Introduction to Early Childhood Education
Module Description
This module aims to introduce course participants to an overall perspective of Early Childhood Education (ECE) on an international, European, and local level. The module also aims to inform course participants about the structure of the education system and how this has developed over the years (from it being non-compulsory to how contemporary education is currently experienced).
Course participants following this module will also be informed about the roots of ECE – this will be presented by identifying key milestones, policy enactments, and legislations which shaped ECE. Course participants will also be able to engage in discussions and acquire knowledge about how ECE is presented and dealt with across private and public settings as well as state and non-state schools.
Different scenarios of how ECE is experienced in all these different settings will help course participants understand the myriad of realities existing in the sector. Given that the ECE cycle encompasses learners between the ages of 0 and 7, the cycle starts within non-compulsory education (0–5) and continues within compulsory education (5–7).
Since this module is aimed at those who are or will be working in ECE, course participants will be encouraged to reflect on different settings and different approaches to the setting (compulsory/non-compulsory) in light of what happens within ECE. In such a manner, one may understand how crucial the ECE cycle is and how this provides solid foundations for all other educational cycles to follow.
Apart from giving course participants a chronological journey of how ECE has developed, this module also supports course participants to understand how legislation and policy enactment has shaped ECE. For instance, legislations (Education Acts, Language Acts, etc.), policy enactment (Language Policy for the Early Years, Managing Behaviour in School Policy, Early Childhood Education and Care guidelines, etc.) and frameworks (National Curriculum Framework, Respect for All Framework, etc.) will be discussed.
Future ECE practitioners must be aware of such milestones and documentation so that they are aware of how policy and practice have shaped the field and can predict potential changes, needs, and solutions for contemporary and post-contemporary ECE.
Entry Requirements
Candidates who apply for this course will possess:
- A full qualification at MQF level 4 in Early Childhood Education and SEC/Ordinary Level passes in Mathematics, English.
OR
- 2 Advanced Level passes and 2 Intermediate Level passes including 2 subjects from Mathematics, English.
- A pass at SEC/Ordinary Level in the subject that is not presented at advanced/intermediate level from the specified above.
*Students whose first language is not English and do not possess an ‘O’ level pass in English Language will be required to demonstrate English language capability at IELTS level 6.0 or equivalent.
Target Audience
This programme has the following target groups:
- Individuals who are approaching the field of Early Childhood Education.
- Individuals who have been working in the field as a means of capacity building.
- Individuals looking to advance to Kindergarten Educator III role.
Career Paths
This programme aims to equip the target audience with the knowledge, skills and competences listed in this application.
The possible posts that this course prepares as a foundation for to become a Kindergarten Educator III.
How you’ll be assessed
Assessment is carried out via two mandatory components:
- Assessment 1
- Assessment 2
The programme includes different forms of assessment which allow for and promote students’ critical engagement. The formative and summative assessment tasks may include an in-class assignment and/or a home-based written assignment using diverse assessment tools which may take the form of online and in-class discussions, examinations, case studies, reports, proposals, essays, and presentations, etc., as applicable to the diverse modules.
Module Intake Dates
TBC 2025
Learning Outcomes
Competences:
At the end of the module/unit the learner will have acquired the responsibility and autonomy to:
- Analyse the roots and development of ECE in Malta and compare such development to a European-wide and worldwide scenario.
- Assess key milestones, policy texts, and legislation related to ECE.
- Carry out a review of the literature on different settings and different approaches within ECE, both in Malta and abroad, pertaining to both non-compulsory and compulsory education.
- Investigate the role of the practitioner within ECE to elicit comparisons and contrasts.
Knowledge:
At the end of the module/unit, the learner will be able to:
- Be familiar with the local and EU documentation linked to ECE from a curricular perspective (curricular design and reform).
- Be familiar with the local and EU documentation linked to ECE from an inclusive perspective (diverse and inclusive education).
- Be familiar with the local and EU documentation linked to ECE from a bilingual perspective (plurilingual approaches and translanguaging, etc).
- Be familiar with the various key stakeholders in ECE including those working within the policy and practice sphere.
- Consolidate knowledge about the documentation as well as processes and procedures used in ECE.
- Demonstrate a sound understanding of the roots of ECE and the current ECE scenario.
- Identify key principles and/or characteristics on how to approach the field as a practitioner in ECE.
- Systematically understand the Maltese educational structure related to ECE as well as how this extends across other sectors.
- Gain sound knowledge relating to the canonical theories of ECE.
- Demonstrate a robust understanding of how ECE lays the foundation for other sectors of education such as Primary and Middle School Education.
- Gain familiarity with the legislation and policies relating to the field of ECE.
- Extend their understanding of how the ECE field has evolved locally and abroad.
Skills:
At the end of the module/unit, the learner will have acquired the following skills:
- Apply the canonical theories of ECE (e.g., Montessori, Malaguzzi, Reggio Approach, Project Approach, etc.) to encourage a more holistic manner of how to approach the ECE field.
- Apply the principles of quality education when immersing within the field of ECE.
- Examine policy documents and legislations underpinning the ECE field.
- Identify and apply various techniques when working within an ECE setting.
- Investigate the role of key stakeholders in ECE.
Module-Specific Learner Skills:
At the end of the module/unit the learner will be able to:
- Assess which foreign documentation may be amended and adapted to the local ECE context.
- Identify misunderstandings and difficulties which ECE practitioners may face when reading such documents.
- Establish a positive attitude towards researching legislation and policy documents related to the field of ECE.
- Evaluate the content, design, and approach of various legislation and policy texts, local and foreign.
Module-Specific Digital Skills and Competences:
At the end of the module/unit, the learner will be able to:
- Carry out academic research on websites (e.g. Google Scholar) or journals (e.g. EBSCO, Taylor & Francis, SAGE, etc.).
- Carry out research, manually and/or online via the Internet.
- Develop a reference list using the Microsoft application in-built function.
- Navigate the Internet for policy documents, legislation, etc., related to ECE from a worldwide, European, and local perspective.
- Navigate through the online learning platform to download and upload assignments, discussion boards, literature, tutorials, etc.
- Use basic Microsoft office (or equivalent) applications to write and submit assignments.
- Use several academic software (e.g. Mendeley) to enhance the academic and research experience.