The Child at the Centre of Collaborative Practices
Module Description
This module will introduce the course participants to the notion of collaboration within ECE and Care. Students following this module will engage in an exploration of the basic elements of cooperation and collaboration in ECE and Care.
The way ECE education has shaped and developed over the past years has changed the way practitioners work within the setting. What has long been seen as an isolated practice, it has become one where collaboration is crucial and those who work in ECE and Care are expected to do so.
This module will invite students to reflect on collaborations between practitioners in the Early Years and various other stakeholders namely:
- Practitioners within childcare centres.
- Practitioners within schools (other teachers, School Leadership Team members, etc.).
- The families and legal guardians through involvement and engagement.
- The extended community.
At the core of this module, Students will investigate the potential role of the young child amidst such collaborative practices. Students will engage in discussions about the role and voice of the young child in collaboration and how such collaboration helps young children to learn better within a community of learning.
Entry Requirements
Candidates who apply for this course will possess:
- A qualification at MQF level 4 and SEC/Ordinary Level passes in Mathematics, English, and Maltese.
- 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 College, so as to verify their experiences and prior learning.
IDEA College’s RPL policy can be accessed through this link
Target Audience
This programme has the following target groups:
- Individuals who are approaching the field of Early Childhood Education.
- Individuals looking to work in the capacity of childcare educators.
Career Paths
This programme aims to equip the target audience with the knowledge, skills and competences listed.
The possible posts that this course prepares for: Childcare educator.
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.
Learning Outcomes
Competences:
At the end of the module/unit the learner will have acquired the responsibility and autonomy to:
- Enable an understanding of the main elements of collaborative practices in ECE and Care.
- Assess the role of young children within collaborative practices.
- Extend and assess the role of cooperation and collaboration in ECE and Care.
- Conduct a review of the literature about collaboration in ECE and Care settings.
- Reflect on the implications of collaboration to understand how crucial is in setting positive relationships in ECE and Care.
- Reflect on the role of young learners when fostering collaborative practices.
- Carry out tasks, literature searches and desk research about the benefits and challenges of collaborative practices in ECE and Care.
- Design a learning environment which is conducive to collaboration between adults, between young children and between adults and young children.
- Explain the psychological elements of teamwork.
- Discuss the possible challenges when trying to implement collaborative practices in ECE and Care.
Knowledge:
At the end of the module/unit, the learner will be able to:
- Consolidate knowledge about how collaboration with other practitioners in ECE and Care positively affects the learning process of young children.
- Learn about ways how the Emergent Curriculum can be supported by fostering collaborative practices.
- Demonstrate an understanding of how families and the wider community can be involved in the learning process to foster holistic child development.
- Learn about ways how various stakeholders (e.g. ECE and Care practitioners, parents, etc) can have a voice within the collaborative process.
- Develop knowledge of local and EU documentation which promote collaboration (e.g. the National Curriculum Framework, the Inclusion Policy etc)
- Learn about the pedagogical benefits when devising collaborative tasks in ECE and Care.
Skills:
At the end of the module/unit the learner will have acquired the following skills:
- Discuss the importance of planning learning activities which facilitate collaboration amongst young children.
- Strengthen the practice of using various pedagogical tools to foster collaborative practice.
- Reflect on how flexible the role of the practitioner needs to be to accommodate new collaborations which may not be foreseen.
- Design activities which allow young children to collaborate with their peers.
- Design or choose specific resources which promote collaborative learning.
- Document collaborative practices which happen in ECE and Care settings in Malta.
- Plan for family involvement and engagement activities.
Module-Specific Learner Skills:
At the end of the module/unit the learner will be able to:
- Find ways how to research collaboration in ECE and Care.
- Foster a positive attitude towards collaborating with others.
- Discuss various challenges related to collaboration within educational settings.
- Develop a personal range of vocabulary and terminology which is usually used in teamwork/collaborative scenarios.
- Select and review digital tools which may support collaborative practices.
- Model collaborative practices for young children to witness.
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 collaborative 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 to write and submit assignments.
- Use different digital tools to promote collaborative practices in ECE and Care.