Safe Spaces for Positive Wellbeing
6 ECTS
Safe Spaces for Positive Wellbeing
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Module Description
This module equips participants with the knowledge, skills, and competencies necessary to create and maintain healthy, safe, and secure environments in Early Childhood Education (ECE) settings in Malta. It emphasizes compliance with local health and safety standards and the critical roles and responsibilities of ECE practitioners.
Key Learning Outcomes:
- Regulatory Framework: Participants will learn about Malta’s regulatory standards for ECE, including National Standards and Occupational Standards related to health and safety.
- Risk Management: The course covers safe operational practices for caring for young children, policies and procedures for minimizing risks, and conducting simple risk assessments.
- Emergency Preparedness: Through analysis of case scenarios, participants will learn to evaluate emergencies and determine the safest and most effective responses.
- Ongoing Safety Practices: Participants will also learn about creating care routines that ensure continuous provision of secure and healthy environments in ECE settings.
By the end of this module, participants will be adept at implementing and overseeing safety and health measures, ensuring that ECE settings are conducive to positive wellbeing and learning.
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 College, so as to verify their experiences and prior learning.
IDEA College’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:
- Enable an understanding of the core elements of enabling healthy, safe and secure environments for young children.
- Learn about the key characteristics of the provision of secure and safe ECE environments.
- Prepare and present a learning environment which is safe, secure and not prone to accidents.
- Comprehend better the possible threads which may harm young children or practitioners within the ECE setting.
- Conduct a review of the current practices related to health and safety in ECE settings.
- Promote and manage an environment where basic signs of unsafety can be easily identified.
- Explore the potential connections between well-being and safety.
- Reflect on their own role as current or future course participants in instilling an environment which promotes well-being for young children.
- Analyse how to recognise the basic signs and symptoms of health problems in young children, such as illnesses and allergies.
- Carry out tasks, literature searches and desk research about ways how to create a more creative learning environment by designing learning experiences which nurture imagination.
- Examine and apply the three keys of emotional intelligence: self-awareness, social awareness, and self-management through play.
- Understand and promote spiritual development in young children.
Knowledge:
At the end of the module/unit, the learner will be able to:
- Be familiar with the process to sterilise and sanitize equipment used in ECE settings.
- Consolidate knowledge about ways how to provide healthy and safe environments (e.g. preventing illnesses/infections to spread)
- Learn about ways how to make ECE settings in Malta more mindful and calming.
- Outline various good hygiene practices and standard emergency policies and procedures in the ECE setting.
- Identify health requirements of young children, · Explain the dietary requirements of young children.
- Develop knowledge about international, European and local documentation (including legislation and policy documentation) related to the health and safety of ECE settings.
- Highlight the effects of spirituality on young children’s autonomy, compassion, resilience, responsibility, and wellbeing.
- Explain how contemporary approaches of childhood and spirituality factor into the learning and development of young children (for example, using circle time as an approach to achieve this).
- Learn about the different religious and ethnic backgrounds of young children.
Skills:
At the end of the module/unit the learner will have acquired the following skills:
- Ensure learning environments align with the expected regulations and standards set by the authorities.
- Design learning environments which allow young children to be mindful and happy within the ECE setting.
- Investigate how to implement practical examples in the ECE setting to promote positive health behaviour.
- Make use of various tools which may be used to report accidents.
- Actively contribute to the provision of secure spaces by establishing routines (e.g., checking outdoor areas for hazards)
- Investigate how parents/guardians may support the practitioner in extending the healthy and holistic environments at home.
- Be able to stay informed about ongoing health and safety procedures.
- Support children in identifying and communicating their feelings.
- Nurture emotional literacy in children so that they gain the ability to recognise, understand and express their feelings and encourage others to convey theirs (for example, using stories). · Nurture young children’s spirituality in ECE.
- Design learning environments that embrace different religions and ethnicities and foster values such as acceptance, inclusivity, and caring for others in them.
Module-Specific Learner Skills:
At the end of the module/unit the learner will be able to:
- Find ways how to help young learners also contribute towards providing a safe and secure learning environment.
- Develop a personal range of vocabulary and be in a position to choose the most suitable terminology when tackling risks on young children’s health.
- Develop a process of self-reflection to establish more mindful and positive spaces within the ECE setting.
- Integrate emotional intelligence in management practices in early years settings.
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 and other documents related to health and safety provisions within ECE.
- 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.
- Use different digital tools to make the ECE as safe and positive as possible.