The Early Childhood Program Management Certificate (Post Diploma) prepares supervisors and directors for their role and responsibilities in child care centres, family child care, preschool, family drop-in centres, family literacy programs and early intervention services. In addition, the program is a preparation for management and leadership in an integrated early childhood system that is emerging in Ontario.
Classes are held onsite at our George Brown College Ryerson Campus, 99 Gerrard Street East
How to Qualify and Apply
Applicants must have one-year full time experience in an early childhood setting and be at least one of the following:
- ECE Diploma program graduate or equivalent,
- Approved by the Ontario Ministry for Children and Youth Services and currently as a director/supervisor in a regulated child care setting, OR
- Currently working in an early childhood/family setting that is not a regulated child care program.
The EC Program Management Certificate program includes six courses.
Communication Strategies for Managers
Written and spoken communication is a key component of effective management in early childhood settings. Participants will practice communication strategies for presenting information, framing questions, generating persuasive arguments, problem solving and conflict resolution. Parents and other family members benefit from regular, respectful information and communication about their child and the early childhood program. Exchanges with community residents and organizations strengthen relationships and leverages support. Formal and informal communication with the program’s decision-makers (i.e. advisory committee, board of directors, senior management or elected officials) is essential to effective operations. Participants will prepare oral presentations, electronic communication and written documents. They will also reflect on their own communication style.
Curriculum Design and Pedagogical Leadership
Supervisors/directors are typically responsible to provide leadership for the design, delivery and evaluation of early childhood programs. Curriculum begins with a clear vision that includes a unified purpose, philosophy and values. Pedagogical leadership supports the vision into action. The new provincial curriculum guide, Early Learning for Every Child, (ELECT) sets out a common framework for early childhood programs. In this course, participants will use the framework to review the curriculum and pedagogy in their own programs. Participants will integrate knowledge from empirical studies, practitioner research and reflective practice.
Supervision and Staff Development
Human resource management in early childhood programs includes compensation and working conditions, employment practices, supervision, and professional development. Participants will review of staff roles and responsibilities within the program’s organizational structure. Emerging collaborations between early childhood programs require staff teams that combine individuals with different professional backgrounds.
Directors/supervisors set the climate of the working environment, often operating within considerable financial and organizational constraints. Participants will explore how to maintain a positive work environment for staff members who are the critical factor in effective program delivery. Professional development opportunities can contribute to individual capacity and to the capacity of early childhood programs to be dynamic learning organizations.
Early childhood programs require effective management systems that include four elements: financial planning, financial record-keeping, financial reporting and financial resources. Directors/supervisors need to understand the impact of decisions around resource allocation. Participants will review basics of financial management requirements in early childhood programs. Coordinated and integrated early childhood programs often need to blend financial resources while maintaining separate record-keeping and reporting practices.
Advocacy and Policy Issues
The delivery of early childhood programs in Ontario does not meet the needs of children, families or communities. Governments wanting to invest in early childhood face the competing demands of child care, kindergarten and family support programs. Participants in this course will review the policy challenges and explore strategies for building an early childhood system that is responsive to children, families and communities. Examples of personal and collective approaches to transforming the existing patchwork of programs into a cohesive system exist across Canada. Participants will consider how to use their knowledge and professional experience to advocate for an early childhood system.
Working with Boards of Directors
The majority of Ontario’s non-profit early childhood programs (excluding kindergarten classes in the public education system) are governed by volunteer boards of directors that are responsible for the oversight of the program. Boards of directors have the authority and legal responsibility to make decisions and set policies. Directors/supervisors in non-profit early childhood programs are responsible to the board of directors to implement policies. Participants will review board and staff roles and responsibilities. Effective boards of directors are typically orchestrated by directors/supervisors who are able to maximize the influence, skills and abilities of individual board members. Participants will study internal systems that ensure accountability to the children, families and communities that programs serve. Collaborative and integrated early childhood programs may require merging non-profit organizations together or with publicly delivered programs. Participants will explore strategies for joining up governance structures.
Please call 416-415-5000, ext. 2310 or email email@example.com for more information.