Undergraduate Diploma in Early Years Education
Intro
This course will enable candidates to enhance new knowledge and skills to become competent Early Years Educators in teaching young learners between the ages of 3 and 5 years in Kindergarten.
This course is indicated for individuals who are presently working as a kindergarten educator or intends to work as a kindergarten educator (teaching 3- to 5- year-old children) in the near future (for placement purposes, the latter learner would need to find a voluntary placement in Kinder classes). This course will provide the necessary skills for those interested in becoming Kindergarten Educators 1 and 2 within the Maltese Educational context be it government, church or independent schools in Malta.
Overall Competences
Upon completion, the individual will be able:
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- Demonstrate the ability to acquire knowledge pertaining to the Early Years (EY) educational field within the Maltese educational context, including an understanding of the common challenges present in the content, design and implementation of various legislations, policies and frameworks;
- Manage the practice placements creatively, show initiative and take responsibility for decision-making in the unpredictable EY educational context, whilst continuously reflecting on the practice throughout;
- Manage one’s own learning to creatively learn about what constitute 21st-century skills and the strategies that can be implemented to help young learners develop such skills;
- Demonstrate initiative in learning about the correct way of observing young learners within an educational context
- Demonstrate the ability to create, prepare and implement lesson plans and associated resources (activities) according to the developmental needs of young learners;
- Develop the learning skills necessary to learn independently about what constitutes the emergent curriculum, debunk current myths about it and design an EY classroom environment that promotes and allows for proper implementation of the emergent curriculum;
- Demonstrate a high degree of autonomy in learning about how Maltese and English literacy, and numeracy, develops in young learners in line with their development, and implement effective strategies for young learners to learn literacy and numeracy;
- Develop the learning skills necessary to learn independently about the characteristics of the Reggio approach and the Project approach to learning in the EY and their implementation in the EY classroom;
- Show creativity and initiative in managing activities and tasks related to pedagogies in EY and in promoting holistic child development in an EY context;
- 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 young learners and show initiative in acknowledging the increase in cultural and identity pluralism, in the evaluation and application of EY pedagogies;
- Show autonomy in learning about the various philosophical approaches and inquiries which underpin EY education, debunk common myths related to such approaches and sustain arguments related to how the EY cycle provides philosophical reflections on the role of society, people and knowledge;
- Demonstrate a high degree of autonomy in learning about what constitutes digital literacy and how it can be implemented within the EY setting to create meaningful learning experiences for young learners;
- Demonstrate creativity in learning about effective ways of communicating with young learners, with the ultimate aim of developing positive relationships conducive to learning;
- Show creativity and initiative in learning about what constitutes sustainable development (SD) and about the sustainable development goals (SDGs) and in implementing Eduction for SD in an EY educational setting;
- Demonstrate the ability to manage knowledge on what constitutes STEM education and what role this has within the EY setting;
- Show autonomy in learning about the various digital tools available for young learners which support early learning in STEM and be able to design an EY classroom environment that allows for STEM education to take place;
- Demonstrate the ability to design an EY classroom environment that allows for creativity to take place through the use of effective strategies;
- Demonstrate the ability to design an EY classroom environment that allows for humanities and democracy education to take place;
- Develop autonomy in gaining the necessary skills to be able to implement strategies targeted at fostering supportive and caring learning environments for the benefit of young learners;
- Demonstrate the ability to design an EY classroom environment that promotes and allows for robust classroom management which supports young learners in fostering strong social-emotional skills while preventing misbehaviour;
- Demonstrate the ability to design an EY classroom environment that allows for experiential learning to take place.
- Show initiative and creativity in developing projects in relation to rights, equity and justice with the EY classroom and at school-level;
- Demonstrate the ability to design an EY classroom environment that allows for collaboration amongst young learners to take place;
- Show creativity and initiative to develop projects related to the health and wellbeing of young learners, and take responsibility for them;
- Demonstrate initiative and creativity in acquiring knowledge of the basic theories of disability and general practices for effectively supporting young learners within the EY classroom environment
- Demonstrate the ability to design a culturally responsive EY environment that promotes and allows for a proper multicultural education;
- Develop learning skills required for further studies to a higher level with autonomy;
- Demonstrate creativity in analysing one’s own values and beliefs about educational aims and appreciate that such analysis is the basis for understanding the professional and vocational aspect of EY Educators;
- Demonstrate initiative in learning about quality assurance in the EY setting;
- Demonstrate creativity in integrating and analysing the pedagogical influence for a developmentally appropriate FUN movement education where fundamentals of physical activity are taught through fun games and relationships;
- Describe and identify potential barriers for inclusion for the Gifted learners;
- Integrate knowledge from various sources and reflect on various conceptual frameworks and how these impact transition processes and young learners’ lives;
- Demonstrate initiative in learning about the most important skills involved in successful academic reading and writing.
Course Structure
Learning Objectives:
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- Extend their understanding of the Early Years field and how this has developed over the years;
- Formulate a deeper understanding of how crucial the Early Years are in relation to other cycles within the Maltese compulsory school system such as the Primary, Middle and Secondary school cycles;
- Enhance their understanding of common challenges present in the content, design and implementation of various texts such as legislations, policies and frameworks.
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Mode of Teaching:
Lectures/ synchronous/asynchronous
Mode of Assessment:
50% [1K] assignment/50% [1HR] MCQ
Total Contact Hours:
30
Supervised Placement and Practice Hours:
0
Self-Study Hours:
55
Assessment Hours:
15
Learning Outcomes:
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-
- Demonstrate initiative to understand deeply the concept of reflective practice, and be able to relate it to key theories of learning through the use of reflection models
- Show creativity in reflecting critically on how young students learn and draw up plans to improve the effectiveness of your teaching
- Develop and maintain a reflective journal by carrying out descriptive, analytical and reflective writing, and take responsibility for it
- Take responsibility for managing one’s own professional development
- Has developed those learning skills that are necessary to work effectively as part of a peer-supported learning community.
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Mode of Teaching:
Lectures/ synchronous/asynchronous
Mode of Assessment:
75% reflective journal/25% group role play
Total Contact Hours:
30
Supervised Placement and Practice Hours:
0
Self-Study Hours:
55
Assessment Hours:
15
Learning Outcomes:
-
-
- Show initiative and creativity in learning about the main principles of the child development (0-11 years) and about the different stages of physical, psycho-social-emotional and cognitive (language, memory, information processing, writing, reading and speaking) development of young children
- Communicate ideas, problems and solutions with respect to strategies that can be implemented within the classroom to enhance inclusivity in order to promote the development of all learners;
- Demonstrate the ability to create, prepare and implement lesson plans and associated resources (activities) according to the developmental needs of the young child.
-
Mode of Teaching:
Lectures/ synchronous/asynchronous
Mode of Assessment:
70% [2K] assignment/30% individual presentation
Total Contact Hours:
40
Supervised Placement and Practice Hours:
0
Self-Study Hours:
90
Assessment Hours:
20
Learning Objectives:
-
-
- Demonstrate initiative in learning about the role of observation in the holistic development of young children;
- Integrate knowledge from various sources and summarise the process involved in the observation of young learners;
- Demonstrate initiative in learning about the correct way of observing young learners within an educational context
- Demonstrate creativity in showing how observation influences planning and assessment;
- Integrate knowledge from various sources to be able to plan and assess young learners based on observation
-
Mode of Teaching:
Lectures/ synchronous/asynchronous
Mode of Assessment:
80% [3K] assignment/20% individual presentation
Total Contact Hours:
40
Supervised Placement and Practice Hours:
0
Self-Study Hours:
90
Assessment Hours:
20
Learning Outcomes:
-
-
- Extend the LOF’s learning outcomes to an emergent curriculum approach;
- Formulate an understanding of what constitutes the emergent curriculum and what are the main characteristics (intentional, not prescriptive, not linear, not repetitive etc);
- Enhance the understanding of common myths linked to the emergent curriculum, such as that it is only linked to the children’s interest, that there is no planning involved or that there is always an ongoing project;
- Design an EY classroom environment that promotes and allows for proper implementation of the emergent curriculum.
-
Mode of Teaching:
Lectures/ synchronous/asynchronous
Mode of Assessment:
70% [2.5K] assignment/30% individual presentation
Total Contact Hours:
40
Supervised Placement and Practice Hours:
0
Self-Study Hours:
90
Assessment Hours:
20
Learning Outcomes:
-
-
- Demonstrate a high degree of autonomy in learning about how Maltese literacy develops in young children in line with their development
- Show initiative in learning to assess the potential barriers to the development of Maltese literacy in young learners
- Demonstrate creativity in identifying and using the correct methodology and techniques for the development of Maltese literacy
- Take responsibility for the provision of support and assistance to parents and young children in relation to any Maltese literacy difficulties young learners might experience
-
Mode of Teaching:
Lectures/ synchronous/asynchronous
Mode of Assessment:
50% [2K] assignment/25% group presentation/25% 1HR exam
Total Contact Hours:
36
Supervised Placement and Practice Hours:
0
Self-Study Hours:
72
Assessment Hours:
17
Learning Outcomes:
-
-
- Demonstrate a high degree of autonomy in learning about how English literacy develops in young children in line with their development
- Show initiative in learning to assess the potential barriers to the development of English literacy in young learners
- Demonstrate creativity in identifying and using the correct methodology and techniques for the development of English literacy
- Take responsibility for the provision of support and assistance to parents and young children in relation to any English literacy difficulties young learners might experience
-
Mode of Teaching:
Lectures/ synchronous/asynchronous
Mode of Assessment:
50% [2K] assignment/25% group presentation/25% 1HR exam
Total Contact Hours:
36
Supervised Placement and Practice Hours:
0
Self-Study Hours:
72
Assessment Hours:
17
Learning Outcomes:
-
-
-
Extend the LOF’s learning outcomes to real-life mathematical application to generate a more thorough early childhood development;
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Formulate a weekly project plan which includes ‘Maths moments’ and the inter-linking of different topics;
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Self-reflect on the project plan;
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Enhance the understanding of common Mathematics difficulties/disabilities and misunderstandings by solidifying one’s own perception and relationship to the subject content;
-
Create an EY well-managed classroom environment that provides various mathematics resources and fosters project-based learning.
-
-
Mode of Teaching:
Lectures/ synchronous/asynchronous
Mode of Assessment:
50% [2K] assignment/25% group presentation/25% 1HR exam
Total Contact Hours:
36
Supervised Placement and Practice Hours:
0
Self-Study Hours:
72
Assessment Hours:
17
Learning Outcomes:
-
-
-
Apply the LOF’s Early Years learning outcomes to a project approach;
-
Formulate an understanding of what constitutes the Reggio approach and the Project approach and what are the main characteristics of each approach;
-
Enhance the understanding of common myths linked to each approach, such as that it is only linked to the children’s interest, that there is no planning involved or that there is always an ongoing project;
-
Design an Early Years classroom environment that promotes and allows for proper implementation of such approaches.
-
-
Mode of Teaching:
Lectures/ synchronous/asynchronous
Mode of Assessment:
40% [1.5K] assignment/ 40% group project/ 20% group presentation
Total Contact Hours:
40
Supervised Placement and Practice Hours:
0
Self-Study Hours:
90
Assessment Hours:
20
Learning Outcomes:
-
-
- Explore various approaches to classroom management in the Early Years;
- Formulate an understanding of what constitutes robust classroom management and what are its main characteristics;
- Enhance the understanding of common myths linked to classroom management, especially those related to misbehaviour and consequences;
- Design an Early Years classroom environment that promotes and allows for robust classroom management;
- 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;
- 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
Learning Objectives:
-
-
- Demonstrate autonomy in identifying and recognising the educational needs, barriers and challenges to learning of young students with diverse needs
- Demonstrate initiative and creativity in acquiring knowledge of the basic theories of disability and general practices for effectively supporting young learners within the Early years’ classroom environment
- Develop the learning skills necessary to devise lesson plans and educational materials for specific groups of students with diverse needs – Early years
- Demonstrate autonomy in acquiring knowledge about the importance and application of appropriate design of strategies for students with diverse needs – Early years
- Develop those learning skills necessary to know how to assess the environment from the learning perspective and identify aspects to support students’ learning process of students with diverse needs – Early Years
-
Mode of Teaching:
Lectures/ synchronous/ asynchronous
Mode of Assessment:
70% [2K] assignment/30% exam [case-study based]
Total Contact Hours:
40
Supervised Placement and Practice Hours:
0
Self-Study Hours:
90
Assessment Hours:
20
Careers
This Qualification will lead candidates to apply for the post of Kindergarten Educators 1 and 2 to teach 3- to 5- year-old children in government, church and independent schools in the Maltese Islands.
This Qualification can also enable candidates to apply for the undergraduate top-up degree in early years education.
Entry Criteria
Entry requirements for the Undergraduate Diploma in Early Years Education (Level 5) include the following:
- Matsec Level in English, Maltese, Maths and a fourth (4th) subject (which might also be the ECDL) or equivalent or a proficiency test equivalent to Matsec in the three subject areas (MQF Level 3) – (all minimum Grade 5); AND
- Advanced Matriculation Level (minimum grade E) (MQF level 4) in one subject –OR equivalent including VET qualification; (MQF level 4, 120 ECTS) AND
- Valid First Aid Certificate (it must have at least 6 months from the date of expiry for admission to the course). Moreover, for monitoring purposes, students will be asked to provide updated ones, as soon as the First Aid Certificate expires.
- Before going on placement, MLI (through the company’s lawyer) will ask the students to present the POMA (The Protection Of Minors’ Act) verification
Fees
Maltese/EU
Location
Malta Leadership Institute
Valley Towers, Suite 9
Valley Road
Birkirkara BKR9022
Malta
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