In the Early Learning and Child Care program, students will discover that play is a powerful force in a child’s development. They will learn about the developmental needs of children from infancy to age 12, gaining the ability to design, co-construct and implement play experiences for children and to communicate effectively with parents and professionals. With emphasis on real-world learning situations along with lab simulations, role-playing and discussion groups, students will be prepared to provide care and learning for all children, including those who have special needs.

The learning outcomes for the Bachelor of Child Studies, Early Learning and Child Care reflect the values, knowledge, and skills that Early Learning and Child Care students are expected to acquire and demonstrate upon completing the BCST and are designed to equip them for professional practice. These include

A.  Professional Reflective Practice

Professional practice is the commitment to developing and gaining awareness of attitudes, values, beliefs, and ethics and integrating this into professional behaviour. Reflection is a process of responding to experiences, situations, learning, or new knowledge. Reflective practice occurs in the context of professional practice and is evidence-based (not merely subjective). Critical thinking and reflection are closely linked. 

Graduates from the BCST, Early Learning and Child Care, will be able to:

1. Develop and sustain professional relationships with children, youth and families demonstrating sensitivity, awareness, and respect of cultural and human diversity
2. Describe the impact of historical influence, theoretical foundations, and social policy that inform the context of professional practice.  
3. Access, analyze, and apply knowledge and skills to develop an interdisciplinary framework for practice.
4. Demonstrate the professional responsibility of integrating emergent knowledge into their practice.
5. Establish the practice of participating in professional development and self-care.
6. Communicate in persuasive and engaging ways using written, spoken or visual formats.
7. Seek different points of view, assess situations, implement options and evaluate outcomes based on professional experiences and/or research. 
8. Practice according to legislation, codes of conduct and agency policies. 
9. Advocate on behalf of children, youth, families, the community and themselves as professionals.

B.  Assessment and Intervention 

The ability to assess and intervene requires skills that enhance and support decision-making and problem-solving in an ethical and responsible manner. Assessment and intervention strategies may apply at the individual, group, family or community level.  

Graduates from the BCST, Early Learning and Child Care, will be able to:

1. Describe and apply theoretical frameworks (e.g., developmental, ecological, social justice) to practice with children, youth, family or community.
2. Explore and develop appropriate solutions that recognize the human and interpersonal needs. 
3. Identify and make referrals to community services and resources. 
4. Apply knowledge of assessment tools to obtain, organize and critically evaluate information appropriately.
5. Develop goals, implement and manage ongoing intervention practices encouraging child/family participation.
6. Identify needs related to a variety of mental health issues and apply effective interventions.

C.  Leadership and Collaboration

Leadership involves the ability to envision, communicate, initiate, reflect, and create opportunities within professional practice. Collaboration involves working as part of a team and understanding how/when to support others to move toward a desired outcome. 

Graduates from the BCST, Early Learning and Child Care, will be able to:  

1. Explain and apply leadership principles and teamwork practices. 
2. Integrate management, supervision, coaching and leadership skills toward the development of an effective leadership style.
3. Create positive respectful work environments and work effectively in collaborative contexts.
4. Identify and build frameworks to describe and support community experiences.
5. Implement leadership skills and abilities such as leading change effectively, resolving conflict, and motivating others.
6. Apply critical thinking skills to make decisions, solve problems and respond to community needs.
7. Apply resiliency skills to take appropriate risks leading to positive change.
8. Critically evaluate personal performance, seek feedback and be collaborative in supervision.

D.  Research and Evaluation

Understanding the fundamentals of research and evaluation will be critical to the role of graduates in leadership positions.  

Graduates from the BCST, Early Learning and Child Care, will be able to:

1. Access and use research (e.g., literature reviews, accessing reliable sources) to develop evidence-based practice.
2. Make informed judgments concerning the value of sources.
3. Synthesize acquired information to use in written or verbal presentations.
4. Recognize different approaches to inquiry in different disciplines.
5. Design and implement surveys, needs assessments, interviews, and focus groups using appropriate methods, tools and technology.
6. Design program evaluation to ensure accountability (e.g., to funders and stakeholders) and support quality improvement.

E.  Learning Environments and Relationships

The essence of early learning and child care practice is to explore and understand the ‘image of the child’ within the context of building respectful, nurturing and caring relationships with children, families and the community. Intentionality and reflection guide and inform the creation of early childhood environments that foster the co-construction of learning through play.

Graduates from the BCST, Early Learning and Child Care, will be able to:

1. Create a play-based learning environment that engages and supports children, families, and educators.
2. Apply the theoretical foundations of learning through play.
3. Apply the skills of observation and documentation for the purposes of building relationships, self-reflection, and planning and assessment.
4. Access and engage community resources to support children and families.
5. Support the health and wellbeing of children.
6. Support children’s social learning through the development of positive relationships.
7. Engage in ongoing professional growth through self-reflection and assessment.