EARLY CHILDHOOD DEVELOPMENT & EDUCATION (N96)​

Level 1.1

Child Development 1

This module introduces students to research on brain developments and its implications on children’s growth and learning. Early Years developmental milestones will be discussed with significant emphasis on birth to three years of age. Students will develop an understanding of the philosophy of infant and toddler care and development, and the Early Years Development Framework (EYDF). Theories of child development, with emphasis on Attachment theory, characteristic behaviours, and their implications on play and care-giving practices for families and in the infant care context will be covered. Students will also learn appropriate behaviour guidance and interaction strategies for this age group of children that are informed by observations and documentations.

Child Safety, Health & Socio-emotional Wellbeing

This module introduces policies and practices for establishing and maintaining a safe and healthy learning environment for educators and children in the early childhood settings as they relate to the socio-emotional wellbeing of children. Students will understand the importance of nutritional adequacy and balanced meals for children’s optimal growth. They will learn to identify early childhood illnesses and symptoms and engage in hygienic practices and being able to observe for signs of child abuse and addressing them professionally. Clinical practice will be included for students to learn how to manage the day-to-day care routines and transitions for children from infancy to the preschool years.

Practicum 1

This Practicum is intended for students to experience the practical aspects of working with young children in an early childhood setting with a focus on children aged 18 to 36 months. It will support students’ learning in the areas of child development, child safety, health, hygiene and nutrition as well as the learning environment for play. It will also hone students’ skills in observation and documentation. Students will be involved in daily caregiving routines and take on a teacher-assistant role, which includes interacting with children during play. Students will also engage in reflective writing on their role and their interactions with children.

Academic Writing & Presentation

The module focuses on critical thinking, academic writing as well as presentation and listening skills. The module aims to equip students with the skills for academic writing and presentation. Finding and evaluating academic sources, reading, note-taking, essay planning and writing and presentation skills will be developed in this module.

Career & Professional Preparation 1

This module helps to give students a foundational introduction to their three-year diploma course curriculum and how it prepares them for industry. It will help them to embark on their three-year course with the end in mind, through guided reflection of their personal characteristics, and producing an overall game plan for their future education and career goals. The module aims to deepen students’ commitment to the sector that the course prepares them for.

Motor Skills Development

This module equips students with the knowledge and skills to help young children develop perceptual, fine motor and fundamental movement skills consisting of locomotor, non-locomotor and object control skills in a safe environment. Students will learn to observe, plan, implement and facilitate fun, meaningful and age appropriate indoor and outdoor play activities and fundamental movement experiences using an integrated approach to learning.

Health & Wellness​

This module aims to help students improve their physical fitness by participating in a physical activity of their choice. This will also give students opportunities to develop confidence, teamwork and leadership.

Level 1.2

The Professional & Reflective Practitioner

This module explores the various roles of an early childhood educator in working with children, families, other professionals and agencies in the community. A range of professional issues will be examined, including stages of professional development, practitioner competencies, continuing education, advocacy and personal growth plans which are aligned with the current early childhood landscape in Singapore. Students will learn communication and reflective skills and how to manage ethical issues in relation to working with children, colleagues and families taking reference from the Code of Ethics, Singapore by AECES. Students will also be equipped to understand self and reflect on personal preferences and style; interpersonal skills and to enhance personal effectiveness through self-mentoring.

Language & Literacy

This module introduces students to the theoretical and philosophical underpinnings of language and literacy development from birth to six years of age including trends and issues within a multicultural and multilingual society. Students will learn to design, organise and evaluate literacy-rich environment that helps facilitate language and literacy development; identify suitable prints and other media for reading activities to develop in young children an appreciation for a variety of children’s literature. Students will also plan experiences for diverse learners, facilitate learning using appropriate techniques, assess children’s progress and work with families to enhance children’s language and literacy development.

Child Development 2

This module introduces the major theories in child development and their implications on practices in child-rearing and early care and education. The joint contributions of biology and environment to the various aspects of child development will be explored. Students will deepen their understanding of the holistic development of children through observation, recording and analysis of children’s physical, cognitive, social and emotional growth and development. This understanding will help the student link theory to practice and guide the planning of learning experiences and techniques for behaviour guidance. The six learning domains of the Nurturing Early Learners Framework will also be discussed.

Principles and Practices in Early Education

This module provides students with an overview of the historical development of early childhood care and education (ECCE), pedagogical principles and contemporary perspectives. Students will also gain an understanding of the different models of practices internationally including the Rights of the Child (UN-CRC) and how they relate to Singapore. ECCE development in the Singapore landscape, policies (of MSF, MOE and ECDA), curriculum frameworks like the Early Years Development Framework and the Nurturing Early Learners: A Curriculum Framework for Kindergartens in Singapore (NEL Framework), as well as SPARK certification that guide provisions of quality care and education and key stage outcomes will also be included. Play that is central to trends and research in ECCE will be explored in the context of how developmentally, culturally and individually appropriate it is as a mode for learning in young children from infancy to the preschool years.

Aesthetics & Creative Expression

This module introduces students to an array of visual and performing arts and exposures for the appreciation of the creative art forms. In addition, students will be introduced to progressive theories on Arts education to build firm foundations on the key roles the Arts play within early years settings. Theories related to aesthetic and creativity will also be introduced. Students will learn multiple approaches to engage young children in creative-arts expressions that are aesthetically rich and imaginative. Through both theory and experiential sessions, students will encounter the Arts first-hand and will design Arts experiences that are developmentally appropriate, meaningful and informed by practice.

IT Applications

This module develops the e-competencies by equipping students with the essential computing concepts and necessary skills to use computer applications for information research, organisation, collaboration and presentation.

Professional Communication 1

This module prepares students to communicate effectively in business settings. Students will learn both oral and written communication skills that demonstrate concepts of business communication principles, interpersonal skills and intercultural skills. Topics such as proposal and report writing, elevator pitch and professional presentation will be covered.

Course Curriculum (Year 1)

Level 2.1

Working with the Exceptional Child

This module introduces students to various exceptional needs in young children including physical, cognitive, behavioral, emotional and sensory characteristics that make them different. Trends and issues in relation to inclusive practices and policies will be covered. Students will learn about their roles in an inclusive learning environment, design of individualised learning plans and communication with families. Students will also explore community resources and professionals that provide support for children with additional needs.

Social Emotional Learning

This module equips students with the theoretical knowledge and pedagogical skills to nurture social-emotional competencies and positive values necessary for character formation in young children. It also addresses the role of teachers, in modelling good character traits, in helping children develop self-awareness and self-management skills for their emotional well-being as well as social competence to build strong interpersonal relationships. Students will also take reference from the six learning dispositions (PRAISE) and use children’s picture books to promote positive values, pro-social behaviour, understanding of self and others and integrate social emotional learning across the curriculum.

Early Numeracy

This module examines the theoretical framework which underpins young children’s learning of mathematics. Students will be introduced to the principles, knowledge and skills required to plan, implement and evaluate learning experiences that lay the foundations for children to become problem solvers and abstract thinkers. Students will learn to choose developmentally appropriate materials and resources, set up mathematically-rich environment, use teaching techniques to nurture children’s mathematical thinking and assess their learning. The use of technology and integration of numeracy in the other learning domains will also be emphasised.

Discovery of the World

This module provides an overview of how young children make sense of the world they live in and how they acquire knowledge and concepts. The scope of Science, environment awareness, technology in everyday life and learning, the Social Sciences, and culture and heritage, for children’s inquiry will also be covered. Students will learn to use the Constructivist approach to teaching, engage in field exploration and setting up discovery corners. Teaching techniques that support inquiry and independent learning in children will be covered. In addition, developmentally and culturally appropriate learning goals and experiences for children from birth to six years of age will be addressed.

Professional Communication 2

This module prepares students to write effective cover letters and resumes. Preparation and enhancement of portfolio to meet professional standard as well as development of presentation skills, and improvement of job-seeking techniques will also be covered in the module.

World Issues: A Singapore Perspective

This module develops a student’s ability to think critically on world issues. Students will discuss a wide range of social, political and cultural issues from the Singapore perspective. It also looks at how city-state Singapore defied the odds and witnessed close to half a century of rapid economic growth, strong political ties and social harmony.

Level 2.2

Curriculum Planning & Implementation

This module provides students with the knowledge and skills for planning, implementing and evaluating developmentally appropriate curriculum for children from birth to three and from three plus to six years of age. Students will take reference from the Early Years Development Framework and the MOE’s refreshed Kindergarten Curriculum Framework to explore the scope and process of integrating learning areas and learning dispositions. Philosophies and beliefs, theoretical underpinnings of how children learn and develop that are fundamental to the meaning of curriculum will be discussed. The supporting environment, the types of learning activities, the role of the educator and different facilitation techniques will also be thoughtfully considered.

Effective Learning Environment for Young Children

This module equips students with the principles to design conducive learning environments to support play and learning for children from birth to six-years of age, noting that the conditions in the environment also affect their behavior. Students will also learn to set up appropriate learning areas to enhance the physical, cognitive and social and emotional development of children. The selection of print and non-print materials, use of technology and the role of the educator will also be covered.

Practicum 2

Practicum 2 is intended for students to relate to practical aspects of working with children between three and six years old in an early childhood setting. Besides taking on the teacher-assistant role, students will be involved in setting up or reviewing the learning centres and facilitating small group play and activities, as well as whole group teaching. Students will learn to plan a series of structured and unstructured sequential learning experiences for children according to the topic/theme of the practicum centre. The interests, needs and abilities of the group of children, the use of the environment and classroom management are considerations for planning. An integrated approach to the design and implementation of learning experiences that supports the six learning areas of the Nurturing Early Learner (NEL) Framework with the aim of enhancing and challenging children’s desire to explore, experiment and discover in a safe environment will be emphasised. Students will also engage in reflective writing on their roles as a professional early childhood educator and their interactions with children.

Course Curriculum (Year 2)

Level 3.1

Family & Community Partnership

This module equips students with the knowledge of family structure and dynamics in Singapore. Skills in communicating with families, with the understanding of interdependence between early years’ educational setting and families, will be addressed. Models of family involvement will be explored with a focus on interacting respectfully with diverse family groups and tapping on community resources for the education children.

Project ID: Connecting the Dots

This module aims to prepare students for an increasingly globalised and interconnected world where problems are multi-faceted and require interdisciplinary research and collaboration to solve. Using a project-based learning approach, students will have the opportunity to work in a multi-disciplinary team to investigate and propose comprehensive recommendations for a pressing real-world problem affecting Singapore. They will be guided to step out of their disciplinary silos and effectively communicate and collaborate with peers from different backgrounds. Ultimately, the module seeks to develop independent learning skills and the ability to synthesize diverse strands of knowledge to solve a complex problem, while impressing on students the importance of being a responsible global citizen.

Professional Communication 3

The module will equip participants with personal grooming skills required in a professional setting. Students will be taught grooming and social etiquette as well as appropriate dressing. Other topics include making small talk and handling difficult conversations.

Level 3.1
ELECTIVES

(Choose any two electives from the following, or be part of the Early Intervention (EI) track by taking three EI electives^#)

Assessment and Differentiated Instructions

This module builds on the understanding of diverse family circumstances children come from. It then provides an overview of the skills and techniques to identify, assess and support learning, behavioural, psycho-social and communication needs in young children who are at risk of developing learning and behavioural challenges. Using the linked system of assessment, planning, implementation, monitoring and evaluation, students will be introduced to an array of assessment tools and the approaches involved in differentiating instructions to address specific needs of children in a preschool setting.

Assessment of Young Children^#

This module provides an overview of the skills and techniques to identifying and assessing learning, behavioural, psycho-social and communication needs in young children with special needs or those who are at risk of developing learning and behavioral challenges. Students will be introduced to an array of assessment tools to help them understand children and be able to develop appropriate IEP goals. The cycle of assessing, planning, implementing, monitoring, reflecting and reassessing will be addressed.

Capstone Project

This module brings the students through the experience of developing, implementing and presenting a project which is intended to improve teaching practice and / or benefit the community. The project will allow students to demonstrate interdisciplinary knowledge, investigative skills and their character traits and values. Students will learn to write project proposals, make decisions, solve problems and think critically.

Childhood Disorders & Disabilities^#

In this module, students will learn about the genetic and ecological risk factors contributing to different types of disabilities. Definitions and presenting symptoms of disabilities including physical, sensory, intellectual and learning disabilities are discussed. Typical child development and how characteristics of the children with disabilities impact on their overall development will also be examined.

Children’s Literature

This module introduces students to children’s literature and how it has reflected cultural, social and ideological change. Students will examine the ways in which the child has been depicted in literature, learn to appreciate and critique different genre of children's books and be able to select age-appropriate books for young children. A study of children’s television and drama is included.

Early Intervention & Teaching Approaches^#

This module introduces students to the development of the Individualized Educational Plan (IEP) – a systematic plan that describes and prescribes the learning needs for the exceptional child. Students will also be introduced to a variety of activity-based strategies to help children with special needs develop language, literacy, social and functional skills as well as methods to manage their behaviours.

Drama for Pre-school Education

This module develops students’ critical thinking, imagination and creative expressions; discover and value themselves, seek novel experiences and be open to new ideas. Students will learn to plan and implement drama experiences for young children to guide them in developing confidence, empathy, appropriate communication, good oratory and literacy skills.

Issues and Trends in Early Intervention

This module introduces students to the field of early intervention (special needs) in both inclusive and specialised settings for children from birth to 8 years. Students will examine the definitions, approaches and the inter- and multi-disciplinary services of early intervention in Singapore and internationally. Different theoretical perspectives, trends and latest developments will be examined. Policies and advocacy will be discussed and students will explore issues related to suitable placements for young children with special needs.

Music & Dance for Young Children

This module equips students with the essential pedagogical knowledge and practical skills relevant to the various aspects of music and dance experiences for young children. Students will learn to plan and facilitate activity-based lessons that include music and dance, aural skills, sight singing, body movements, playing with rhythm and beats through the use of various musical instruments.

Teaching Literacy to Diverse Learners

This module builds on the knowledge gained in Language and Literacy and prepares students to apply effective instructional methods for the teaching of reading, writing and speaking English. The module also addresses the needs of diverse learners in terms of their abilities, cultural, racial and linguistic differences, and considers the linguistic development of learners from differing backgrounds. Differentiated strategies will be introduced to cater for learners’ varying needs and addressing issues in language acquisition. Creative planning with an amalgamation of language arts techniques in the area of music and movement, storytelling, dramatic arts and children’s literature, and the employment of technology in literacy teaching will be included, to cater for the diverse needs of these learners.

Level 3.2

Student Internship Programme

The Internship Programme, with professional practitioners acting as mentors, enable students to acquire the work experience needed for their chosen areas of interest. The organisations involved are selected for their capacity to allow students to learn different aspects of work in the early childhood industry. The students’ learning outcomes are assessed by their respective internship mentors and NIEC supervisors. Students could also work closely with staff in the early childhood centres on projects that will benefit children, families and the community.

Course Curriculum (Year 3)