Pedagogical Design and Documentation in Early Childhood Education

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.

Career Paths

This programme aims to equip the target audience with the knowledge, skills and competences listed in this application.

The possible posts that this course prepares for are:

• Kndergarten Educator III

Overall assessment of this programme consists of two main components:

1. . Modular Assessment carries 90% of the final grade.
2. The Dissertation carries 10% of the final grade.

1. Modular Assessment

For the majority of modules, lecturers are guided to develop and assign a minimum of two assessment tasks. Once the assessment tasks are developed by the lecturer, these go through a rigourous internal verification process to make sure that they are subject, level, and load appropriate.

All formative and summative tasks aim 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, the tasks may include different forms of assessment which allow and promote 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.).

The mode of assessment varies and may include in-class tasks and home-based written assignments using diverse assessment tools which may include case studies, reports, proposals, essays, presentations, group work, etc., as applicable to the diverse modules.

Students will be assessed in other forms during the placement.

The modular score achieved at the end of the study programme modules is calculated by summing up and working an average of the overall grades obtained in all of the study modules.

The final grade achieved by the modular component of the programme is calculated by working out 90% of the modular score obtained for the study modules.

For successful completion of a study module the student is required to achieve an overall pass mark of 50% except in the Placement where the student is required to obtain a minimum of 50% in both assessments.

All assessments aim to provide the learner an opportunity to produce evidence of his/her competences aligned to the learning outcomes of each individual Module.

2. Dissertation Assessment

Assessment of dissertations is primarily based on:

• Depth of understanding of the theoretical framework;
• Application of appropriate research tools;
• Critical approach to analysis, interpretation and evaluation of research findings;
• Depth and level of argumentation build-up;
• Scholarly presentation meeting academic standards.

Assessment of Dissertation is described in further detail in Section 27: Dissertation at the end of the Study Programme.

The overall grading system for this programme is as follows:
86-100% Pass with Distinction
56-85% Pass with Merit
50-55% Pass
0-49% Fail