Safe Spaces for Positive Wellbeing
6 ECTS
Safe Spaces for Positive Wellbeing
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Module Description
In this module, students will develop the knowledge, skills and competences needed to create safe, healthy, secure, and positive environments within ECE and Care settings in Malta.
Students will learn about the roles and responsibilities of ECE and Care practitioners, and how to meet the required standards set by Maltese health and safety authorities, including the National Standards for Early Childhood and Care Services (0–3) and the Occupational Standards. They will explore operational practices that promote safety, and review and reflect on health and safety policies and procedures used in childcare settings.
Through case scenarios, students will practise identifying risks, conducting simple risk assessments, and responding effectively to emergencies, while also learning how to establish safe care routines to ensure consistently secure and healthy environments for young children.
Entry Requirements
Candidates who apply for this course will possess:
- A qualification at MQF level 4 and SEC/Ordinary Level passes in Mathematics, English, and Maltese.
- 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
Target Audience
This programme has the following target groups:
- Individuals who are approaching the field of Early Childhood Education.
- Individuals looking to work in the capacity of childcare educators.
Career Paths
This programme aims to equip the target audience with the knowledge, skills and competences listed.
The possible posts that this course prepares for: Childcare educator.
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.
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 and Care 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 and Care setting.
- Conduct a review of the current practices related to health and safety in ECE and Care 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 and Care 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 and Care settings in Malta more mindful and calming.
- Outline various good hygiene practices and standard emergency policies and procedures in the ECE and Care 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 and Care 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 and Care setting.
- Investigate how to implement practical examples in the ECE and Care 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 and Care.
- 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 and Care 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 and Care as safe and positive as possible.