Development of Young Children
6 ECTS
Development of Young Children
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€350 refund on this module
Module Description
This module offers a comprehensive exploration of the various developmental areas of young children, including physical, social, emotional, linguistic, and cognitive development. Participants will study how these areas interact and influence one another, providing a holistic view of child development.
Developmental Theories and Stages: Participants will delve into several key theories of development that correspond to different stages and milestones in early childhood. The module begins with prenatal development and neonatal stages, progressing through infancy and toddler stages, and culminating in the kindergarten years. The impact of genetics on development will also be covered, highlighting the biological underpinnings of growth.
Environmental Influences: The role of the family, school, and broader community will be examined to understand how various environmental factors contribute to or hinder a child’s development. This section aims to contextualize development within the surrounding environment of the young child.
Practical Application: Engaging with real-life scenarios, participants will discuss the impact of their decisions as ECE practitioners on child development. These discussions are designed to equip participants with the skills to support development in ECE settings effectively and to consider alternative approaches and solutions in their practice.
By the end of this module, participants will have a detailed understanding of child development stages and theories, equipped to apply this knowledge in practical and meaningful ways within early childhood education environments.
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:
- Analyse how developmental theories can be applied in the ECE setting.
- Analyse recent and ongoing strategies and resources used by ECE practitioners which promote child development.
- Manage key milestones in child development (neonatal, prenatal, etc.)
- Assess the role of the ECE practitioner in light of how this can help and promote child development.
- Carry out a review of the literature on the different stages of child development.
- Collaborate with other course participants and participate in discussions about how to use an array of resources to promote healthy and holistic child development.
- Identify normative development stages and the external factors which help or hinder such stages.
Knowledge:
At the end of the module/unit, the learner will be able to:
- Be familiar with the different stages of holistic child development in the first seven years of the life of the young child.
- Consolidate knowledge about ways of how the surrounding environment can be used to promote healthy and holistic child development.
- Demonstrate an understanding of the canonical theories and proponents of child development.
- Know the relevant policies which may affect or which are directly related to child development and its milestones.
- Learn about how to use an array of tools and resources to support development in ECE.
- Understand the links and divergences between the genetic and environmental effects on the development of the young child.
- Know how the other children and the adults working within the ECE setting may affect the development of the young child.
Skills:
At the end of the module/unit the learner will have acquired the following skills:
- Analyse situations in various ECE settings in Malta which may have helped or hindered child development and potential solutions for such situations.
- Evaluate various ways of how to use observations (as a pedagogical tool) to analyse child development.
- Identify challenges and barriers to create an environment which is not only conducive to learning, but which respects and promotes child development.
- Investigate how adults within ECE settings (practitioners) and outside ECE settings (parents/legal guardians) may support child development.
- Identify and propose different ways in which practitioners and parents can communicate to address and discuss specific milestones within child development.
Module-Specific Learner Skills:
At the end of the module/unit the learner will be able to:
- Assess how policy documents can address holistic child development.
- Establish a positive attitude towards researching the different stages and milestones of child development.
- Use various ways to examine and assess different resources which are appropriate to support and enhance the development of children.
- Reflect on various interventions which are used to safeguard the development of children.
- Interpret specific child development milestones to be able to provide differentiated and personalised pedagogies suitable to the different milestones.
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.).
- Develop a reference list using the Microsoft application in-built function.
- Navigate the Internet for policy documents, legislation, etc., related to child development.
- 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 several academic software (e.g. Mendeley) to enhance the academic and research experience.