a thorough understanding of child
development*.
- plan and implement individual programs and curriculum* to meet the
developmental needs of children*.
- utilize a variety of observation techniques* to enhance work with
children*, families*, and co-workers.
- maintain responsive relationships* with individual children* and groups
of children*.
- establish and maintain safe and healthy environments* which best meet
the requirements of current legislation*, regulatory bodies, and program
policies.
- develop and maintain effective written, oral, nonverbal, and electronic
communications with children*, families*, co-workers, employers, and
individuals/agencies.
- apply relevant legislation*, policies, procedures, and regulations
to early childhood education programs and settings in a changing social
context.
- apply a personal philosophy of early childhood education within the
framework of ethical and professional standards*.
- act in a manner consistent with principles of fairness, equity, and
diversity* to support the development and learning of individual children*,
within the context of his/her family*, culture*, and society.
Note: The learning outcomes have been numbered as a point of reference;
numbering does not imply prioritization, sequencing, nor weighting of
significance.
* See glossary
The Vocational Learning Outcomes
1. The graduate has reliably demonstrated the ability to
plan curriculum* that is based on a thorough
understanding of child development*.
Elements of the Performance
- Identify developmental milestones and variations in children*
- Utilize principles of curriculum* development
- Plan and provide a curriculum* and environment which are inclusive
- Evaluate and revise curriculum* when necessary to ensure all children's*
needs are met
- Support the development and learning of individual children* within
the context of his/her family*, culture*, and society
- Use results of new research, literature, and other resources, as
appropriate, to develop programs and curriculum* which are current and
relevant
- Identify, select, and use developmentally appropriate technology
and technological tools to facilitate curriculum* planning and implementation
* See glossary
2. The graduate has reliably demonstrated the ability to
plan and implement individual programs and curriculum*
to meet the developmental needs of children*.
Elements of the Performance
- Recognize and express the value of diversity* and commonality* that
exists among individuals
- Utilize developmentally appropriate and inclusive practices* in all
aspects of work, as required
- Facilitate planned and spontaneous experiences based on accurate
observation of children*
- Evaluate curriculum* to ensure children's* needs are met and
their strengths are acknowledged, individually and as a group
- Foster learning environments which enhance growth and development
and which are sensitive to issues of inclusion
- Design curriculum* that provides for the holistic development* of
individual children* and groups of children* across a range of ages*
- Implement curriculum* which promotes age-appropriate skills in children*
- Use the results of new research, literature, and other resources,
as appropriate, to develop curriculum* and programs which are current
and relevant
- Design and implement curriculum* which will effectively meet the
emerging skills and interests of children* in the program
- Evaluate and revise curriculum* based on observation and analysis
of children's* performance in light of their development, the
curriculum*, and the goals of the program
* See glossary
3. The graduate has reliably demonstrated the ability to
utilize a variety of observation techniques*
to enhance work with children*, families*, and co-workers.
Elements of the Performance
- Select appropriate data collection technique(s)
- Utilize appropriate technique(s) to identify children's* skills,
abilities, and interests
- Plan developmentally appropriate experiences based on the results
of observations
- Design and modify physical environments for children* in order to
provide inclusive programs
- Implement appropriate experiences which enhance children's*
emerging skills and interests
- Monitor children's* progress
- Revise curriculum* to support the observed developmental needs of
the child(ren)
- Apply effective information techniques to interactions involving
parents, family* members, and others
* See glossary
4. The graduate has reliably demonstrated the ability to
maintain responsive relationships* with individual
children* and groups of children*.
Elements of the Performance
- Utilize developmentally appropriate interactions
- Initiate positive interactions with children*
- Respond sensitively* to the child(ren)'s behaviour
- Use a variety of positive guidance techniques* and gentle care-giving
techniques
- Model relationships which are sensitive to, and inclusive of, all
others
- Intervene sensitively* with children* to enhance their interactions
* See glossary
5. The graduate has reliably demonstrated the ability to
establish and maintain safe and healthy environments*
which best meet the requirements of current legislation*, regulatory bodies,
and program policies.
Elements of the Performance
- Ensure healthy and safe indoor and outdoor environments in accordance
with agency policy and governmental guidelines
- Meet the nutritional requirements of all children* through planning
and consultation with parents and relevant professionals
- Ensure the well-being of groups of children*
- Ensure that specific health needs of children* are met according
to individual needs and developmental stages
- Identify the impact of personal health practices on the early childhood
educator
- Plan and monitor safe environments for children*
- Respond appropriately to unsafe and emergency situations
- Utilize knowledge of inclusive practices and special needs care to
ensure safe programming for all children*
* See glossary
6. The graduate has reliably demonstrated the ability to
develop and maintain effective written, oral,
nonverbal, and electronic communications with children*, families*, co-workers,
employers, and individuals/agencies.
Elements of the Performance
- Demonstrate self-awareness and intrapersonal communication* skills
through an effective evaluation of one's own performance and skills
- Effect change in one's performance, as warranted
- Communicate with sensitivity
- Ensure that information is comprehensive, concise, factual, and objective
- Convey accurate information in a timely and appropriate manner
- Demonstrate respect for diversity* by monitoring and modifying interactions
- Demonstrate effective teamwork and team membership through effective
collaboration and consultation
- Ensure confidentiality in all written, oral, and electronic communications
- Utilize appropriate form, style, and level of analysis/detail, based
on message, audience, and purpose of communication
- Use an accepted standard of writing, grammar, spelling, and format
- Model and provide positive conflict resolution strategies in all
relationships with children*, family* members, co-workers, employers,
and others
- Communicate effectively and sensitively* to parents, family* members
and others
- Respond sensitively* and appropriately to parents and other family*
members
- Select and use appropriate computer hardware and software for accurate
electronic communications and record keeping systems
* See glossary
7. The graduate has reliably demonstrated the ability to
apply relevant legislation*, policies, procedures,
and regulations to early childhood education programs and settings in
a changing social context.
Elements of the Performance
- Understand roles and responsibilities of government (e.g., social
policy, funding, legislation*)
- Identify the impact of legislative and regulatory bodies, social
policy, funding, and administrative practices on the quality of programs
- Advocate for children*, families*, and the early childhood educator's
profession
- Describe tasks and responsibilities of early childhood educators
in relation to legislation*, regulations, policies, and procedures
- Ensure environments and curriculum* meet criteria for inclusive programs
in order to accommodate the needs of all children*
* See glossary
8. The graduate has reliably demonstrated the ability to
apply a personal philosophy of early childhood
education within the framework of ethical and professional standards*.
Elements of the Performance
- Analyze a variety of philosophical theories and historical trends
related to the early childhood education field
- Ensure congruency between one's personal philosophy of early
childhood education and curriculum* design and implementation
- Demonstrate consistency/congruency between one's personal philosophy
and practice of early childhood education in a diverse range of settings
- Act in accordance with ethical and professional standards* as developed
by recognized professional organizations
- Use resources for ongoing professional development to effect personal
and professional change, as warranted
- Utilize results of new research, literature, and other resources,
as appropriate, to develop curriculum* and programs which are current
and relevant
- Advocate for services to children* and families* and for the early
childhood education profession
- Engage in reflective practice
* See glossary
9. The graduate has reliably demonstrated the ability to
act in a manner consistent with principles of
fairness, equity, and diversity* to support the development and learning
of individual children*, within the context of his/her family*, culture*,
and society.
Elements of the Performance
- Recognize and express the value of diversity* and commonality* that
exists among individuals
- Demonstrate respect for the individual
- Promote an environment of mutual respect amongst children*
- Implement experiences for children* which are inclusive and sensitive
to their diverse needs
- Evaluate and revise inclusive approaches to curriculum*
- Validate communication initiated by individual children*, families*,
and co-workers
- Plan curriculum* and develop programs that are responsive to the
social and cultural needs of individual children* and groups of children*
- Respond sensitively* and appropriately to families*
- Provide behavioural interventions and guidance for children* in a
sensitive and appropriate manner
* See glossary
Table of Contents
Glossary of Terms
- Advocacy
- the process of maintaining, extending, or improving services to children,
families, and early childhood educators.
- Child development
- the study of children's physical, emotional, social, and cognitive
maturation and growth which reflects historic and current understanding
and theories, within a context of life span development and diversity.
- Children
- all children from birth to age twelve within the context of their
individual social, economic, cultural, linguistic, religious, and developmental
diversities.
- Commonality
- the similar aspects of all human experience.
- Culture
- the total way of life of a group of people including their economic,
family, religious, health, and education systems; their form of government;
their way of viewing the world; and, also the objects, artifacts, institutions,
organizations, ideas, and beliefs that make up symbolic and learned
aspects of human society.
- Curriculum
- an organized framework that delineates the content which children
are to learn, the processes through which children achieve the identified
curricular goals, the steps which educators take to help children achieve
these goals, and the context in which educating and learning occur.
The early childhood profession defines curriculum in its broadest sense,
encompassing prevailing theories, approaches, and models.
- Developmentally appropriate and inclusive practices
- an approach to working with children that requires the educator to
focus on what is appropriate to expect from, and to do with, a child
of a certain level of development/skill. Appropriate and inclusive practices
for any specific child are based on the educator's knowledge of
that child's abilities, needs, background, and interests. Developmentally
appropriate and inclusive experiences match the individual child's
developing abilities and challenge their interest, understanding, and
emerging skills.
- Diversity
- a wide range of people of various appearance, age, culture, ethnicity,
race, language, sexual orientation, religion, social class, economic
status, and developmental abilities.
- Ethical and professional standards
- a core set of beliefs, values, and responsibilities fundamental to
this profession that serve to define the exemplary practices of early
childhood education. The Association of Early Childhood Educators Code
of Ethics (1994) and the National Association for the Education of Young
Children (1989) serve as current models.
- Family
- the interrelationship of two or more persons who are bound together
over time by ties of mutual consent, birth and/or adoption/placement
and who, together, assume responsibilities for physical maintenance
and care of each other, addition of new members through procreation/adoption,
socialization of children, and nurturance/love of each other.
- Flexibility
- the ability of individuals, centres, and programs to extend hours;
provide 24-hour care; address the needs of shift workers and ill children;
provide occasional or temporary care, or relief or short-term programs
(e.g., school break programs); and, respond to a variety of family needs.
- Healthy environment
- an environment which promotes a person's physical, emotional,
and social well-being, enabling people to maximize their human potential.
- Holistic development
- an integrated approach which takes into account all aspects of a
child's development and life experiences, with special focus on
the context of the child's family, culture, and society.
- Intrapersonal communication
- thought processes, including personal decision making, understanding
of self, and determination of self-concept.
- Legislation
- the current legislation regulating child care programs in Ontario
is the Day Nurseries Act.
- Observation techniques
- a systematic strategy for collecting information (informal or formal
perception) on the behaviour of an individual or a group of people within
an environment, and/or aspects of that environment. Techniques may include
time and event sampling, running record, checklist, anecdotal record,
diary recording, specimen record, and rating scale.
- Positive guidance techniques
- methods used to encourage healthy, positive behaviours by providing
appropriate modelling, support, and environments for young children.
Positive guidance techniques include reinforcement, redirection, affective
guidance, verbal guidance, and problem solving.
- Range of ages
- the Day Nurseries Act currently defines the age range of its jurisdiction
as six weeks to ten years of age.
- Responsive relationships
- positive and beneficial interactions between adults and children
that give the children a feeling of being cared about, as well as being
cared for. These interactions can lead to increased self-confidence
and self-esteem and encourage exploratory behaviour in the children.
- Sensitively
- in a manner that is timely and in direct response to a child's
nonverbal and/or verbal signals, taking into account the child's
temperament, background and abilities, and the situation. These interactions
are adaptable to individual children's behaviour.
Table of Contents
III. Generic Skills Standard
All graduates of Early Childhood Education programs must have
achieved the thirteen generic skills learning outcomes listed on the following
pages, in addition to achieving the vocational learning outcomes and meeting
the general education requirement1.
Synopsis of the Generic Skills Learning Outcomes
Early Childhood Education Programs
The graduate has reliably demonstrated the ability to
- communicate clearly, concisely, and correctly in the written, spoken,
and visual form that fulfills the purpose and meets the needs of audiences.
- reframe information, ideas, and concepts using the narrative, visual,
numerical, and symbolic representations which demonstrate understanding.
- apply a wide variety of mathematical techniques with the degree of
accuracy required to solve problems and make decisions.
- use a variety of computer hardware and software and other technological
tools appropriate and necessary to the performance of tasks.
- interact with others in groups or teams in ways that contribute to
effective working relationships and the achievement of goals.
- evaluate her or his own thinking throughout the steps and processes
used in problem solving and decision making.
- collect, analyze, and organize relevant and necessary information
from a variety of sources.
- evaluate the validity of arguments based on qualitative and quantitative
information in order to accept or challenge the findings of others.
- create innovative strategies and/or products that meet identified
needs.
- manage the use of time and other resources to attain personal and/or
project-related goals.
- take responsibility for her or his own actions and decisions.
- adapt to new situations and demands by applying and/or updating her
or his knowledge and skills.
- represent her or his skills, knowledge, and experience realistically
for personal and employment purposes.
The Generic Skills Learning Outcomes
1. The graduate has reliably demonstrated the ability to
communicate clearly, concisely, and correctly
in the written, spoken, and visual form that fulfills the purpose and
meets the needs of audiences.
Explanation
Communicating in a clear, concise, and correct manner requires producing
the written, spoken or visual material that best suits the situation.
Graduates will have developed their ability to analyze their audiences
to identify what is required and to match those needs with the means that
is most appropriate. They will have produced material according to the
style and conventions required, and they will have checked their products
for accuracy and clarity. Finally, graduates will have used the tools
available to them to create and correct their written, spoken, and visual
messages.
Elements of the Performance
- Plan and organize communications according to the purpose and audiences
- Choose the format (e.g., memo, illustration, video, multimedia presentation,
diagram) appropriate to the purpose
- Incorporate content that is meaningful and necessary
- Produce material that conforms to the conventions of the chosen format
- Use language and style suitable to the audience and purpose
- Ensure that the material is free from mechanical errors
- Use the computer technology that will enhance the production of materials
- Evaluate communications and adjust for any errors in content, structure,
style, and mechanics
2. The graduate has reliably demonstrated the ability to
reframe information, ideas, and concepts using
the narrative, visual, numerical, and symbolic representations which demonstrate
understanding.
Explanation
Responding to messages from many sources requires the ability to receive
and to comprehend what has been received. One way to demonstrate that
comprehension is to reframe, or restate in other forms, the original message.
This requires graduates to have developed the skills to read, listen to,
and observe messages contained within narrative and visual forms. It also
requires the ability to construct unique narrative and visual representations
that are consistent with the original messages.
Elements of the Performance
- Develop and use strategies to read, listen, and observe effectively
- Clarify what has been read, heard, and observed
- Reproduce original information in other formats (e.g., written and
spoken summaries; tables, figures, charts, diagrams, maps, drawings,
photographs, and computer-generated graphics; terms represented by numbers;
and values represented by letters or signs)
- Use technology, where appropriate, to aid in reframing
- Evaluate the representation for consistency of meaning with the original
- Acknowledge the use of material from other sources according to the
conventions of the medium used
3. The graduate has reliably demonstrated the ability to
apply a wide variety of mathematical techniques
with the degree of accuracy required to solve problems and make decisions.
Explanation
Using mathematics effectively in everyday situations requires the ability
to apply a wide variety of mathematical skills accurately. Graduates will
have demonstrated their ability to apply the concepts of number and space
to situations which include quantities, magnitudes, measurements, and
ratios. They will have developed their ability to identify the need for
mathematics, to apply mathematical techniques (concepts, conventions,
strategies, and operations) and to check the results of their applications.
This will require graduates to be flexible and creative and to be confident
in their mathematical skills and abilities.
Elements of the Performance
- Recognize situations that require mathematics
- Assess potential mathematical strategies (including models, geometric
representations or formulas, elementary algebraic equations, descriptive
statistical methods, and mathematical reasoning) for suitability and
effectiveness
- Decide on the degree of accuracy required for answers
- Estimate probable answers
- Execute mathematical operations necessary to implement selected strategies
- Use calculators or appropriate technological tools to perform mathematical
operations accurately
- Check for errors in numerical answers and the appropriate fit between
problems and answers
- Express answers clearly
- Transfer the use of mathematical strategies from one situation to
another
4. The graduate has reliably demonstrated the ability to
use a variety of computer hardware and software
and other technological tools appropriate and necessary to the performance
of tasks.
Explanation
Using computers and other technologies as tools to increase productivity
and to enhance tasks requires graduates to have the confidence and ability
to use the tools well. Graduates will have demonstrated the ability to
recognize when computers and other technologies contribute to completing
tasks, solving problems, performing research, and creating products. They
will use the technological tool most appropriate to the task and use it
accurately. Finally, they will have gained confidence in continuing to
learn about and cope with new technologies in the future.
Elements of the Performance
- Use basic operating system functions competently (e.g., load software,
store and retrieve data)
- Determine which tasks can best be handled by computers and other
technology
- Select suitable software, equipment, and tools for the task
- Use the software, equipment, and tools effectively, correctly, and
ethically
- Deal with equipment and software problems and errors in a logical
and systematic manner
- Transfer concepts, knowledge, and skills from one technology to another
- Evaluate one's own use of hardware, software, and technological
tools
5. The graduate has reliably demonstrated the ability to
interact with others in groups or teams in ways
that contribute to effective working relationships and the achievement
of goals.
Explanation
Working in teams or groups in either a work or personal context requires
the ability to assume responsibility for collective duties and decisions.
It also requires interacting effectively with the members of the group.
Therefore, in achieving this outcome, graduates will have demonstrated
their ability to understand and complete the various tasks required of
them as group members. They will also have demonstrated their ability
to understand and respond to others.
Elements of the Performance
- Identify the tasks to be completed
- Establish strategies to accomplish the tasks
- Identify roles for members of the team/group
- Clarify one's own roles and fulfill them in a timely fashion
- Treat other members of the group equitably and fairly
- Contribute one's own ideas, opinions, and information while
demonstrating respect for those of others
- Employ techniques intended to bring about the resolution of any conflicts
- Regularly assess the group's progress and interactions and
make adjustments when necessary
6. The graduate has reliably demonstrated the ability to
evaluate her or his own thinking throughout the
steps and processes used in problem solving and decision making.
Explanation
Solving a range of complex problems and dealing with a variety of tasks
require the thinking skills and strategies that will allow graduates to
identify what has to be done and to select and implement the most suitable
approach. In applying thinking skills and strategies, graduates will have
understood the limits as well as the potential of their own thought processes.
As well, in attempting various strategies, they will have explored styles
of thinking that may be new to them. This will allow graduates to understand
the way they think and how they approach decisions and problems.
Elements of the Performance
- Clarify the nature and extent of problems or required directions
- Explore various thinking skills and strategies that could be used
- Identify limits as well as the potential of one's own thought
processes
- Choose and apply thinking skills and strategies (e.g., inductive
and deductive thinking; creative and intuitive thinking; inquiry; critical
thinking; and reflection)
- Evaluate results of the thinking skills and strategies used in problem
solving and decision making
- Appreciate the benefits of the use of alternative types of thinking
7. The graduate has reliably demonstrated the ability to
collect, analyze, and organize relevant and necessary
information from a variety of sources.
Explanation
Making decisions and completing tasks often requires information that
can be used as support. Graduates, therefore, must be able to access current,
relevant, and useful information and to organize that information in understandable
ways. In achieving this outcome, graduates will have developed and used
strategies to locate and gather a wide range of information, most particularly
through technological means. They will have learned how to select pertinent
information and to sort it so that it can be displayed in useful formats
like databases and spreadsheets. This information can then be used to
support decisions and to assist in the completion of tasks.
Elements of the Performance
- Identify the nature of the information required
- Investigate sources of information (including people, text, databases,
and the Internet)
- Gather information from the most appropriate sources using various
data collection techniques, including technology
- Examine the information and select what is relevant, important, and
useful
- Employ a variety of techniques to organize the information (e.g.,
spreadsheets, databases, graphs, charts)
- Draw conclusions about how the information can be used
- Evaluate the processes used
- Cite sources according to the conventions of the medium used
8. The graduate has reliably demonstrated the ability to
evaluate the validity of arguments based on qualitative
and quantitative information in order to accept or challenge the findings
of others.
Explanation
With the wealth of numerical and non-numerical information available,
graduates must be able to interpret, understand, and draw conclusions
about what others have produced. Graduates will have used their mathematical
abilities to question the validity of statistics and other numerical claims.
Graduates also will have used their language and critical thinking skills
to analyze the assumptions and evidence that others use to support more
qualitative arguments and conclusions. As a result, graduates will have
developed the ability to question and make decisions about what they read,
hear, and observe.
Elements of the Performance
- Identify conclusions and claims made by others
- Detect any fallacies, biases, misrepresentations, and assumptions
and judge their relevance to supporting arguments
- Check for accuracy and credibility of claims or arguments
- Be prepared to defend acceptance or rejection of claims or arguments
9. The graduate has reliably demonstrated the ability to
create innovative strategies and/or products
that meet identified needs.
Explanation
Creating strategies and products that are original and innovative will
require graduates to develop their creative thinking skills to find alternative
ways to address situations. Graduates will have developed the confidence
to use old information in new ways; to see unique relationships; and to
practice the lateral, divergent, and intuitive thinking that will yield
new approaches.
Elements of the Performance
- Analyze needs
- Generate creative ideas for strategies and products that will meet
needs
- Choose alternatives to pursue based on needs and criteria of projects/plans
- Create strategies/products
- Evaluate strategies/products according to meeting needs
10. The graduate has reliably demonstrated the ability to
manage the use of time and other resources to
attain personal and/or project-related goals.
Explanation
Achieving task-related goals in their personal and professional lives
requires graduates to use their time, money, space, and other, often limited,
resources as efficiently as possible. Graduates will have developed their
ability to plan and predict ways of achieving goals. They will have developed
and used tools intended to assist in the process. Finally, they will have
attempted to follow their plans and use the tools, assessing regularly
how realistic the goals, plans, and processes are and adapting when it
is necessary.
Elements of the Performance
- Define reasonable and realistic goals
- Use planning tools (e.g., budgets, schedules) to achieve goals
- Monitor the process and goals and respond to changes
- Use resources (e.g., money, space, time) efficiently to accomplish
tasks
- Re-evaluate goals and the use of resources and make appropriate adjustments
11. The graduate has reliably demonstrated the ability to
take responsibility for her or his own actions
and decisions.
Explanation
Making decisions, taking positions, and completing tasks require graduates
to be accountable for actions taken and to defend their convictions. Graduates
will have demonstrated their ability to evaluate what they do and why
they do it. They will have taken into consideration their individual values,
beliefs, and opinions and the effects these have on their actions. Not
only will graduates be able to justify their decisions, they will be able
to advocate positively on behalf of themselves.
Elements of the Performance
- Review the results of one's actions and decisions
- Reflect on the processes and practices used
- Identify any errors and make corrections
- Identify successes for adaptation to other situations
- Account for how one's own values and beliefs affect actions
and decisions
- Evaluate and act upon constructive feedback
- Be prepared to defend decisions made and actions taken
12. The graduate has reliably demonstrated the ability to
adapt to new situations and demands by applying
and/or updating her or his knowledge and skills.
Explanation
Transferring skills from one context to another enables graduates to
be lifelong learners. Graduates will have developed the confidence to
know that their current skills are applicable to a range of changing,
novel and unexpected situations. They will have demonstrated their ability
to reflect on what they can do, match those skills to the new demands,
and apply previous skills or develop the additional ones that will make
them as effective in the new situations.
Elements of the Performance
- Assess current skills, knowledge, and learning styles
- Identify skills and knowledge required for new situations
- Adapt current skills and knowledge to new situations
- Identify new skills and knowledge required
- Choose the most appropriate learning and working styles to acquire
new skills and knowledge
- Evaluate success of the processes and actual adaptations
13. The graduate has reliably demonstrated the ability to
represent her or his skills, knowledge, and experience
realistically for personal and employment purposes.
Explanation
Preparing for changes in their personal and professional lives requires
graduates to assess and present their accomplishments and abilities. In
achieving this outcome, graduates will have developed their ability to
reflect on what they have done and learned. They will also have summarized
their abilities in ways that are attractive and useful to potential recipients.
These ways may include portfolios and resumes. Finally, graduates will
have developed the skills to present themselves and their accomplishments
personally and with confidence.
Elements of the Performance
- Summarize one's own skills, knowledge, and experience realistically
- Choose formats (e.g., resume, portfolio, interview) which best display
skills, knowledge, and experiences according to the situations
- Evaluate responses to the representations and make any adjustments
Table of Contents
IV. General Education Standard
All graduates of Early Childhood Education Programs must have
met the general education requirement described on the following pages,
in addition to achieving the vocational and generic skills learning outcomes.
The General Education Requirement
The Government of Ontario has established that each college postsecondary
program shall include a minimum of one three-hour-per-week general education
course of approximately 45 instructional hours per semester. Learners
should experience a breadth of goals through their general education studies;
and, wherever possible, they should have the opportunity to exercise choice
in the selection of their general education courses.
This general education requirement is an integral component of the Early
Childhood Education Program Standard, along with the vocational and generic
skills learning outcomes.
The general education requirement shall be met consistent with the following
guiding principles:
-
General education in the colleges shall identify and deal with issues
of societal concern in a manner relevant to the lives of students.
General education courses shall be structured in such a way as to
guide students through the historical context of such issues, their
theoretical bases, and application to contemporary life.
-
All general education courses offered in the colleges shall be designed
to provide benefits to one or more of the three areas: learners'
personal growth and enrichment, informed citizenship, and working
life.
-
An essential component of the mission of Ontario's colleges
is the encouragement and support of continuous learning. This commitment
to lifelong learning shall be reflected in each of the general education
courses offered in the colleges.
General education appropriate for Ontario colleges is defined as those
postsecondary learning experiences that enable learners to meet more effectively
the societal challenges which they face in their community, family, and
working life. General education in the colleges provides learners with
insight into the enduring nature of the issues being addressed and into
their particular relevance to today and the future. It is intended to
encourage and support continuous learning. It is delivered as discrete
courses which are designed to address one or more of the following goals
and associated broad objectives established for general education:
Goals and Broad Objectives
1. Aesthetic Appreciation
understand beauty, form, taste, and the role of the arts in society
Broad Objectives
- develop critical awareness of arts in society
- perceive and evaluate the role of the arts
- heighten critical appreciation through development and application
of personal and formal judgment factors
2. Civic Life
understand the meaning of freedoms, rights, and participation in
community and public life
Broad Objectives
- develop knowledge of the structure and function of governments in
Canada: legislative, judicial, and administrative arms; roles of elected
officials and public servants; and a personal awareness of citizen responsibility
- develop historical understanding of major issues affecting Canadian
politics and a critical awareness of related public policy
- develop awareness of international issues and their effects, and
the place of Canada in international communities
- develop awareness of the history, significance, and organization
of the voluntary sector in community life
3. Cultural Understanding
understand the cultural, social, ethnic, and linguistic diversity
of Canada and the world
Broad Objectives
- develop an understanding of cultural identity by linking personal
history to broader cultural study
- develop an understanding of the diversity of cultures and subcultures
represented in Canadian society and of their interactions within the
Canadian society
- develop intercultural understanding through reasoned reflection on
various cultures' responses to universal human issues
4. Personal Development
gain greater self-awareness, intellectual growth, well-being, and
understanding of others
Broad Objectives
- consider one's expectations and values and analyze their impact
on personal goals
- apply an understanding of the individual and human development to
personal life and relationships
- integrate the concept of well-being into one's lifestyle
- understand oneself as a learner and articulate one's own learning
style
5. Social Understanding
understand relationships among individuals and society
Broad Objectives
- develop informed understanding of social organization and institutions
and of ongoing issues in relationships between individuals, groups,
and societies
- develop informed understanding of social trends, social change, and
social problems and of implications for social and personal response
- develop informed understanding of contemporary social problems and
issues
6. Understanding Science
appreciate the contribution of science to the development of civilization,
human understanding, and potential
- Broad Objectives
- develop an understanding of the history, philosophy, contributions,
perspectives, and limitations of the sciences
- develop an understanding of the scientific method and its uses in
measuring quantifiable entities and confirming laws of nature
7. Understanding Technology
understand the interrelationship between the development and use
of technology and society and the ecosystem
Broad Objectives
- relate implications of current transformations in technological knowledge
and development to our physical and biological world
- develop awareness of ethical positions on enduring issues regarding
the place of the human species in the physical and biological world
8. Work and the Economy
understand the meaning, history, and organization of work; and working
life challenges to the individual and society
Broad Objectives
- set personal expectations for efficiency, effectiveness, ethics,
and rewards and reconcile them with the changing work environment
- apply knowledge of the organization and structure of work, its institutions,
and history; and of social and cultural attitudes to work
- develop an understanding of the changing nature of work and the economy
Table of Contents
Note:
- The generic skills learning outcomes listed in this program standard
form part of the program standard for each two- and three-year college
program. Additional information about these generic skills learning
outcomes is contained in the Generic Skills Learning Outcomes for Two
and Three Year College Programs in Ontario's Colleges of Applied Arts
and Technology. CSAC: 1995.
