Indigenous Early Childhood Education Certificate
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The Indigenous Early Childhood Education (IECE) program provides students with the skills and knowledge to provide quality care and education for young children. The IECE certificate honours Indigenous ways of knowing and being by placing local and traditional child development practices at the center of the program and by preparing Early Childhood Educators to work with children in the community in which they reside.
The IECE certificate program encourages students to examine both the role of the child, family and the educator focusing on concepts of belonging, learning, and sharing to strengthen identity through culture. The program supports the Early Childhood Educator in developing strategies for guiding and caring that support healthy social-emotional development for young children.
CAREER OPPORTUNITIES:
Graduates of the Indigenous Early Childhood Education certificate program will be prepared for employment in many different career areas:
- Aboriginal Head Start Programs
- Strong Starts
- Daycare Centres
- Inclusive Support Programs
- Early Childhood Centres
- Family Daycares
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PROGRAM DURATION
On-campus delivery on the IECE Certificate program is scheduled over three terms: Fall, Spring, and Summer.
Community-based offerings vary in delivery and the schedule is mutually agreed.
ADMISSION REQUIREMENTS
• Grade 12 or equivalent or mature student status
• English 12 or English Studies 12 or English First Peoples 12 or ENGL 060 or equivalent
• A professional letter of reference, preferably from an individual working in the field of education or childcare
ADDITIONAL REQUIREMENTS FOR PRACTICUMS
Practicum placements may require the following additional requirements before the practicum can begin:
- Up-to-date immunizations record, including diptheria/tetanus, polio, measles/mumps, rubella, hepatitis B, chicken pox, pertussis, COVID-19, and the current influenza vaccination
- A criminal record check clearance from the B.C. Ministry of Public Safety and Solicitor General's Criminal Records Review Office
Failure to provide an immunization record and/or clearance letter by the deadline determined by the instructor, may result in a student not being able to participate in a practicum placement, and subsequently, the student will not be able to complete the requirements of the program to be eligible for graduation.
As part of IECE 101, students may have the opportunity to participate in industry certifications for First Aid and Foodsafe.
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Certificate Completion Plan
TRANSFERABILITY
The Indigenous Early Childhood Education Certificate is approved by the British Columbia Ministry of Education and Child Care Early Childhood Educator (ECE) Registry that ensures that students receive the knowledge, skills and abilities necessary to meet the provincial certification requirements.
Please refer to the British Columbia Transfer Guide website for current information on program and course transferability: www.bctransferguide.ca.
IECE CERTIFICATE COMPLETION PLAN
An Indigenous Early Childhood Education (IECE) Certificate is awarded upon the successful completion of the equivalent of one year of full-time study with the option of continuing to the second-year diploma. The IECE certificate requires 45 credits as prescribed below. An overall minimum GPA of 2.33 is required.
ENGL-110 - English CompositionIECE-101 - Child Health and WellnessIECE-102 - Introduction to Indigenous Early Learning and CareIECE-103 - Stories, Ideas, and Pathways of Child DevelopmentIECE-104 - Pathways of DevelopmentIECE-124 - Introduction to Designing Children's EnvironmentsIECE-125 - Designing Children's ProgramsIECE-126 - Programming for Early YearsIECE-134 - Guiding Through Gifts in Indigenous Early YearsIECE-136 - Connectedness to Culture and CommunityIECE-148 - Practicum 1: Connectiong Theory and PracticeIECE-149 - Practicum Ii: Practicing CompetenciesIECE-150 - Practicum III: DemonstrationPSYC-131 - Applied Interprersonal & Career Development
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Course Listing for this program
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ENGL-110 - Credits: 3.000
English Composition
English 110 prepares students to write successful college essays. This course focuses on the writing process. Students will learn how to develop, organize, write, revise, document, and edit essays.
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Prerequisites: ENGL 060 / or English 12 or English Studies 12 and/or English First Peoples 12 or permission of instructor.
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IECE-101 - Credits: 3.000
Child Health and Wellness
This course focuses on holistic health and wellness principles to support child development, family, and personal wellness. The overall goal is that students will be introduced to concepts of preventative health, nutrition, and safety, particularly in a local Indigenous context. IECE 101 will ensure students are aware of the current health regulations, policies, and the realities within Indigenous communities. As part of IECE 101, students may also participate in industry certifications like First Aid and Foodsafe.
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IECE-102 - Credits: 3.000
Introduction to Indigenous Early Learning and Care
IECE 102 forms an integral and unique part of NVIT's Indigenous Early Childhood Education program by introducing the students to Indigenous ways of knowing, First People's Principles of Learning, and the United Nations Declaration on the Rights of Indigenous People (UNDRIP). Included in this course are the history, philosophies, and models of early childhood education programs as well as an introduction to the values and beliefs related to children's learning and development, the concept of play, and the British Columbia Early Learning Framework (BC ELF).
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IECE-103 - Credits: 3.000
Stories, Ideas, and Pathways of Child Development
IECE 103 examines perspectives on growth and development of children from pre-conception to 3 years of age. The image of the child in society, and the influence of family and culture on children's growth, are addressed inclusive of Indigenous ways of knowing and being.
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IECE-104 - Credits: 3.000
Pathways of Development
In IECE 104, students will continue to explore child development, and child-rearing practices from age two up to adolescence through an Indigenous lens. It will allow students to explore past, present, and current issues that continue to impact Indigenous children, families, and communities.
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IECE-124 - Credits: 3.000
Introduction to Designing Children's Environments
The intent of IECE 124 is to introduce students to the learning environment as related to early years programming within a community context. The students will build on the current philosophies in early childhood education including the role that theory, professional ethics, and licensing regulations have in programming as well as the implementation of quality early childhood programs. This introductory programming course interconnects and supports IECE 148: Connecting Theory and Practice.
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IECE-125 - Credits: 3.000
Designing Children's Programs
The intent of IECE 125 is to introduce students to curriculum and program planning that is child-centered and play-based. Education strategies and techniques that incorporate art, language, literacy, science, drama, music and movement within a community and cultural context will be explored. IECE 125 will ensure that students are informed of child development within a holistic framework. This second programming course interconnects and supports IECE 149: Practicum II: Practicing Competencies.
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IECE-126 - Credits: 3.000
Programming for Early Years
The overall goal of IECE 126 is for students to design an inquiry-based project that is grounded in collaboration with families, community, Elders, and knowledge keepers. Students will gather and develop the resources in this course that will support the implementation of the project in their demonstration practicum. This third programming course interconnects and supports IECE 150: Practicum III: Demonstration.
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IECE-134 - Credits: 3.000
Guiding Through Gifts in Indigenous Early Years
In IECE 134 students will be introduced to the principles of guiding and caring for children through an Indigenous perspective of the child as a gift. The focus will be on the child at the centre of a community model of care. The course will highlight developing methods of guiding and caring for children in ways that honour culture, identity, and support healthy child development, while promoting positive behavior and the development of social-emotional skills. This course will be built on local community practices of child rearing and will honour and include key Indigenous principles of child development.
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IECE-136 - Credits: 3.000
Connectedness to Culture and Community
IECE 136 introduces students to concepts involving place-based learning and education specific to the local community and environment. The intention of this course is to use place and space in early years practice as a method to strengthen identity through recognizing the interconnected relationships between land, culture, and community uniqueness. Cultural practices are central to this course as students immerse themselves in local traditions to enrich their early years practice and promote stewardship and engagement.
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IECE-148 - Credits: 3.000
Practicum 1: Connectiong Theory and Practice
IECE 148 is the first practicum and provides students with the opportunity to interact with young children at a variety of childcare programs such as preschools, Head Start programs, Strong Start programs, daycares, early years centers, and family daycares. This practicum provides students with 80 hours of direct time with children and Mentors/ Supervisors in a childcare setting as well as 5 hours of practicum seminar. This course will give the students practical experience that will enhance their course and classroom studies by connecting theory and practice. Students will be assessed in relation to the competencies in the Student Assessment and Feedback Booklet. This assessment is intended to act as a living document for students as they progress through their course and practicum work. It is expected that students will grow in their knowledge, core competencies, skills, and professional practice throughout the practicum, including supporting the Truth and Reconciliation goals of moving towards an understanding and appreciation of Indigenous ways of knowing and being. The IECE program encourages the modeling of making learning visible. Documenting these competencies provides instructors with a holistic view of the student's growth. Students will benefit from multiple perspectives that include the student voice, peer voices, as well as the Mentor/Supervisor and the NVIT practicum Instructor.
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IECE-149 - Credits: 3.000
Practicum Ii: Practicing Competencies
Building on the learning goals of Practicum I, in IECE 149 students will integrate their knowledge and skills while participating as a team member in a childcare program. Students will be assessed in relation to the competencies in the Student Assessment and Feedback Booklet. This assessment is intended to act as a living document for students as they progress through their course and practicum work. It is expected that students will grow in their knowledge, core competencies, skills, and professional practice throughout the practicum, including supporting the Truth and Reconciliation goals of moving towards an understanding and appreciation of Indigenous ways of knowing and being Students will work directly with the children for 120 hours and attend 10 hours practicum seminar. Students will be required to plan curriculum and participate as a team member under the supervision of practicum Mentor/Supervisor. They will be responsible for activity presentations, observations and recording of children's growth and development, and to make the learning visible through pedagogical narration and learning stories.
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IECE-150 - Credits: 6.000
Practicum III: Demonstration
IECE 150 is the final practicum for the IECE Certificate program and is designed to allow students to apply their skills and knowledge of the role of an Early Childhood Educator in a community childcare program while being mentored under the supervision of a NVIT practicum Instructor and a designated practicum Mentor/Supervisor. Students will be assessed in relation to the competencies in the Student Assessment and Feedback Booklet. This assessment is intended to act as a living document for students as they progress through their course and practicum work. It is expected that students will grow in their knowledge, core competencies, skills, and professional practice throughout the practicum, including supporting the Truth and Reconciliation goals of moving towards an understanding and appreciation of Indigenous ways of knowing and being. Students will work directly with the children for 200 hours and attend 10 hours practicum seminar In this final practicum students will take a leadership role in designing and implementing curriculum, introducing a project to a group of young children, observing and recording children's learning while making learning visible to the children, families, educators, and community. In this final practicum, students will have increased opportunities for reflection and the practice of ethical decision-making.
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PSYC-131 - Credits: 3.000
Applied Interprersonal & Career Development
This course presents a comprehensive view of the theory and research in interpersonal communication, and at the same time, guides students to improve a wide range of interpersonal skills and to apply these to personal, social and workplace relationship. Coverage of cultural diversity, leadership, job skills, ethics and personal productivity and stress management make this course the best choice for students to communicate successfully.
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Prerequisites: ENGL 060 / English 12 or English Studies 12 or English First Peoples 12 or equivalent or permission of the instructor.
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Current Course Offerings
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01 = Merritt Campus
V1 = Burnaby Campus
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Spring 2024 (January - April)
ENGL-110-01
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Fall 2024 (September - December)
ENGL-110-V1
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