Brief Program Description
The program provides knowledge and skills in various early childhood philosophies, guiding behavior. The Early Childhood Educator Assistant (ECEA) course prepares students to work as ECE Assistant in a licensed childcare facility.
One of the requirements to work as an Early Childhood Education Assistant (ECEA) in a licensed childcare facility in BC is to be certified by the Early Childhood Educator (ECE) Registry. The Early Childhood Education Assistant program offered by institution is not recognized by the ECE Registry. This means that upon graduation, students will have to apply for certification through the ECE Registry’s equivalency process. For more information about the process visit the ECE Registry website.
Career Occupation
NOC 4214 – Early childhood educators and assistants
Admission Requirements
- ➜ Evidence of a high school graduation (BC Dogwood Diploma or General Education Development (GED)) OR minimum 19 years of age.
- ➜ Prior to acceptance, applicants must meet at least one of the following language proficiency requirements:
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- • Completion of grades 9–11, including English 11 with a grade of ‘C’ or higher from a country where English is one of the principal languages, or
- • Completion of 2 years of full-time post-secondary education at an accredited institution where English is the language of instruction. Language development courses (i.e., ELL courses) cannot be included in this calculation. Documentation must be provided in English, or
- • Education completed in English in the following countries will be considered for the assessment of prior education in English.
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American Samoa Dominica Lesotho St. Kitts & Nevis Anguilla Falkland Islands Liberia St. Lucia Australia Fiji Malta St. Vincent & the Grenadines Bahamas Gambia Mauritius Tanzania Barbados Ghana Montserrat Trinidad & Tobago Belize Gibraltar New Zealand Turks & Caicos Islands Bermuda Grenada Nigeria Uganda Botswana Guam Seychelles United Kingdom British Virgin Islands Guyana Sierra Leone US Virgin Islands Canada Ireland Singapore USA Cayman Islands Jamaica South Africa Zambia Kenya St. Helena Zimbabwe - • Verified results for one of the English language proficiency tests listed below. (Test results must be dated no more than two years before the start date of the program).
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Name of English Language Assessment Minimum score/level International English Language Testing System (IELTS) Academic Minimum overall score of 5.5 Test of English as a Foreign Language (TOEFL) IBT Minimum overall score of 46 Canadian Academic English Language Assessment (CAEL) Minimum overall score of 40 Canadian English Language Proficiency Index Program (CELPIP) Listening 6, Speaking 6, Reading 5, and Writing 5 Duolingo English Test (DET) Minimum overall score of 95 Pearson Test of English (PTE) Academic Minimum overall score of 43 Cambridge English Qualifications: B2 First exam (FCE) Minimum overall score of 160 or “C” Cambridge Linguaskill Minimum overall B2 level LANGUAGECERT Academic Minimum overall B2 level The Michigan English Test (MET) Minimum overall B2 level ITEP Academic Minimum overall score of 3.5 EIKEN Minimum placement of Grade Pre-1
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Program Duration
Duration of Program would be on basis of selection course from following:
| Guidance Child Behavior | 60 Hours |
Delivery Method(s)
- In-class instruction: 100% of instruction hours delivered in a classroom or other setting, where instructors share the same physical space as students.
- Distance education: 100% of instruction hours (excluding work experience hours, if applicable) delivered remotely from a BC location.
- Combined delivery (both in-class and distance): Instruction provided through a combination of in-class and distance delivery. The program may include a work experience component (in-person).
- [xx]% of the combined program will be provided by distance (online) delivery.
If distance or combined delivery is indicated, the online components are:
- Synchronous: Students attend classes virtually in “real time” with instructors and classmates.
- Asynchronous: Students and instructors do not meet in “real time”. There is no live video lecture portion. Students may move through assignments at their own pace, supported by online resources such as recorded lectures, reading material, assignments, and discussion groups.
- Combination of both synchronous and asynchronous.
Required course materials
Textbooks must be purchased by the student. Instructors may use professional articles, internet resources, and materials created by instructors.