Level 5 Higher Diploma in Early Childhood Education

The Higher Diploma in Early Childhood Education is designed for early years’ practitioners working in the child care sector who are looking to further their knowledge, skills and competencies in teaching and caring for young children. Learners will gain a comprehensive insight into the main areas of early childhood education. The programme adheres closely to the Teachers’ Standards (Early Years) – 2013 stipulating that an early childhood teacher must:

1. Set high expectations which inspire, motivate and challenge all children.
2. Promote good progress and outcomes by children.
3. Demonstrate good knowledge of early learning and EYFS.
4. Plan education and care taking account of the needs of all children.
5. Adapt education and care to respond to the strengths and needs of all children.
6. Make accurate and productive use of assessment.
7. Safeguard and promote the welfare of children and provide a safe learning environment.
8. Fulfil wider professional responsibilities.

On completion of this programme, learners will be able to demonstrate the standards stipulated above and take their knowledge of early childhood to a higher level. The Higher Diploma has the same level of demand as the second year of a degree programme. The programme can be taken as a stand-alone qualification or progress to a degree in Early Childhood Education.

Programme Learning Outcomes

On completion of the programme, learners will be able to:

(i)  Justify the need to establish home-school partnership.
(ii)  Explain the various methods and techniques for teaching mathematics and science to young children.
(iii)  Design developmentally appropriate teaching-learning strategies for teaching language and literacy.
(iv)  Enhance the skills and appreciation of the creative arts among children.
(v)  Analyse the pros and cons of technology for young children.
(vi)  Demonstrate communication and leadership skills in managing early education.
(vii)  Plan and implement various teaching-learning strategies in the classroom.

Assessments

Assessments are based wholly on course work and assignments submitted by learners

Entry Requirement

• Completion of a level 4 qualification or equivalent.
• Applicants may be admitted on evidence to show they are able to fulfill and benefit from the objectives of the programme and achieve the standards required via APL or APEL.

Programme Structure

The Higher Diploma in Early Childhood Education accrues 120 credits over 8 Units of 15 credits each and has the following modules:

1.  Home-School Partnership
2.  Observation and Assessment of Children
3.  Language and Literacy in the Early Years
4.  Understanding and Managing Children’s Behaviour
5.  Creative Arts for Young Children
6.  Teaching Children Science and Using Technology
7.  Leadership and Management of Early Childhood Centres
8.  Field Practice

Module 1 – Home-School Partnership

Course Description

This course discusses what is home-school partnership, the benefits and barriers to home-school partnership, Epstein’s Model of family involvement, strategies and action steps in building home-school partnership. Also discussed are examples of successful home-school partnership programmes and case studies of home-school partnership programmes in different countries such as New Zealand, England and others.

Learning Outcomes:

Upon completion of this Unit, students would be able to:

(i) Describe the significance and benefit of home-school partnerships
(ii) Evaluate Epstein’s theory of home-school partnerships
(iii) Discuss the challenges to building effective school, family and community relationships
(iv) Apply the strategies based on research in enhancing school-home partnerships.

Indicative Content / Topics:

• Changing family structures
• Models of home-school partnership
• Epstein’s home-school partnership framework
• Family involvement
• Barriers to home-school partnership
• Case studies of successful home-school partnership

Module 2 – Observing and Assessing Children

Course Description:

This course emphasizes knowledge and application of various techniques for observing and recording the behaviour of young children in early childhood settings. Exploration of both formal and informal ways of presenting information to parents is also covered.

Learning Outcomes:

Upon completion of this Unit, students would be able to:

(i) Demonstrate skills in observation techniques of children
(ii) Record objective, detailed information gathered in an observation of children
(iii) Identify some of your own biases and beliefs as they pertain to children
(iv) Implement assessment practices and keep records of their observations

Indicative Content / Topics:

• Assessment in Early Childhood.
• Legal, Ethical, and Professional Responsibilities in Assessment.
• Assessing and Teaching.
• Why, What, And When to Assess.
• Collecting and Recording Information.
• Compiling and Summarizing Information.
• Interpreting Assessment Information.
• Organising for Assessment.
• Communicating and Collaborating Using Assessment.

Module 3 – Course Description:

The course traces the development of language in young children from birth till kindergarten. Various methods for teaching language are examined such as the phonics method and the whole-word method. Also discussed is the Malaysian preschool language curriculum, activities that aim to make language learning fun, the use of language games & songs, teaching of English, handwriting of children, observation and assessment of children learning a language.

Learning Outcomes:

Upon completion of this Unit, students would be able to:

(i) trace the development of language in children
(ii) discuss the language skills to be taught according to the national preschool curriculum
(iii) compare the different teaching methods for teaching reading
(iv) implement some of the activities that aim to make language learning fun

Indicative Content / Topics:

• Language development
• Methods and strategies for language teaching
• Phonics method
• Whole language approach
• Teaching aids in language teaching
• Assessment of language acquisition
• Language games
• Teaching handwriting

Module 4 – Understanding and Managing Children’s Behaviour

Course Description:

This course has been developed to give students key information regarding this crucial aspect of managing behaviour effectively in bringing up children.
Bringing up happy, healthy, well-adjusted children has been something of a challenge since time immemorial. In today’s fast-moving world, getting this right is more important than ever.
The course has been designed to help both parents and childcare practitioners build up a suitable framework for managing a child’s behaviour.

Learning Outcomes:

Upon completion of this Unit, students would be able to:

(i) Demonstrate an understanding of the causes of children’s behaviour
(ii) Develop strategies to manage children’s behaviour
(iii) Observe, analyse and document student behaviour to match an appropriate intervention strategy to change behaviour
(iv) Help children learn to manage their own behaviour.

Indicative Content / Topics:

• Understanding conflicts, aggression, and challenging Behavior
• Steps to self-management
• Identifying target behaviours
• Behaviour management techniques for challenging behaviours
• Guiding the child
• Mistaken Behavior
• Providing feedback
• Guidance in the classroom
• Guidance through intervention

Module 5 – Creative Arts for Young Children

Course Description:

Creative arts is a broad term that includes the visual arts, music, movement and drama. The course examines each of these components of the creative arts, the importance of the creative arts in the holistic development of the child. Various teaching-learning activities related to the visual arts, drama, creative movement and music are suggested that can be implemented in the classroom. Also discussed is art appreciation and the role creative arts learning centres in the classroom

Learning Outcomes:

Upon completion of this Unit, students would be able to:

(i) Discuss the visual arts and how to teach children
(ii) Describe what is music and movement and how to teach children
(iii) Analyse what is drama and how to teach children
(iv) List the features of creative arts learning centres

Indicative Content / Topics:

• Define the creative arts
• Promoting creativity in the classroom
• Visual arts and children
• Teaching art and craft to children
• Music and children
• Creative movement, dance and drama

Module 6 – Teaching Children Science and Using Technology

Course Description:

Children are born curious and early childhood educators have an important role that science is taught to answer the various kinds of questions children ask such as “Why is the sky blue?”. This course consists of two components: Content knowledge and Teaching of science. Content knowledge examines the basics of physics, chemistry and biology which teachers must know to effectively teach the concepts of science to children. This knowledge will enable teachers to answer the many science questions children ask. The teaching of science includes understanding how children learn science, misconceptions about science, inquiry-based science, play-based science and various learning activities to make science fun and interesting.

Learning Outcomes:

Upon completion of this Unit, students would be able to:

(i) Analyse how children learn science and misconceptions about science
(ii) Explain the basic concepts, principles & laws in physics, biology, chemistry & earth science.
(iii) Design and develop various types of activities that will make learning science fun
(iv) Implement various teaching methods that will enhance science understandings in young children.

Indicative Content / Topics:

• Science for young children
• How children learn science
• Basics of physics, chemistry and biology
• Learning science through play
• Inquiry-based science
• Assessment in science
• Science learning centre

Module 7 – Leadership and Management of Early Childhood Centres

Course Description:

This course examines the role of leadership in early childhood settings focussing on what is leadership, leadership styles, gender, supervision and teacher leaders. Also discussed are the laws, regulations and acts related to the protection and care of children. Included are guidelines on setting up of early childhood centres and childcare centres in residential areas and the workplace.

Learning Outcomes:

Upon completion of this Unit, students would be able to:

(i) Analyse effective leadership in early childhood centres
(ii) Discuss the roles of an early childhood manager
(iii) Explain the various laws and acts protecting children
(iv) Apply the guideline in setting up a nursery or kindergarten.

Indicative Content / Topics:

• Leadership in early childhood education
• Teacher leaders
• Management in early childhood education
• History of early childhood education
• Laws, acts and regulations protecting children
• Quality early childhood centres
• Procedures and regulations on setting up a nursery and kindergarten

Module 8 – Field Practice

Course Description:

Work Experience is a planned experiential learning activity and is an integral part of an educational process. It involves learners preparing and planning for work, working under direction in an early childhood centre and reviewing and evaluating that work. The experience of work enables learners to develop work skills, evaluate employment opportunities and cope with changing work environments.

Learning Outcomes:

Upon completion of this Unit, students would be able to:

(i) develop critical awareness of the changing nature of work
(ii) set achievable goals for work experience
(iii) utilise learning opportunities presented in the work environment
(iv) apply work skills to consolidate learning in the vocational area
(v) understand how work is planned and organised at different levels in a specific vocational area

Indicative Content / Topics:

• Planning a unit of teaching
• Daily lesson plans
• Reflective journal
• Questioning techniques
• Classroom management
• Planning fieldwork