Learning Objectives:

1. 1. 1. Be competent in exercising skills related to pedagogies in early years and promoting holistic child development in the early years context
      2. Be able to manage activities and tasks related to the study module with autonomy and without supervision
      3. Be able to manage the professional development of educators in relation to early years pedagogies
      4. Have developed learning skills required for further studies to a higher level with autonomy.

Mode of Teaching:

Lectures/ synchronous/ asynchronous

Mode of Assessment:

75% [2K] assignment/25% [1HR] MCQ

Total Contact Hours:

40

Supervised Placement and Practice Hours:

0

Self-Study Hours:

90

Assessment Hours:

20

Learning Outcomes:

1. 1. 1. Show creativity and initiative in the establishment of an excellent learner portfolio
      2. Recognise the importance of personal development even during practice, and take responsibility for managing one’s own professional development.
      3. Be reflective, evaluate and take responsibility for the work accomplished with young learners
      4. Demonstrate autonomy and creativity when designing SMART goals.
      5. Demonstrate through self-reflection the importance to develop the potential of all young learners.
      6. Work professionally under the supervision of other professionals and take responsibility for all the decisions taken during the course of the placement.
      7. Create lesson plans and associated resources that are adapted to the needs of all young learners based on evidence and research.
      8. Support all young learners (including young learners with diverse needs) for at least 150-hour placement in a suitable work setting, therefore giving them an opportunity to put their in-class learning into practice.

Mode of Teaching:

Lectures/ synchronous/ asynchronous/ placement

Mode of Assessment:

50% placement observations; 25% portfolio; 25% teaching practice file

Total Contact Hours:

15

Supervised Placement and Practice Hours:

150

Self-Study Hours:

0

Assessment Hours:

10

Learning Outcomes:

1. 1. 1. Undertake further studies in the Sociology of Education to enhance the sociological imagination.
      2. Undertake further studies about different pedagogies for young learners from a sociological perspective.
      3. Demonstrate responsibility to evaluate the impact of the different pedagogies that can be used taking into consideration the wider picture of the secondary socialisation of children.
      4. Show initiative and creativity in taking into consideration the increase in cultural and identity pluralism, in the evaluation and application of early years’ pedagogies.

Mode of Teaching:

Lectures/ synchronous/ asynchronous

Mode of Assessment:

60% [2K] assignment/40% exam

Total Contact Hours:

40

Supervised Placement and Practice Hours:

0

Self-Study Hours:

90

Assessment Hours:

20

Learning Outcomes:

1. 1. 1. Formulate an understanding of various philosophical approaches and inquiries which underpin Early Years education;
      2. Enhance the understanding of common misunderstandings and myths related to philosophical approaches to Early Years education;
      3. Devise and sustain arguments related to how the Early Years cycle provides philosophical reflections on the role of society, people and knowledge.

Mode of Teaching:

Lectures/ synchronous/ asynchronous

Mode of Assessment:

80% [2K] assignment/20% group presentation

Total Contact Hours:

40

Supervised Placement and Practice Hours:

0

Self-Study Hours:

90

Assessment Hours:

20

Learning Outcomes:

1. 1. 1. Formulate an understanding of what constitutes digital literacy and how this is reflected within the Early Years setting and how such technology has helped the Early Years during the COVID-19 pandemic;
      2. Become familiar with various digital tools (e.g. Web 2.0 tools) to produce digital resources which help in creating meaningful learning experiences;
      3. Explore various digital apps which promote mathematics, oracy, literacy and digital literacy skills amongst young learners within the Early Years.
      4. Reflect on how technology provides ample opportunities to document learning through observations, reflections and the creation of electronic portfolios;
      5. Design an EY classroom environment that promotes for proper implementation of digital literacy.

Mode of Teaching:

Lectures/ synchronous/ asynchronous

Mode of Assessment:

55% [1K] assignment/45% project

Total Contact Hours:

30

Supervised Placement and Practice Hours:

0

Self-Study Hours:

55

Assessment Hours:

15

Learning Outcomes:

1. 1. 1. Show creativity and initiative in learning about what constitutes sustainable development and about the sustainable development goals (SDGs)
      2. Develop the necessary learning skills to understand the key debates present within the realm of education for sustainable development (ESD)
      3. Demonstrate initiative in learning about the likely impacts of ESD as well as the challenges to implementing ESD in an EY educational setting
      4. Show creativity in developing strategies to implement ESD in an EY educational setting, and take responsibility for the decision-making involved

Mode of Teaching:

Lectures/ synchronous/ asynchronous

Mode of Assessment:

50% [1K] assignment/50% [1HR] exam [case-study]

Total Contact Hours:

30

Supervised Placement and Practice Hours:

0

Self-Study Hours:

55

Assessment Hours:

15

Learning Objectives:

1. 1. 1. Formulate an understanding of what constitutes STEM education and what role this has within the Early Years setting;
      2. Conduct a review of literature about STEM education and its origins in order to understand how crucial this is in Early Years settings;
      3. Become familiar with various digital tools available for young learners which support early learning in STEM;
      4. Reflect on how STEM education provides ample opportunities to document, design and enhance learning;
      5. Design an EY classroom environment that allows for STEM education to take place by using systematic and authentic investigations which probe design thinking skills and scientific knowledge and processes.
      6. Become aware of alternative ways of questioning young learners to encourage them to become independent in their learning journey and encourage them to search for solutions themselves (individually or collectively).

Mode of Teaching:

Lectures/ synchronous/ asynchronous

Mode of Assessment:

85% [2K] assignment/15% group presentation

Total Contact Hours:

30

Supervised Placement and Practice Hours:

0

Self-Study Hours:

55

Assessment Hours:

15

Learning Outcomes:

1. 1. 1. Formulate an understanding of what constitutes creativity and what role this has within the Early Years setting;
      2. Conduct a review of the literature about creativity and its implications (elite/democratic) to understand how crucial this is in Early Years settings;
      3. Investigate how young learners understand and articulate their individual and collective social development through the creative process;
      4. Become familiar with various digital tools available for young learners which nurture a practice of creativity;
      5. Reflect on how the creative process provides ample opportunities to document, design and enhance learning;
      6. Design an EY classroom environment that allows for creativity to take place by using divergent thinking experiences, open-ended questioning techniques and process over product-oriented tasks.
      7. Become aware of alternative ways of questioning young learners to encourage them to use divergent and lateral thinking.

Mode of Teaching:

Lectures/ synchronous/ asynchronous

Mode of Assessment:

50% [1K] assignment/50% project

Total Contact Hours:

30

Supervised Placement and Practice Hours:

0

Self-Study Hours:

55

Assessment Hours:

15

Learning Outcomes:

1. 1. 1. Understand and appreciate the importance and role of spirituality, morality and religion in the early years’ development of children.
      2. Demonstrate mastery in creating an inclusive learning environment vis-à-vis the moral, spiritual and religious background as well as attainment of children.
      3. Provide young learners with adequate experiences and opportunities for further reflection and to grow holistically in their moral, spiritual and religious life experience.

Mode of Teaching:

Lectures/ synchronous/ asynchronous

Mode of Assessment:

50% [1K] assignment/50% [1HR] exam [case-study based]

Total Contact Hours:

30

Supervised Placement and Practice Hours:

0

Self-Study Hours:

55

Assessment Hours:

15

Learning Outcomes:

1. 1. 1. Formulate an understanding of what constitutes humanities and democracy education within the Early Years setting;
      2. Conduct a review of the literature about humanities and democracy education to understand how crucial this is in Early Years settings;
      3. Investigate how young learners understand and articulate their individual and collective social development;
      4. Reflect on how humanities and democracy education provides ample opportunities to enhance learning as a collective experience;
      5. Design an EY classroom environment that allows for humanities and democracy education to take place by providing a worldwide basic inquiry process that promotes focused questioning, analysis of evidence and possible actions to be taken (or outcomes).

Mode of Teaching:

Lectures/ synchronous/ asynchronous

Mode of Assessment:

70% [1.5K] Assignment/30% group presentation

Total Contact Hours:

30

Supervised Placement and Practice Hours:

0

Self-Study Hours:

55

Assessment Hours:

15

Learning Outcomes:

1. 1. 1. Show creativity and initiative in exploring the centrality of relationships in infant/toddler development and the impact of relationships on a child’s social/emotional development and learning by making reference to theories of psychosocial development.
      2. Demonstrate autonomy in learning about the importance of caregiver/child relationships and early years educator/child relationship to child development and learning and describe interactions that promote healthy development.
      3. Reflect on their own attachment history and interaction style to choose what to bring from their own history to their current relationship with their young learners entrusted in their care, and take responsibility for it.
      4. Develop the necessary learning skills to be able to implement strategies targeted at fostering supportive and caring learning environments for the benefit of young learners.

Mode of Teaching:

Lectures/ synchronous/ asynchronous

Mode of Assessment:

80% [2K] Assignment/20% individual presentation

Total Contact Hours:

40

Supervised Placement and Practice Hours:

0

Self-Study Hours:

90

Assessment Hours:

20

Learning Outcomes:

1. 1. 1. Explore various approaches to classroom management in the Early Years;
      2. Formulate an understanding of what constitutes robust classroom management and what are its main characteristics;
      3. Enhance the understanding of common myths linked to classroom management, especially those related to misbehaviour and consequences;
      4. Design an Early Years classroom environment that promotes and allows for robust classroom management;
      5. Develop an understanding of how designing engaging learning activities within a motivational classroom environment support young learners in fostering strong social-emotional skills while preventing misbehaviour;
      6. Reflect on various transitions and routines in the Early Years (toileting, hand-washing, turn-taking etc) and how well-devised, efficient and sustainable they are.

Mode of Teaching:

Lectures/ synchronous/ asynchronous

Mode of Assessment:

40% individual presentation/40% [2HR]Exam/20% [1HR] MCQ

Total Contact Hours:

40

Supervised Placement and Practice Hours:

0

Self-Study Hours:

90

Assessment Hours:

20