The Foundations of Early Childhood Education: Historical, Philosophical and Sociological Perspectives
Module Description
This module delves into the diverse foundational aspects of Early Childhood Education (ECE) through historical, philosophical, and sociological lenses to provide a comprehensive understanding of the field.
Historical Perspective: Participants will explore the historical evolution of ECE both in Malta and globally, tracing significant educational milestones alongside broader historical events and changes in compulsory schooling laws. This exploration aims to contextualize ECE within larger political and societal shifts, enriching participants’ understanding of its development.
Philosophical Perspective: The module will immerse participants in the philosophical underpinnings of ECE, encouraging them to examine and develop their own philosophical stances on education. Discussions will include contemporary philosophical research on ECE, focusing on the systemic challenges and benefits, helping participants articulate their philosophical views on educational practices and policies.
Sociological Perspective: Focusing on how societal structures influence ECE, this section will cover various sociological theories, such as Functionalist, Conflict, and Interactionist perspectives. By analyzing these theories alongside current policy documents, participants will gain insights into the social dynamics that shape educational settings and processes.
Through these multifaceted discussions, course participants will achieve a holistic perspective on ECE, enabling them to approach educational challenges and opportunities with a well-rounded, informed viewpoint.
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 further the roots and development of ECE in Malta and compare such development to a European-wide and worldwide scenario.
- Analyse recent and ongoing philosophical and sociological beliefs on ECE in light of the local educational scenario.
- Assess key milestones in ECE in Malta while researching events which were happening during that time, so that a historical perspective is formulated.
- Assess the role of the ECE practitioner (Kindergarten educator) from a sociological point of view.
- Carry out a review of the literature on different philosophical and sociological approaches within ECE, both in Malta and abroad.
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 historical, philosophical, and sociological perspectives.
- Consolidate knowledge about how key documentation, processes and procedures contribute to philosophical and sociological understandings of ECE.
- Demonstrate an understanding of how key stakeholders in ECE contribute to its sociological predisposition.
- Know the relevant policies which are underpinning ECE and analyse them from philosophical and sociological viewpoints.
- Learn about key proponents and theorists of philosophical and sociological viewpoints in education.
- Understand the ongoing philosophical and sociological meanings, understandings, and misunderstandings of ECE.
- Demonstrate a robust understanding of three main sociological perspectives (Functionalist, Conflict, Interactionist) and how these are manifested in ECE.
- Identify sociology and philosophy as potential tools for understanding behaviour, attitudes, and positions in ECE.
Skills:
At the end of the module/unit the learner will have acquired the following skills:
- Analyse situations in various ECE settings in Malta from a sociological perspective and discuss how these can be reinforced through positive attitudes towards the field.
- Collaborate with other course participants and participate in discussions about the key sociological perspectives of various stakeholders in ECE in Malta.
- Examine various philosophical and sociological theories of ECE in light of European and local documentation and policy texts.
- Identify challenges and barriers of ECE by analysing various settings from a sociological perspective.
- Investigate how the different aspects of philosophy and sociology have implications on the ECE field, irrespective of how the policy documents perceive or describe the field.
Module-Specific Learner Skills:
At the end of the module/unit the learner will be able to:
- Assess what sociological implications foreign documentation has on the local ECE context.
- Establish a positive attitude towards researching historic, sociological and philosophical approaches to ECE.
- Use various sociological perspectives (a sociological lens) to identify misunderstandings and difficulties in ECE in Malta.
Module-Specific Digital Skills and Competences:
At the end of the module/unit, the learner will be able to:
- Carry out academic research 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.