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Experience practice-oriented training with a 22-week enhanced internship programme and 2 practicum attachments to apply what you have learnt from the course
Graduate with ECDE in the early intervention track when you choose the relevant electives* in your final year
*subject to prevailing terms and conditions
Enjoy full course fee sponsorship, professional development and funding and a one-off grant for study-related expenses with the ECDA Training Award
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.
This module gives 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 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.
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 guided by observations and documentations.
This module introduces policies and practices for establishing and maintaining a safe and healthy learning environment for educators and children in early childhood settings as they relate to the socio-emotional well-being 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, engage in hygienic practices, and observe for signs of child abuse and address 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.
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.
This practicum is for students to experience the practical aspects of working with young children in early childhood settings with focus on ages three plus and younger. It will support students’ learning in the area of child development, observation of children in various contexts, safety, health, hygiene and nutrition matters and the learning environment for play. Students will be involved in daily routine care and taking on teacher-assistant roles. With observations and documentations, students will plan and implement learning experiences for an individual child. Students will also engage in reflective writing on their roles and interactions with children.
This module introduces students to an array of visual and performing arts and exposures for the appreciation of 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.
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 students 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.
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.
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 a literacy-rich environment that helps facilitate language and literacy development, and 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.
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.
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.
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 for Early Childhood Professionals by AECES. Students will also be equipped to understand self and reflect on personal preferences and style; develop interpersonal skills and enhance personal effectiveness through self-mentoring.
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, will also be covered. Students will learn to use the Constructivist approach to teaching, engage in field exploration and set up discovery corners. Teaching techniques that support enquiry 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.
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 a 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.
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.
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, and understanding of self and others; and integrate social emotional learning across the curriculum.
This module introduces students to various exceptional needs in young children including physical, cognitive, behavioural, 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.
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, types of learning activities, role of the educator and different facilitation techniques will also be thoughtfully considered.
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 behaviour. 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.
This practicum is for students to relate to practical aspects of working with children from three plus to six years of age in early childhood settings. Besides taking on teacher-assistant roles, the focus will be on setting up or reviewing the learning corners, engagement and facilitation in small group play and activities, as well as large/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 domains of the 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 educator and their interactions with children.
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.
The module equips students with the knowledge and skills in professional etiquette in a variety of workplace settings. Personal branding and the use of social media (LinkedIn) and the Internet in job-seeking will also be covered in the module. Students will also learn to curate and develop a digital portfolio that highlights their accomplishments, past works, projects and skills.
This module provides an overview of the skills and techniques used to identify and assess learning, behavioural, psycho-social and communication needs in young children with special needs or those who are at risk of developing learning and behavioural 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.
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 children with disabilities impact their overall development will also be examined.
This module introduces students to the development of the Individualised 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.
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.
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.
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.
This module develops students’ critical thinking, imagination and creative expressions; to 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, and good oratory and literacy skills.
This module introduces students to the field of early intervention (special needs) in both inclusive and specialised settings for children from birth to eight 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.
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.
This module builds on the knowledge gained in Language & 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.
This module introduces students to the concept and practice of two and three dimensional representation and expression. In-depth studio practice and art critique sessions will give students the opportunity to acquire sound understanding of the use of art concepts and medium in effective and expressive representation. Additionally, meaningful art making plays an important role in promoting intellectual and emotional development in children and as such, pedagogical issues of facilitating artistic and aesthetic growth for the early years will be addressed.
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.
The Diploma in Early Childhood Development and Education is awarded by the National Institute of Early Childhood Development in collaboration with Ngee Ann Polytechnic/Temasek Polytechnic. The diploma fulfils the professional qualifications of a Level 2 category of teacher. You may teach any level from Pre-Nursery, Nursery to K1 and K2. You may also work in other roles in areas such as early intervention, special needs education, play therapy and teacher education.
For ECDE graduates with work experience, you can undertake NIEC’s Post-Diploma Certificate, Specialist Diploma or Advanced Diploma training in early childhood related areas. These courses will better equip you to take on roles as a Mentor Teacher or Senior Educarer, or deepen your knowledge in Learning Support. With sufficient relevant experience and additional training through the Advanced Diploma in Early Childhood Leadership, you can also take on leadership roles as a Lead Teacher and Centre Leader. As an ECDE graduate, you may enjoy up to one year’s worth of credit exemption for the full-time Bachelor of Early Childhood Education with Minor at the Singapore University of Social Sciences (SUSS). You may also gain direct entry into the Bachelor of Education (Special Education) programme at Flinders University, Australia. This programme is offered in partnership with the Social Service Institute, Singapore.
ECH has given me so much exposure to the industry. For example, field practicum allowed me to put the theories I learnt into practice. In addition, the experience and knowledge gained through ECH are relevant to my current job. I am able to perform my duties with confidence because of the skills I learnt in NP.
Candidates must have the following GCE 'O' Level examination (or equivalent) results.
Candidates would need to be certified medically fit for study by a certified medical doctor, and to work with children according to ECDA’s medical requirements for early childhood educators.
You must also fulfil the aggregate computation requirements for the ELR2B2-A Aggregate Type.
* All applicants with a C5 or C6 in EL in the GCE ‘O’ Level examination are given two years from the point of teacher registration to obtain at least a B4 in ‘O’ Level English (English as a First Language) or English Language Acceptable Alternatives.
+ Students with a D7 in Mathematics may apply for the course provided they have GCE ‘O’ Level passes (1-6) in 5 subjects (including English).
** The main medium of instruction for these subjects must be in English, except for a language subject.
Find out more on entry requirements and admissions exercise periods for qualifications such as N(A)-Level, A-Level, ITE, IP, IB and more.