Sustainability in Early Childhood Education
Module Description
This module equips future Early Childhood Education (ECE) practitioners with the knowledge and skills necessary to lead sustainability efforts within educational settings. It emphasizes the role of ECE practitioners in modeling and teaching sustainable practices to young children, their families, and communities.
Key Learning Areas:
- Understanding Sustainability: Participants will explore the concept of sustainable development and how it can be integrated into ECE through interdisciplinary approaches. This includes addressing broad environmental issues such as climate change, biodiversity, food and water security, pandemics, plastic pollution, and socio-economic disparities.
- Civic and Social Responsibility: The module covers how sustainability ties into social and civics education, fostering responsible and socially aware young individuals. It discusses the use of inquiry-based learning to engage children in solving real-world problems sustainably.
- Democratic Education and Citizenship: Participants will learn to use sustainability as a tool in citizenship and democratic education, utilizing frameworks like the Sustainable Development Goals (SDGs) to guide young learners in understanding and addressing environmental, social, and economic issues.
By the end of this module, participants will be well-prepared to incorporate sustainability into their teaching practices, empowering them to educate future generations about the importance of environmental stewardship and responsible citizenship.
Entry Requirements
Candidates who apply for this course will possess:
- A full qualification at MQF level 4 in Early Childhood Education and SEC/Ordinary Level passes in Mathematics, English and Maltese.
OR
- 2 Advanced Level passes and 2 Intermediate Level passes including 2 subjects from Mathematics, English, Maltese.
A pass at SEC/Ordinary Level in the subject that is not presented at advanced/intermediate level from the 3 specified above. - In the case of students who do not possess all the formal required academic qualifications, then the RPL process could be applied such that if evidence of equivalent learning, related to the area of study of this programme, is found then the applicant could still be accepted in the course. Such RPL process will subject applicants to an interview held with a board of experts within the field, chosen specifically by IDEA Academy, so as to verify their experiences and prior learning.
IDEA Academy’s RPL policy can be accessed through this link
Furthermore, it will be advised to students at entry point that before going on placements, they will need to be in possession of:
- The POMA (Protection of Minors Application) certificate.
- A first-aid certificate prior to commening placement practice.
- A valid police conduct certificate.
Target Audience
This programme has the following target groups:
- Individuals who are approaching the field of Early Childhood Education.
- Individuals who have been working in the field as a means of capacity building.
- Individuals looking to advance to Kindergarten Educator III role.
Module / Unit Instructions
The proposed structure comprises a blended approach promoting the building of a community of practice via peer-to-peer learning. The structure uses primarily two dimensions of teaching-learning modes:
- Face to Face sessions
Face-to-face sessions include lectures, tutorials, discussions, presentations and workshop activities promoting peer-to-peer learning.
- Online Learning Activities
Online learning activities incorporate tutorials and asynchronous discussions. These may consist of active interaction, participation and contributions in fora discussions, sharing resources and self-reflection exercises. Learners also contribute to the building of the community of practice by providing feedback to their peers as critical friends, enhancing the learner’s critical engagement throughout the study period.
How you’ll be assessed
The course comprises:
- Evening classes for part-time courses.
- Classes held throughout the day for full-time courses.
- Guided learning, presentations, comprising synchronous online discussions, tutorials and/or videos.
- Self-study hours comprising research, reading and assignment work.
Assessment
Assessment is carried out via two mandatory components:
- Assessment 1
- Assessment 2
The programme includes different forms of assessment which allow for and promote students’ critical engagement. The assessment tasks may include an in-class assignment and/or a home-based written assignment using diverse assessment tools which may take the form of online and in-class discussions, examinations, case studies, reports, proposals, essays, and presentations, etc., as applicable to the diverse modules.
Module Intake Dates
October 2024
Learning Outcomes
Competences:
At the end of the module/unit the learner will have acquired the responsibility and autonomy to:
- Enable an understanding of early childhood development for sustainability.
- Formulate an understanding of the policy documents and legislations related to sustainability in the international and local scenario.
- Learn about the key characteristics of the provision of an education which promotes sustainability.
- Prepare and present a learning environment which allows for sustainability to be discussed and engaged with.
- Conduct a review of the current practices related to sustainability in ECE in Malta.
- Explore the potential connections between the Sustainable Development Goals and the pedagogical tools designed for the ECE setting.
- Reflect on their role as a current or future course participants in instilling an environment (in and out of the ECE setting) which promotes sustainable practices.
- Analyse the antecedents and historical threads underpinning early childhood development for sustainability practices,.
- Carry out tasks, literature searches and desk research about ways how to reframe ECE theories, curricula and syllabi to promote sustainable practices.
Knowledge:
At the end of the module/unit, the learner will be able to:
- Be familiar with how sustainability practices look like in ECE settings in Malta.
- Comprehend better why sustainability practices matter in ECE.
- Consolidate knowledge about ways how to promote sustainable practices.
- Learn about ways how to reframe ECE theories through a sustainability viewpoint.
- Outline various good practices and standards related to sustainability in ECE settings.
- Discuss the responsibility and goals of environmental education.
- Investigate how parents/guardians may support the practitioner in extending such practices at home.
- Develop knowledge about international, European and local documentation (including legislation and policy documentation) related to sustainability practices.
- Learn about current trends in education related to the Sustainable Development Goals.
Skills:
At the end of the module/unit the learner will have acquired the following skills:
- Engage in learning environments which are conducive to sustainable practices.
- Design learning environments which allow young children to be active in setting up sustainable practices.
- Investigate how to implement practical examples in the ECE setting to promote sustainable practices.
- Collaborate with the local community to achieve sustainable practices.
- Design everyday experiences which promote sustainability and an understanding of how this can be extended further.
- Make use of various tools which may provide enriched experiences for young children to comprehend better sustainability practices.
- Actively contributing to the provision of sustainability (recycled material, repairing broken things, maintaining a class/school garden or nature area, reducing energy consumption, etc) in their ECE setting.
- Be able to set expectations which inspire, motivate and challenge young learners into sustainable practices.
Module-Specific Learner Skills:
At the end of the module/unit the learner will be able to:
- Find ways how to help young learners engage in participatory approaches in the ECE setting.
- Develop a personal range of vocabulary and be in a position to choose the most suitable terminology when discussing sustainable practices.
- Develop a process of self-reflection to establish more sustainable (and environmentally friendly) practices in ECE.
- Recognise a number of issues which need to be tackled in ECE to provide better sustainable practices.
- Adjust their thinking and critique strategies to provide teaching which is more aligned with the SDGs.
- Review and communicate their understanding (s) of sustainability.
- Actively make a change in the way they approach ECE to promote change from the onset of their career.
Module-Specific Digital Skills and Competences:
At the end of the module/unit, the learner will be able to:
- Carry out academic research on websites (e.g. Google Scholar) or journals (e.g. EBSCO, Taylor & Francis, SAGE, etc).
- Navigate the internet for policy documents and other documents related to sustainability and environmentally-friendly practices in ECE.
- Navigate through the online learning platform to download and upload assignments, discussion boards, literature, tutorials etc.
- Use basic Microsoft office (or equivalent) applications in order to write and submit assignments.
- Use different digital tools to make the ECE as sustainable and environmentally friendly as possible.