Safe Spaces for Positive Wellbeing

MQF Level 6


Safe Spaces for Positive Wellbeing

October 2024
Module Type
ECTS Credits
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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.


  • 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 carries 40% of total module mark achieved. b. Assessment 2 carries 60% of total module mark achieved.

The overall grade achieved for this module is calculated as the sum of: · 80% of the mark achieved for Assessment 1; and · 20% of the mark achieved for Assessment 2.

a) Assessment 1 will be conducted in the form of a role-play whereby the course participants need to demonstrate a thorough application of safeguarding for young children (case-study based).

b) Assessment 2  will be conducted in the form of a 1,500-word assignment whereby the course participants need to show a thorough understanding of promoting safeguarding of young children in light of emotional development and emotional literacy.

For successful completion of this study module the student is required to achieve an overall pass mark of 50%.


Module Intake Dates

October 2024

Learning Outcomes


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.


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.


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.
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