ECE415 - Professional Practice

Outline information
Schools offering this subject
Last revision date Sep 30, 2019 12:02:31 AM
Last review date Nov 11, 2019 12:15:00 AM

Subject Title
Professional Practice

Subject Description
Students will examine what it means to be a professional early childhood educator, its implications and public and professional expectations and accountability. Students will become knowledgeable of professional ethics, standards of practice, and their role within the spectrum of services for children and families. The aim of this course is to integrate and further expand on various areas of development for the pre-service teacher. Students will further their knowledge and skills in interpersonal communication, applied theory, philosophy (with an emphasis on applied ethics), reflective practice, and legislation. Specifically, the student will engage in processes that challenge them to amalgamate their philosophical ideals, the realities of legislative policies, working with colleagues, and balancing the multiple roles of an educator.

Credit Status
ECE 415 is an Early Childhood Education Diploma Program prescribed subject. ECE 415 is a second year, fourth semester subject.

Learning Outcomes
Upon successful completion of this subject the student will be able to:


Define terms such as: professional development, professionalization, professional practice and professionalism.

  1. Articulate the roles and responsibilities of all levels of government.
  2. Demonstrate a familiarity with federal, provincial, and municipal governments and pertinent legislation and regulations related to early learning and care.
  3. Differentiate between legislated policies and practices or procedures in a range of settings.
  4. Develop and review ECE policies within the context of different learning environments.
  5. Articulate their role as advocates in supporting the values and principles of early childhood education in a variety of educational settings.
  6. Compare, contrast, and integrate personal philosophical views with legislated policy.
  7. Understand children’s learning in a way that reflects an awareness of legislative policies, professional ethics, individual program philosophy, and the needs of the individual child and their family.
  8. Understand their role as an ECE, in the interrelation between care and education respond to children with focused attention, appropriate physical proximity, active listening skills, and verbal support. Further, they are able to identify signs of anxiety, stress, and anguish in children and respond appropriately.
  9. Convey the skills of an inclusive practitioner in their work with children, families and colleagues.
  10. Demonstrate skills in ethical, sensitive oral and written communication.
  11. Articulate theoretical foundational theory through written and oral communication and through reflective practice.
  12. Identify relevant sources for personal and professional development.
  13. Identify support networks cognizant of current trends and practices in the field.
  14. Reflect critically on styles of leadership, collaboration, and teamwork.
  15. Collaborate with colleagues and other relevant community members.
  16. Contribute to an emotionally healthy, positive, work environment and reflect on their own health, safety, and protection.
  17. Recognize, as future mentors and leaders in the field, the value of a professional disposition.


The outcomes listed in bold font indicate which outcomes are focused on in this subject. 
The graduate has reliably demonstrated the ability to:
  1. Design, implement and evaluate inclusive and play-based early learning curriculum* and programs that support children’s holistic development and are responsive to individual children’s and groups of children’s observed abilities, interests and ideas.
  2. Establish and maintain inclusive* early learning environments* that support diverse*, equitable and accessible developmental and learning opportunities for all children* and their families*.
  3. Select and use a variety of screening tools, observation and documentation strategies to review, support and promote children’s* learning across the continuum of early childhood development*
  4. Establish and maintain responsive relationships* with individual children*, groups of children* and families*
  5. Assess, develop and maintain safe, healthy and quality early learning environments* which meet the requirements of current legislation, agency policies and evidence-based practices* in early learning.
  6. Prepare and use professional written, verbal, nonverbal and electronic communications when working with children*, families*, colleagues, employers, and community partners.
  7. Identify, select and apply relevant legislation, regulations, College of Early Childhood Educators Standards of Practice and Code of Ethics, policies and evidence-based practice* guidelines, and interpret their impact on a variety of early learning environments*.
  8. Apply a developing personal philosophy of early learning in accordance with ethical and professional standards* of early childhood education practice.
  9. Advocate* for quality early learning environments* and collaborate with members of the early learning team, families* and community partners to establish and promote such settings.
  10. Engage in reflective practice, develop learning goals and maintain an ongoing professional development plan in accordance with evidence-based practices* in early learning and related fields.

Essential Employability Skills
Communicate clearly, concisely and correctly in the written, spoken and visual form that fulfils the purpose and meets the needs of the audience.

Respond to written, spoken, or visual messages in a manner that ensures effective communication.

Apply a systematic approach to solve problems.

Use a variety of thinking skills to anticipate and solve problems.

Analyze, evaluate, and apply relevant information from a variety of sources.

Show respect for diverse opinions, values, belief systems, and contributions of others.

Interact with others in groups or teams in ways that contribute to effective working relationships and the achievement of goals.

Manage the use of time and other resources to complete projects.

Take responsibility for one's own actions, decisions, and consequences.

Academic Integrity
Seneca upholds a learning community that values academic integrity, honesty, fairness, trust, respect, responsibility and courage. These values enhance Seneca's commitment to deliver high-quality education and teaching excellence, while supporting a positive learning environment. Ensure that you are aware of Seneca's Academic Integrity Policy which can be found at: Review section 2 of the policy for details regarding approaches to supporting integrity. Section 2.3 and Appendix B of the policy describe various sanctions that can be applied, if there is suspected academic misconduct (e.g., contract cheating, cheating, falsification, impersonation or plagiarism).

Please visit the Academic Integrity website to understand and learn more about how to prepare and submit work so that it supports academic integrity, and to avoid academic misconduct.

All students and employees have the right to study and work in an environment that is free from discrimination and/or harassment. Language or activities that defeat this objective violate the College Policy on Discrimination/Harassment and shall not be tolerated. Information and assistance are available from the Student Conduct Office at

Accommodation for Students with Disabilities
The College will provide reasonable accommodation to students with disabilities in order to promote academic success. If you require accommodation, contact the Counselling and Accessibility Services Office at ext. 22900 to initiate the process for documenting, assessing and implementing your individual accommodation needs.