Professional Experience 2 - (Placement)
Module Description
This module builds on the initial experiences from Professional Learning Experience 1, taking a deeper dive into the professional practices within Early Childhood Education (ECE) settings. Over five weeks in a kindergarten setting, participants will enhance their understanding and application of advanced ECE skills.
Key Learning Outcomes:
- Advanced ECE Functions: Participants will explore sophisticated aspects of ECE operations including advanced play techniques, observation methods, and the design of targeted learning experiences. Comprehensive assessments and the refinement of these skills are emphasized.
- Practical Issue Analysis: The course extends earlier discussions by tackling complex practical issues and enhancing self-reflective practices for continuous professional growth.
- Navigating ECE Realities: Through case studies, participants will address the varied realities of ECE settings in Malta, deepening competencies like flexibility and professionalism.
- Preparation for Advanced Practice: Participants will prepare an extensive Professional Experience 2 File, including a detailed action plan and necessary documentation to effectively address specific challenges during their placement. This preparation aims to demonstrate their ability to apply targeted pedagogical tools and engage in advanced self-evaluation.
Participants will conclude this module equipped with a nuanced understanding of ECE practices, ready to implement and reflect on these advanced skills in diverse educational environments.
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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:
- Understand core documentation and advanced pedagogical tools in ECE settings.
- Assess the diverse roles of young children during professional experiences.
- Extend and adapt LOF outcomes for advanced planning.
- Review evolving practices in their specific setting with depth.
- Conduct and document advanced observations, employing analytical frameworks.
- Engage in refined reflective practices, using insights to design impactful learning activities.
- Execute advanced tasks, conduct literature searches, and engage in desk research for professional experiences in ECE in Malta.
Knowledge:
At the end of the module/unit the learner will be able to:
- Consolidate knowledge on current ECE practices in the local context.
- Explore the introduction of Emergent Curriculum within their ECE setting for future professional experiences.
- Demonstrate a solid understanding of key elements in ECE professional practice.
- Learn inclusive approaches for involving various stakeholders during professional practice.
- Explain the incorporation of young children’s lived experiences and interests in the ECE setting through prepared documentation.
Skills:
At the end of the module/unit the learner will be able to:
- Engage in insightful discussions on creating adaptive learning environments catering to diverse needs.
- Articulate effective methodologies for using advanced tools, including observations and reflections, during professional experiences.
- Reflect on the dynamic practitioner’s role within ECE settings with a keen understanding of adaptability.
- Demonstrate proficiency in designing specialised resources aligned with advanced pedagogical theories for professional experiences.
- Craft comprehensive documentation that incorporates advanced self-reflections and recommendations, fostering continuous improvement in ECE practice.
Module-Specific Learner Skills:
At the end of the module/unit the learner will be able to:
- Facilitate young learners’ engagement with tools used during professional experiences through effective strategies.
- Cultivate a positive attitude toward experimenting with the teaching and learning process in the ECE setting, fostering adaptability.
- Engage in discussions on various myths related to professional experience and practice placements, presenting arguments to counter these myths with a discerning perspective.
- Develop a working knowledge of the terminology commonly used during placements in ECE settings, laying the groundwork for more in-depth exploration.
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 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.