Pedagogical Design and Documentation in Early Childhood Education
12 ECTS
Pedagogical Design and Documentation in Early Childhood Education
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Module Description
In this module, students will be introduced to a range of pedagogical tools and documentation methods used within Early Childhood Education and Care (ECEC) settings in Malta. These will be explored in the context of the learning environment, the design of teaching and learning processes, and the role of the practitioner in observing and documenting children’s learning and development.
Students will first learn how these tools are designed, structured, and applied within ECE settings, and how they can be adapted and differentiated to suit diverse contexts. They will also discuss the importance of flexibility, reflection, and awareness of personal bias when using these tools, recognising how different sociological and pedagogical perspectives can shape their design and application.
The module also encourages students to explore the philosophical and sociological foundations of pedagogical tools, and to reflect on the role of the child as an active participant in their own learning. Students will examine various teaching approaches — practitioner-centred, learner-centred, learner-guided, and learner-initiated — and evaluate the benefits and implications of each approach in practice.
A key focus of the module is helping students to bridge theoretical knowledge with practical application, developing the competence to apply what they learn to real-world ECE and Care contexts. As part of this, students will practise documenting their observations of children’s learning and behaviour, creating learning notes that identify children’s strengths as well as areas for further support and development.
By the end of the module, students will have built a strong foundation in designing, using, and reflecting on pedagogical tools and documentation, preparing them for their future professional roles in ECE and Care settings where these practices are essential to daily work.
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 assessment task aims to provide the learner with an opportunity to produce evidence of his/her competences aligned to the learning outcomes of the modules and enhance his/her learning in the process.
Furthermore, this assessment task allows and promotes students’ knowledge in the area, critical engagement and other transversal skills that are required in the field (e.g., online discussions, in-class discussions, case studies, etc.).
This module consist of one assessment task carrying a 100% weighting. This assessment aims to provide the learner an opportunity to produce evidence of his/her competences aligned to the learning outcomes of this module.
a) The assessment for this module take the form of an individual project whereby the course participants have to prepare the basis for their documentation in preparation for the professional experiences, including documentation for observation.
Learning Outcomes
Competences:
At the end of the module/unit the learner will have acquired the responsibility and autonomy to:
- Analyse several documents and tools which support an ECE and Care practitioner when designing teaching and learning in ECE settings.
- Assess their own role as course participants as well as current or future ECE practitioners within the teaching and learning process in ECE and Care settings.
- Carry out a review of various pedagogical tools which are currently being used in ECE and Care settings in Malta.
- Carry out tasks, literature searches, and desk research about potential different pedagogical tools (and variations of these tools) which may be used in the ECE and Care settings.
- Manage and solve difficulties or address challenges in ECE and Care settings by preventing and redesigning pedagogical approaches based on the observations carried out.
- Show a sense of initiative in documenting the young children’s learning and using such documentation to redesign teaching and learning accordingly.
Knowledge:
At the end of this module/unit, the learner will be able to:
- Be familiar with a number of pedagogical tools which are currently being used on the local level in ECE and Care.
- Know the relevant stakeholders, including Ministry of Education personnel, which may support in designing or further assisting in pedagogical tools.
- Explain the non-negotiable documentation that an ECE and Care practitioner needs to design for effective teaching and learning to take place.
- Learn about current global and local policy documents which need to be taken into account when designing pedagogical tools.
- Understand how available resources (e.g., online libraries, online repositories, etc.) may support in designing pedagogical tools.
- Explain how current trends in ECE and Care (e.g., sustainability, mindfulness, digital literacy, etc.) affect and potentially shape the design and use of pedagogical tools.
- Discuss various approaches to conducting observations on young learners: incidental, planned, etc.
- Identify the ethical limitations of certain pedagogical tools.
- Know how to prepare specific documentation such as a school profile, a class profile, a project plan, activity plans, self-evaluations, and young learner profiles.
- Comprehend the importance of the notions of noticing, recognising, and responding when observing young children.
Skills:
At the end of the module/unit the learner will have acquired the following skills:
- Show ethical consideration and be aware of ethical limitations when using pedagogical tools (e.g., when conducting observations on young children).
- Apply a person-centred approach when designing pedagogical tools to ensure the safeguarding of and respect towards young learners.
- Investigate how documentation which is currently being used in ECE and Care in Malta can be ameliorated or redesigned to address current trends and contemporary issues.
- Collaborate with other course participants in designing specific pedagogical tools and documentation.
- Reflect on ways how to approach and tackle feedback which is given on the design of specific pedagogical tools.
- Demonstrate reflective practice when designing pedagogical tools and when working in ECE and Care settings.
- Develop documentation (such as a school profile, a class profile, a project plan, activity plans, self-evaluations, and young learner profiles) based on careful observation of young children.
Module-Specific Learner Skills:
At the end of the module/unit the learner will be able to:
- Assess how the broad goals of ECE and Care can be addressed by designing robust and effective pedagogical tools.
- Establish varied approaches to design pedagogical tools which promote different engagement of young learners.
- Be able to assess own pedagogical tools and reflect on the effectiveness of such tools in light of documenting the progress of young learners in ECE and Care settings.
- Make use of learning notes to enhance noticing, recognising, and responding skills to diverse situations.
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, legislation, etc., related to a contemporary issue in ECE and Care from a global, European, and local perspective.
- 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.