Early Childhood Education – Work-Study (COUD) Paid Training JEE.OK

By the end of the course, students will be able to situate themselves in relation to their career choice, to understand the issues of the profession, describe the various educational childcare services in Quebec, and develop an initial reflective view of the profession.

By the end of the course, students will be able to identify risks to children’s safety in the context of educational childcare services and intervene in everyday situations, emergency situations, and situations of mistreatment, all the while preserving their own physical and psychological integrity. Students will also take into account the concept of well-being by looking after the children’s health.

By the end of the course, students will understand the main issues in child development, including overall development, developmental domains, and the zone of proximal development (ZPD). They will know enough to recognize the main stages in the physical, motor, and cognitive development of children aged 0 to 12 in situ. They will be familiar with the zones of proximal development for the domains of development on which the course focuses.

By the end of the course, students will have sufficient knowledge of the main stages in the language, social, moral, emotional, and sexual development of children aged 0 to 12, and will understand the interdependence of these domains of development, as well as the gaps in maturation that can occur between them. They will be able to establish connections between observed behaviors and all domains of development, and, through their observations, will also be able to support children in their zone of proximal development, regardless of the domain in question.

By the end of the course, students will know enough about the observation process and the qualities of relevant observation to be able to observe a child or a group of children in a variety of contexts, and to situate themselves as observers. Students will have reference points for observing verbal and non-verbal behaviours. They will be able to record their observations appropriately, and to establish connections between their observations and domains of development.

By the end of their first internship, students will be familiar with work function through hands-on observation. More informed about the demands of the profession, they will be in a better position to make their own career choices. They will also be able to use their observational abilities to support children’s development.

By the end of the course, students will be able to apply strategies to meet children’s needs for well-being by supporting the development of healthy lifestyle habits.

By the end of the course, students will be able to situate themselves professionally in relation to the educational approaches used in educational childcare services by recognizing the main characteristics of each. They will thus be able to assimilate the complementarity of educational approaches by noting the advantages and limitations of each.

By the end of the course, students will be able to ensure the emotional safety of the children in the group through appropriate spatiotemporal organization and group management that emphasizes children’s autonomy and support for their socio-emotional development.

By the end of the course, students will be able to plan and undertake coherent educational activities to meet the needs of children aged 2 to 12, and to set up an appropriate educational environment, corresponding to the educational approach prioritized with children in this age group.

By the end of the course, students will be able to take into account the child’s family life in their educational activities, whether planned or unplanned. To achieve this, they will recognize the diversity of families and take into account their support network. Students will also be able to use their competencies in observing and supporting children in the domains of their overall development to support the families, while respecting everyone’s roles and responsibilities. By the end of the course, students will have grasped the benefits of an inclusive, community-based approach to education.

By the end of the course, whatever the child’s needs, students will be able to consider their overall situation, i.e., including their family life, interests, and abilities, and the significant events in their life history. Through their observations, students will also be able to spot the telltale signs of personal specific needs most likely to be encountered in children. They will also be able to make a significant contribution to a support plan, both in the planning and organization of this plan and in the day-to-day educational interventions it requires.

By the end of the course, students will be able to plan and undertake coherent educational activities with regard to the needs of children aged 0 to 2, and to set up an appropriate educational environment, corresponding to the educational approach prioritized with children in this age group.

Integration into the Profession (240 hours): By the end of the second internship, students will be able to take charge of a group, using competencies relating to supporting children and educational action. They will also be able to act in accordance with the safe practices that apply to children and to themselves.

The competency “Support the child in the development of literacy and numeracy skills” (FK1P) is covered in the Literacy & Numeracy course only. It is part of the program’s competencies that involve supporting children. (45h)

The competency “Support the child in the development of artistic expression skills” (FK1N) is one of the program competencies related to supporting children. It is covered in the Artistic Expression course as well as in the second internship. It is part of the program’s aim of developing child-support skills. (45h)

The competency “Support the child in the development of healthy lifestyle habits (partially)” (FK1L) is covered in the Healthy Lifestyle Habits and in the Children and Healthy Eating courses offered in the same stage. These two courses provide a broad exploration of the competency. (45 h)

Statement of the competency: (45h/45h)

In a professional context, communicate in French as a second language: The course French as a Second Language is connected to a single competency In a professional context, “Communicate in French as a second language.” The elements of this competency provide the basis for further development, where applicable. In this way, many of the criteria are aimed at achieving a satisfactory level of attainment.

Applicants must have a Secondary V diploma or equivalent or have acquired knowledge and skills deemed sufficient by the College for potential success in the program.  More specifically, they must show proof of:

• A Diploma of High School Studies OR
• A College Diploma or a University Degree OR
• A partial high school program, coupled with a recommendation from a current or former employer that you would benefit from pursuing your education at the post-secondary level.

And

The applicant must meet one of the following requirements:

• Have interrupted studying full-time for at least two consecutive terms or one school year OR

• Be covered under an agreement between the college and an employer, or be benefiting from a government program OR
• Have completed at least one year of post-secondary studies over a period of one year or more OR
• Hold a Diploma of Vocational Studies (DVS/DEP)

To enroll in the ECE Work-Study pathway you have to find an employer(daycare) and sign a contract. You must sign a contract with a participating employer in the Work-Study initiative. To find a daycare part of the COUD project (Work-Study pathway), you need to consult the following link for the complete list of employers and contact them / send  your CV: https://www.travailetudespetiteenfance.ca/trouver-mon-employeur

To take part in the instructor-led virtual classes, you will need a personal computer with these minimal requirements:

• PC compatible with Windows 10
• Intel® Core™ i5 Processor
• 8 GB of RAM
• Hard drive of 500 GB
• Network cable or adapter
• Webcam with microphone
• High-speed internet (minimum 2 megabits)

You  must sign a contract with a participating employer in the Work-Study initiative. To find a daycare part of the COUD project (Work-Study pathway), you need to consult the following link for the complete list of employers and contact them / send  your CV: https://www.travailetudespetiteenfance.ca/trouver-mon-employeur

Once you land a contract, you will be directed to the next step, which is enrolling at a college offering this pathway like Champlain Regional College, Saint-Lambert. Our college is listed on Work-Study website and you can find us through the following link: https://www.travailetudespetiteenfance.ca/cegeps/page/3. We are offering the ECE work-study pathway online and in English.

If you are already working at a daycare and would like to enroll in the Work-Study Pathway, talk to your employer about this great initiative and invite them to register their daycare. Please be advised that they need to register as soon as possible through this link: https://www.travailetudespetiteenfance.ca/employeur/inscription.