Modules Synopsis
RESEARCH STRANDS
Current Issues & Research in Early Childhood Care & Education (60 hours)
Students will explore the many aspects of early childhood development, early childhood pedagogy and professional practice through the research literature to explore changes and recent development in issues and research paradigms concerning childhood theory and practice. They will be encouraged to explore the implications of these issues and paradigm for beliefs and understandings about children, contexts of development and teaching practice. This will be done in relation to the local and international context.
Students will examine, review current trends and issues in preschool education that exist both globally and locally. In so doing, they will be able to identify implications of research and realize its significance in exacting improvement and change to preschool programmes and classrooms practices. In addition, students will reflect on their teaching practices and identify gaps and issues that they will like to address through research and develop a conceptual framework on how to approach their research project.
Assessment: Students’ performance will be assessed based on group assignment (45%), individual assignment (50%) and class participation (5%). The modes of assessments range from group/individual presentation to written assessment on contemporary issues and literature review.
Introduction to Teacher as a Researcher (30 hours)
This module is designed to equip students in understanding the role of research in society, the components of research and its definitions, to reflect on their teaching practices and identify gaps and issues that they will like to address through research. Students will also understand the purpose of investigating the literature related to their research problems to enable them to identify and formulate an appropriate research question.
Assessment: Students’ performance will be assessed based on individual assignment (95%), and class participation (5%). The modes of assessments range from group/individual presentation and written assessment on writing a literature review.
Understanding and Implementing Action Research in Early Childhood Care and Education (60 hours)
Students will continue to design strategies for data collection to develop their proposal into action research. Procedures for action research will be further clarified and students are expected to demonstrate skills in writing research method, data collection, analysis and interpretation through implementation of an action research project.
This module is built upon and extends the knowledge and skills gained in conducting research in the unit Teacher as Researcher. The pilot project will provide students with the opportunity to focus on areas of interest and to undertake detailed research developed in the previous module. Students will be encouraged and supported in the development of and in enhancing their basic research skills appropriate to their research.
With an introduction to action research methodology, students will develop a project designed for implementation and review. They will develop their reflective skills in the professional context of early childhood through an exploration of the research literature and will devise a process for an evaluation of the project. Much of the discussion will focus on how students can interact to bring about reflective practice. They will examine how reflective practices will influence their learning and development, and to look at the expectations of their roles in supporting and benefiting children from their reflective practice. They will find a multitude of issues worthy of study, potential hypotheses that may focus those studies, and heightened emphasis on the need to better integrate research and practice as critical elements of reflection.
Assessment: Students’ performance will be assessed based on individual assignment (95%) on planning, implementing and documenting action research and class participation (5%).
CURRICULUM STRANDS
Designing the Early Childhood Care & Education Curriculum (42 hours)
This course focuses on developing a process of designing a developmentally appropriate learning environment for young children. Students will redesign the space in their own centre as a result of addressing issues related to how, what, why, and where the children learn. They will be expected to select, organize, create and evaluate educational materials and environments for children. This module will explore the need to better exploit the teaching and learning potential of ICT. To date, this potential has not been realized in any significant way, particularly the potential to transform how, what, where and why students learn what they do.
Assessment: Students’ performance will be assessed based on group assignment (50%), individual assignment (45%) and class participation (5%). The modes of assessments range from group/individual presentation of curriculum model/approach to report writing.
Holistic & Developmentally-Appropriate Practices in Early Childhood Care and Education (28 hours)
This module will help students develop awareness and increase their understanding of the importance of holistic developmentally appropriate practices (HDAP) in early childhood education. They will also learn to evaluate their own practices and apply their understanding about DAP to meet MOE and MSF requirements. This module further examines the development of the whole child and what constitutes holistic and developmentally-appropriate practices in early childhood care and education.
Assessment: Students’ performance will be assessed based on group assignment (50%), individual assignment (45%) and class participation (5%). The modes of assessments range from group/individual presentation and written assessment on HDAP.
Formulation & Establishment of Quality Pre-School Education Curriculum (30 hours)
This module discusses issues of best practice in the early childhood curriculum. The focus of this module will allow students to draw on their knowledge of child development, early childhood education, and teaching experiences, to organize and plan appropriate curriculum experiences for young children. As practitioners and leaders in the early childhood field, students will need to work towards an understanding of the components of best practice in programmes for children. Emphasis will be given to curriculum strategies and materials which recognize and support children as active participants in their own learning.
Assessment: Students’ performance will be assessed based on group assignment (50%), individual assignment (45%) and class participation (5%). The modes of assessments range from group/individual presentation and written assessment on formulation and establishment of quality preschool education curriculum with reference to MOE 2008 curriculum framework and MSF early years developmental framework.
Assessment & Evaluation of Pre-School Programme (30 hours)
This module focuses on the different types of observational strategies used in observing, assessing and evaluating children’s learning. It serves to explain different types of standardized tests, assessments and documentations used in assessing and evaluating children’s progress, designing the curriculum and environment. In addition, critical thinking on current practices and application of assessment tools in an effective and innovative ways to deliver the educational outcomes is being investigated. The module further explores the strategies used in effective communication in relation to teaching and learning, documentation of children’s progress and conferences with parents.
Assessment: Students’ performance will be assessed based on group assignment (50%), individual assignment (45%) and class participation (5%). The modes of assessments range from group/individual presentation and written assessment on critical analysis of the different types of assessment – formative and summative, tools used to assess and evaluate preschool education curriculum with reference to MOE 2008 curriculum framework and MSF early years developmental framework.
Play Advocacy (30 hours)
This module discusses the importance of not just play in the early childhood curriculum but play leadership within the various preschool settings. Directors or supervisors, teachers and play leaders should be actively promoting purposeful play in the curriculum for young learners.
Assessment: Students’ performance will be assessed based on group assignment (50%), individual assignment (45%) and class participation (5%). The modes of assessments range from group/individual presentation and written assessment on play theories, review of articles on play and written report on play advocacy.
Using environmental resources and Information Communication Technologies (ICT) in Early Childhood Care and Education Programmes (20 hours)
This module will inform students of the many different ways that ICT can contribute to, or transform, the activities, roles, and relationships experienced by children and adults in the early childhood education settings. The module will also indicate the importance of practitioners and other adults in early childhood education settings having guidance and opportunities to become capable, competent, and informed about the educational role and potential of ICT, and support to use ICT to strengthen many aspects of early childhood education practice.
Assessment: Students’ performance will be assessed based on group assignment (50%), individual assignment (45%) and class participation (5%). The modes of assessments range from group/individual presentation and written assessment on the advantages and disadvantages of ICT and the use of environmental resources in children’s learning.
PROFESSIONAL STRANDS
Leadership Studies: Leadership quality & Leadership styles (60 hours)(
Students will be able to conceptualise the many definitions and discourse of leadership in early childhood education, identify and understand the roles of the early childhood leaders, particularly which promote the development of a responsive program for children and their families. They will also learn to effectively plan and manage change which is central to the delivery of quality early childhood services. However, change can be challenging and may cause early childhood educators to feel anxious. This module teaches students to adopt a collaborative approach to planning for and implementing change, as well as communicating information about changes clearly and transparently.
Assessment: Students’ performance will be assessed based on group assignment (50%), individual assignment (45%) and class participation (5%). The modes of assessments range from group/individual presentation and written assessment on leadership styles to writing a report on a case study of an ECCE leader.
Supervision (50 hours)
This module provides an overview of quality in early childhood programmes and examines the different curriculum models including the Pre-school Curriculum Framework in Singapore. Students will learn the guiding principles, discuss issues pertaining to planning, managing anti-bias curriculum and developmentally appropriate programmes that promote children’s growth and learning.
Students will acquire knowledge of supervising other adults in an early childhood setting. They will gain theoretical perspectives of supervisor and adult developmental stages which are critical for supervision. This knowledge will enable them to accurately interpret the principles and processes of effective supervision and explore different issues, methods and models in supporting and assessing the professional development of staff in the setting. In addition, students will identify and organize available resources that are beneficial to them.
Mentoring, as a term and concept, is widely used in education circles, but it has different meanings in different contexts and these can be somewhat fuzzy. Often, they are inconsistent with the real intent and concept of mentoring and more aligned with performance monitoring, measuring or supervision.
In this module, students will learn how the intentional pairing of a more experienced staff member with a colleague will achieve mutually agreed upon work goals and outcomes. In its truest sense, it is a partnership in which individuals join to share and support one another's professional growth and development.
Assessment: Students’ performance will be assessed based on group assignment (50%), individual assignment (45%) and class participation (5%). The modes of assessments range from group/individual presentation and written essay on the supervision process.
Pre-School Administration & Management of Early Childhood Programmes (120 hours)
This module aims to examine the management and organizational structures in early childhood settings. Students will examine and understand public regulation concerning licensing policies governing the different types of preschool programs. Personnel policies and management, financial planning, management and control, human resources and administrative duties will be included in this module.
Assessment: Students’ performance will be assessed based on group assignment (40%), individual assignment (55% inclusive of 20% examination) and class participation (5%). The modes of assessments range from group/individual presentation and written assignment on financial planning of setting up and day to day running of centres and management theories.
Personal Growth and Professional Development in Early Childhood Settings: The Reflective Practitioner (30 hours)
This module focuses on the importance of professional practice in relation to personal growth and professional development. It outlines the professional framework underpinning best practices in philosophical and theoretical principles; reflecting the stages in teachers’ professional growth; and managing personal and professional growth. The module provides insight into the professional role of early childhood practitioners to help promote a positive working environment for staff, parents and children in early childhood settings.
Assessment: Students’ performance will be assessed based on group assignment (45%), individual assignment (50%) and class participation (5%). The modes of assessments range from group/individual presentation and written work on the teacher as a reflective practitioner, creating and documentation of professional portfolio and artifacts, case study and case enactment.
Working with Families and the Community (60 hours)
This module prepares students with the professional skills and knowledge to work effectively with children, their families and community agencies. Students can view themselves in a unique position of a teacher to explain the close connection between community and families, and vice versa.
Assessment: Students’ performance will be assessed based on group assignment (45%), individual assignment (50%) and class participation (5%). The modes of assessments range from group/individual presentation and written assessment on case studies, reflective journals, parent, families and community education programme.
SUPERVISED LEADERSHIP PRACTICE (200 HOURS)
Practicum Placement
This module provides students with field experience in leadership and supervision such as opportunities for:
· staff observation
· assessment and feedback
· field experience in supervision – recording, assessing and evaluating early childhood care and education programmes and settings
· using observational techniques for assessing children in various settings
· planning and implementing a family/community programme.
Assessment:: Students’ performance will be assessed on understanding of the complexities of a supervisor’s roles and responsibilities in an ECE setting in relation to planning, managing human resources, leadership styles, day to day running of the centre, supervision skills and knowledge and communicating effectively with the staff and the wider community.
Practicum Facilitation This course comprises of a practicum component that entails students’ attachment to a host centre for their leadership practice and supervision visits by a practicum supervisor. Nanyang Institute of Management (NIM) will facilitate in the arrangement and process of students’ attachment.
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