Pathways to early childhood education credentialing in Canada [electronic resource] / prepared by Kathleen Flanagan ... [et al.].

Contributor(s): Flanagan, Kathleen | Child Care Human Resources Sector CouncilMaterial type: TextTextPublication details: Ottawa, Ont. : Child Care Human Resources Sector Council, 2009Description: 104 p. : col. ill. ; 28 cmOther title: Also published in French under title: Reconnaissance professionnelle et la délivrance de titres de compétence en éducation à la petite enfance au CanadaSubject(s): Early childhood education -- Standards -- Canada | Early childhood education -- Canada | Early childhood educators -- Certification -- Canada | Early childhood educators -- Standards -- Canada | Early childhood educators -- Training of -- CanadaDDC classification: 372.11/09718 LOC classification: LB1775.6 | .P384 2009ebOnline resources: Full text
Contents:
Section 1. Introduction -- 1.1. About the Child Care Human Resources Sector Council -- 1.2. Background to the Pathways to Early Childhood Education Credentialing in Canada Project -- 1.3. Project documents.
Appendix 1. Reference guides -- Appendix 2. List of documents and web sites reviewed -- Appendix 3. Members of the Pathways to ECE Credentialing Project Steering Committee -- Appendix 4. Interviewees and key informants -- Appendix 5. List of acronyms and abbreviations used.
Section 2. Methodology -- 2.1. Literature and Document Review -- 2.2. Provincial/Territorial Interviews -- 2.3. Key Informant Interviews -- 2.4. Validation.
Section 3. Overview of ECE credentialing -- 3.1. Types of credentialing -- 3.2. Academic credential requirements in regulated child care programs -- 3.3. The terminology of ECE credentialing processes -- 3.4. The rationale for certification -- 3.5. Responsibility for ECE certification -- 3.6. Individuals requiring ECE certification -- 3.7. Certification renewal requirements.
Section 4. Aspects of credentialing -- 4.1. Entry-level certification -- 4.2. Early childhood certification -- 4.3. Provincial/territorial financial support for credentialing -- 4.4. Provincial post-secondary standards for early childhood education -- 4.5. Newfoundland and Labrador: Early childhood care and education program standards -- 4.6. Nova Scotia: Standards for full-time early childhood education and training programs -- 4.7. Québec: Techniques d'éducation à l'enfance -- 4.8. Ontario: Early childhood education program standard -- 4.9. Manitoba: Early learning and child care competencies -- 4.10. British Columbia: Early childhood education training program approval -- 4.11. Minimum hours of study -- 4.12. Equivalency -- 4.13. Related post-secondary credentials other than ECE -- 4.14. Post-secondary ECE credentials acquired in another province or territory -- 4.15. Post-secondary credentials acquired outside Canada -- 4.16. Prior Learning Assessment and Recognition (PLAR) -- 4.17. PLAR in Early Childhood Education -- 4.18. Case Study: Newfoundland and Labrador -- 4.19. Case Study: Manitoba -- 4.20. Case Study: Québec.
Section 5. Certification and employment -- 5.1. Certification and licensing -- 5.2. Labour mobility -- 5.3. Role of employers.
Section 6. International credentials -- 6.1. Background -- 6.2. Provincial/Territorial referrals and experiences -- 6.3. Case studies -- 6.4. Case study: British Columbia -- 6.5. Case study: Alberta -- 6.6. Case study: Ontario.
Section 7. Lessons from other sectors -- 7.1. Approaches to credentialing in other sectors -- 7.2. Social workers -- 7.3. Speech language pathologists and audiologists -- 7.4. Lessons for the early childhood sector.
Section 8. Conclusion.
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Cover title.

Includes bibliographic references.

Section 1. Introduction -- 1.1. About the Child Care Human Resources Sector Council -- 1.2. Background to the Pathways to Early Childhood Education Credentialing in Canada Project -- 1.3. Project documents.

Appendix 1. Reference guides -- Appendix 2. List of documents and web sites reviewed -- Appendix 3. Members of the Pathways to ECE Credentialing Project Steering Committee -- Appendix 4. Interviewees and key informants -- Appendix 5. List of acronyms and abbreviations used.

Section 2. Methodology -- 2.1. Literature and Document Review -- 2.2. Provincial/Territorial Interviews -- 2.3. Key Informant Interviews -- 2.4. Validation.

Section 3. Overview of ECE credentialing -- 3.1. Types of credentialing -- 3.2. Academic credential requirements in regulated child care programs -- 3.3. The terminology of ECE credentialing processes -- 3.4. The rationale for certification -- 3.5. Responsibility for ECE certification -- 3.6. Individuals requiring ECE certification -- 3.7. Certification renewal requirements.

Section 4. Aspects of credentialing -- 4.1. Entry-level certification -- 4.2. Early childhood certification -- 4.3. Provincial/territorial financial support for credentialing -- 4.4. Provincial post-secondary standards for early childhood education -- 4.5. Newfoundland and Labrador: Early childhood care and education program standards -- 4.6. Nova Scotia: Standards for full-time early childhood education and training programs -- 4.7. Québec: Techniques d'éducation à l'enfance -- 4.8. Ontario: Early childhood education program standard -- 4.9. Manitoba: Early learning and child care competencies -- 4.10. British Columbia: Early childhood education training program approval -- 4.11. Minimum hours of study -- 4.12. Equivalency -- 4.13. Related post-secondary credentials other than ECE -- 4.14. Post-secondary ECE credentials acquired in another province or territory -- 4.15. Post-secondary credentials acquired outside Canada -- 4.16. Prior Learning Assessment and Recognition (PLAR) -- 4.17. PLAR in Early Childhood Education -- 4.18. Case Study: Newfoundland and Labrador -- 4.19. Case Study: Manitoba -- 4.20. Case Study: Québec.

Section 5. Certification and employment -- 5.1. Certification and licensing -- 5.2. Labour mobility -- 5.3. Role of employers.

Section 6. International credentials -- 6.1. Background -- 6.2. Provincial/Territorial referrals and experiences -- 6.3. Case studies -- 6.4. Case study: British Columbia -- 6.5. Case study: Alberta -- 6.6. Case study: Ontario.

Section 7. Lessons from other sectors -- 7.1. Approaches to credentialing in other sectors -- 7.2. Social workers -- 7.3. Speech language pathologists and audiologists -- 7.4. Lessons for the early childhood sector.

Section 8. Conclusion.

In English and French on inverted pages.

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