Professional Experience 2 - Advancing Practice and Application in Early Childhood Education

MQF Level 6


Professional Experience 2 - Advancing Practice and Application in Early Childhood Education

October 2024
Module Type
ECTS Credits

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.


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.


  • 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: 18h · Online Learning Activities: 12h.

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

For this module, the assigned lecturer is guided to develop and assign a minimum of two assessment tasks, one of which should happen during the module to allow for formative feedback. 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 module consist of two assessments, each carrying a weighting as is below recommended:

a) Assessment 1 consists of two visits conducted by examiner/s (weighing 60% – 30% per visit) including self-reflections conducted by students with regards to observation during placement. For successful completion of a study module the student is required to achieve a minimum of 50% pass mark in Assessment1.

b) Assessment 2 consists of a professional learning file (weighing 40%). For successful completion of a study module the student is required to achieve a minimum of 50% pass mark in Assessment 2.


Module Intake Dates

October 2024

Learning Outcomes


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.


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.


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.
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