Human Services

Early Learning & Child Care - Courses

CAMPUS: Vermilion Campus & Online
ACCREDITATION: Diploma and Certificate
You have two options for taking courses - at our Vermilion campus and online. Check the important dates page for when the courses are offered online.
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Required Courses - First Year CREDITS
CO 118 Communication Skills 3
This is a course in written communications focusing on the development of effective writing, skills for the work place. Course  content includes skill development in resume and cover letter writing; writing a research paper using APA format; preparing PowerPoint presentations and newsletters; emails and anecdotal reporting.
ED 120 Play 3
This course is an overview of the significance of play in the development of the child. It includes nature and development of play in the environment and explores how early childhood educators co-construct meaningful play experiences with the child and their family. special consideration is given to designing responsive environments and focusing on children's natural disposition to learn in both indoor and outdoor play spaces.
ED 121 Early Childhood Professionalism 3
Explore values, attitudes, ethics and commitment involved in working professionally with young children and families. Roles and responsibilities, conflict resolution and how to be a professional team member examined. Appreciation of family encourages and enhances self-awareness and ability to interact respectfully with children and families. Practice professional interactions such as interviewing skills and making presentations.
HE 158 Health, Nutrition & Safety 3
Examine health, nutrition and safety needs of young children including practical applications for supporting these needs in an early childhood environment.
HS 114 Human Development I 3
This course provides students with an understanding of the developing child from birth to five years.  It traces the changes that occur physically, socially, emotionally,and intellectually during this period in an individual's life.
HS 115 Exploring Exceptionalities I 3
This course provides an introduction to children and youth with exceptionalities by examining the categories and characteristics of diversity.  Issues pertinent to children with exceptionalities and their families are explored.
HS 155 Positive Behaviour Supports 3
The course includes an examination of attitudes, values, and skills within a holistic approach to support social and emotional development in terms of positive behaviour. Opportunities for examining the dynamics of behaviour are provided. This course also discusses various strategies to support the development of social and emotional skills and pro-social behaviour. Prerequisites:  None.
HS 180 Creative Curriculum 3
This course is an exploration of curriculum planning, implementation and evaluation in the areas of art, games, movement and music. These curriculum areas are explored within the framework of a play oriented, interactionist approach. This approach enables students to design and implement interactive activities for children. Students are provided the opportunity to acquire strategies for supporting the development of children within the preschool, school and community setting.
HS 182 Applied Curriculum 3
Explore children’s literature, language arts, math and science curriculum planning, implementation and evaluation. Research, design and implement interactive activities with children. Emphasis supporting developmental needs of children in preschool, school and community settings.
HS 214 Human Development II 3
Understand changes, physical, cognitive, social and personality, that take place from middle childhood through adulthood. Examine theoretical perspectives of human development through comparison of various assumptions and principles about growth and behaviour. Prerequisite: HS 114.
ED 109 ELCC Practicum I 5
Beginning practicum with emphasis on observation and practical experience working with children. Begin programming based on observations of children's needs and interests. Incorporate early childhood philosophy in a workplace experience. P/F. Prerequisite: Minimum of 10 credits of early learning and child care program course work.
ED 110 ELCC Practicum II 5
Advanced practicum with emphasis on programming based on observation of children’s needs and interests. Incorporate early learning and child care philosophy in workplace experience. P/F. Prerequisite: ED 109 and pass all early learning and child care certificate course work with minimum GPA of 2.0.
Notes:
After completing the first year required courses, students may graduate with a Early Learning & Childcare Certificate.
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Required Courses - Second Year CREDITS
ED 235 Organizational Relationships 3
Integrates humanistic perspective into organizational frameworks of early childhood settings. Explore policy and procedure in conjunction with needs of children, staff, parents and community. Prerequisites: Early Learning and Child Care Certificate.
ED 238 Early Childhood Foundations 3
Explore historical, philosophical and social influences that form basis of early childhood programs. Examine views of early advocates (educators, philosophers, theorists) and prevailing social conditions, which lead to development of wide range of programs available. Issues influencing early childhood education examined. Prerequisites: ECD Certificate.
ED 243 Curriculum Theory 3
Designed to apply observation skills and curriculum related knowledge to develop integrated program. Examine narrative descriptions and deal with emergent play-oriented curriculum with respect to child centred and adult facilitated approach. Prerequisite: Early Learning and Child Care Certificate.
HS 202 Leadership Activities 3
This course explores the link between the developmental needs of children ages six to seventeen and program planning for this age group. Students research and analyze community and program resources and plan recreation experiences appropriate for out-of-school care. Emphasis is placed on developing leadership and group management skills while participating in a variety of experiences, which engage school aged individuals.
HS 225 Exploring Exceptionalities II 3
Explore strategies to enable individuals with exceptionalities to succeed in inclusive and other settings. Examine exceptionalities as well as assessment, planning and resources. Prerequisite HS115.
HS 230 Sensory Development 3
Examine brain and sensory development as relates to planning activities for children. Explore sensory integration dysfunction to adapting environments and experiences for children.
HS 240 Family Studies 3
Introduction to family focusing on various ways of viewing family, diversity, economics and social influences that determine family's ability to thrive in society. Explore different ways of viewing the family, issues of marriage, variations in families, parenting, crises, separation, divorce and remarriage as well as practical suggestions in working with families as they face challenges.
HS 242 Interpersonal Relationships 3
Designed to develop interpersonal communication skills individually and in group situations as needed human services. Examine self-esteem and interpersonal relationship resolution skills needed for working with individuals, groups, families and colleagues.
SS 245 Infant and Toddler Care 3
Designed to link theoretical base of infant development to planning, implementation, and evaluation of home based and group settings for infants and toddlers. Prerequisites: ECD Certificate.
ED 230 Practicum III 5
First practicum in second year emphasizes working with children, administrators and parents. Develop and operate community based children's program where you plan and organize the program with guidance from supervising personnel. Spend 150 hours planning, implementing and evaluating child care project and 50 hours participating in individual group and feedback sessions. P/F.
ED 231 Practicum IV 5
Final practicum of second year early learning and child care program. Reflecting and building on previous practicum learning experiences, plan, set up, implement and evaluate own early childhood programs with guidance from supervising personnel. Spend 120 hours working with children and 80 hours engaged in work skills seminars, administrative and interactive roles. P/F. Prerequisite: All ECD second year course work.
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Electives (choose one) CREDITS
HS 236 Assessment and Intervention 3
This course is designed to combine knowledge related to intervention and case management procedures in human services. Students are provided with a variety of intervention strategies. The students develop their skills related to case management for children, youth and families who face adversity.
YC 218 Animal Assisted Interventions 3
Animal Assisted Interventions is a unique and growing field in working with children, youth and families. This course explores why animals are currently being recognized as effective people helpers. An overview of the different ways animals have been helping people throughout history is provided with an in depth look at their role in assisting people in need. Students should take this course to gain a better understanding of the human-animal bond and the benefits animals can provide to people in need.
What Students Say
With the Student-Managed Farm you learn to be accountable for what you’re doing and the choices you make. You get an understanding of what it’s like to be out in industry or on a farm making decisions that count.

– Anthony Biglieni

Agribusiness Class of 2006

What Alumni Say
Lakeland College has been a integral partner in growing our own through the school of business. As an alumnus of the college, I have first-hand learning experience in the school of business. The professors welcome Servus Credit Union to facilitate classes in the Business Ethics course each year.

– Sandi Unruh

Senior Human Resources Consultant

What Faculty & Staff Say
Vertex has had great experience bringing on students from Lakeland College. We have found the Bachelor of Applied Science (Environmental Management) program to provide students with good academic knowledge of the environmental industry and the criteria that governs the land reclamation

– Sean Fuller B.Sc., P.Ag.

Vice President, Environmental Services, Vertex.

What Alumni Say
There is no way I would be where I am today without Lakeland College. It inspired me to be a better person and to get a job in something I love doing. I am so thankful I had such a great experience at Lakeland and I hope future students do as well.

– Danielle Gaboury

Business studies, Class of 2016.

What Students Say
I recommend the UT program to people all the time. The smaller setting Lakeland offers, is very conducive to learning. It's less intimidating than the larger universities and allows for more class interactions and discussions

– Kelly Mykytuk

2nd year UT student, 2017-18

What Alumni Say
I have loved my experience at Lakeland. The teachers are personable, and quick to share about their own experiences. They encouraged me to run with my own ideas and see what would happen; they got excited about my designs, which gave me the confidence to do my best and be more creative.

– Payton Ramstead

Class of 2016, Interior Design student.

What Alumni Say
At Lakeland College you are guaranteed to have time out of the classroom where you can put everything you learned together and actually see that what you’re learning is relevant.

– Alisa Brace

Animal Health Technology, Class of 2016.

What Alumni Say
The friendships I made, the experiences we were provided with, and the welcoming atmosphere of the Vermilion Campus made my time at Lakeland extremely valuable and memorable

– Grayden Kay

Animal Science & Agribusiness, Class of 2016.

What Alumni Say
Lakeland College was a learning environment unlike any other school. It allows students to learn beyond the classroom, and staff and faculty genuinely want to see students succeed. It’s a place where you can feel comfortable asking questions and where everyone has a place and fits in.

– Carson Reid

Agribusiness, Class of 2016.

What Alumni Say
The instructors were the highlight of my time at Lakeland. It made a huge impact on my college experience to have instructors who challenged, encouraged, and believed in me.

– Jessica Cadrain

Child & Youth Care, Class of 2016.

What Alumni Say
At the beginning of my first year, I was really stressed out as I felt I had no artistic ability. But with the instruction and time put in by the interior design faculty, I was able to develop my artistic abilities. Now I am fully confident in and exceeding well in the artistic side of this career!

– Naomi Mason

Interior Design Technology, Class of 2016.

What Alumni Say
I just feel like you get the best education at Lakeland, especially from the time that the instructors can actually spend with you. I like the class sizes too – everything’s been great about my Lakeland experience.

– Dean Coulson

Heavy Equipment Technician, Class of 2016.

What Alumni Say
I do give Lakeland College credit for reigniting my interest and even preparing me for Miss Rodeo Canada. Lakeland helped me to grow enough to have the confidence to think I could take on that role and become that person. I think that I have and I am really grateful for that

– Ali Mullin

Agribusiness, class of 2014, former Miss Rodeo Canada.

What Alumni Say
I feel the professors at Lakeland actually prepared me for the profession. It’s impossible to be just a number here when there are 12 students in all of your classes. When the school advertised small class sizes, they actually meant it.

– Stephen Mark Visser

Real Estate Appraisal and Assessment, Class of 2016.

What Alumni Say
I was involved in the president’s gala in April where I was an emcee for the evening, it was a great experience, and I had a lot of fun doing it and would recommend it to everyone.”

– Lucas Tetreault

HOPE Power Engineering, Class of 2017.

What Alumni Say
I would recommend Lakeland College for the simple fact that it's for everybody. As a mature student who went back to school much later than his 18th year, I was immediately accepted, and not ostracized in the least

– Donald James Shaw

Accounting Major, Class of 2016.

What Alumni Say
All the hands-on learning was great and very helpful once placed into the industry. Having clients leave with a smile after each service assured me that I was in the right field of work. I would recommend Lakeland to anyone.

– Courtnee Coolidge

Esthetician, Class of 2016.

What Alumni Say
The professors care so much about their students at Lakeland and are able to know each and every one of them by name, so much so that they are able to nominate a ton of students for awards.

– Stephanie Wakefeild

University Transfer, Class of 2016.

What Alumni Say
They really put you in the lead at Lakeland. Lakeland cares about its students, empowers them, and gives them opportunities to achieve their goals. I don’t see Lakeland as a stepping stone or a first step – I see it as a bridge and an integral part of my education.

– Alyssa Wells

University Transfer, Class of 2017.

What Alumni Say
I wanted to get experience in the field of assessment as it would give me exposure to what it’s like day to day. It was an invaluable experience as I find it hard to imagine what it would be like working in a particular field or area until I’m doing the work.

– Sheldon Farrell

Real estate appraisal and assessment, Class of 2017.

What Alumni Say
In the campus spa, they give you time to work with each client so nothing is rushed and you’re able to concentrate on providing the best service you can to your client.

– Daphney Couturier

Esthetician, Class of 2017.

What Alumni Say
It’s going to be a lot easier to start our first jobs having this experience and having been able to build our confidence in the campus spa. I love that we get to have this opportunity.

– Darby Watchel

Esthetician, Class of 2017.