Pedagogical Design and Documentation in Early Childhood Education

MQF Level 6

12 ECTS

Pedagogical Design and Documentation in Early Childhood Education

Start
October 2024
Module Type
Compulsory
Price
€1,000
ECTS Credits
12 ECTS
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Module Description

This module introduces participants to the range of pedagogical tools and documentation methods utilized in Early Childhood Education (ECE) settings. It focuses on the integration of these tools within the learning environment and their adaptation based on observational insights of young learners.

Pedagogical Tools and Their Application:
Participants will explore various pedagogical tools, learning to design and adapt these resources to suit different ECE contexts. The module covers the elements that constitute these tools, the importance of differentiation in their application, and the flexibility required in their use. Discussions will also include how participants can recognize and mitigate their own biases in the deployment of these tools, considering different sociological and pedagogical perspectives.

Reflection on Underlying Theories:
The module emphasizes reflecting on the sociological and philosophical foundations of pedagogical tools and documentation. Participants are encouraged to consider the role of young children in the learning process and explore ways to enhance and empower this role through various pedagogical strategies, including practitioner-centered, learner-centered, guided, and initiated activities.

Linking Theory to Practice:
Participants will engage in activities that bridge theoretical knowledge with practical application, preparing them for professional roles in ECE. The importance of documenting observations of young learners is highlighted, with a focus on using learning notes to assess and support children’s development effectively.

Outcome and Professional Preparation:
By the end of this module, participants will be equipped with the knowledge and skills to effectively design and implement pedagogical tools and documentation in ECE settings. They will be prepared for the nuanced challenges of the educational field, capable of applying theoretical insights in diverse, real-world contexts.

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 Instruction

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: 36h · Online Learning Activities: 24h.

Face-to-face sessions include lectures, tutorials, discussions, presentations, and workshop activities promoting peer-to-peer learning.

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.

The tutor provides continual support during both teaching-learning modes by providing information, readings, and tasks relevant to the module in question.

The tutor provides continuous formative feedback as an on-going guidance during the student’s learning experience in preparation for their summative assessment.

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.

For successful completion of this study module the student is required to achieve an overall pass mark of 50%.

Assignment
Discussions

Module Intake Dates

October 2024
Price
€1,000

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 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 settings.
  • Carry out a review of various pedagogical tools which are currently being used in ECE 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 settings.
  • Manage and solve difficulties or address challenges in ECE 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.
  • 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 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 (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 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 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 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 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 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.
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