The Child at the Centre of Collaborative Practices
Module Description
This module explores the essential role of collaboration in Early Childhood Education (ECE) and its impact on educational practices and outcomes. It emphasizes the shift from isolated to collaborative approaches in ECE settings, reflecting modern educational paradigms.
Key Learning Outcomes:
- Understanding Collaboration: Participants will examine the fundamental elements of cooperation and collaboration in ECE, recognizing collaboration as a critical 21st-century skill.
- Stakeholder Engagement: The course will discuss the importance of collaborative relationships between ECE practitioners and various stakeholders, including Learning Support Educators, other teachers, school leadership, families, and the extended community.
- Child-Centered Collaboration: At the heart of the module is the exploration of the young child’s role in these collaborative practices. Discussions will focus on how integrating the voice and perspective of young children in collaborative efforts can enhance their learning experience and support a community-based learning environment.
By the end of this module, participants will understand how to effectively integrate collaborative practices in ECE settings, ensuring that these approaches are inclusive and centered around the needs and contributions of young children.
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.
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 main elements of collaborative practices in ECE.
- Assess the role of young children within collaborative practices.
- Extend and assess the role of cooperation and collaboration in ECE.
- Conduct a review of the literature about collaboration in ECE settings.
- Reflect on the implications of collaboration to understand how crucial is in setting positive relationships in ECE.
- Reflect on the role of young learners when fostering collaborative practices.
- Carry out tasks, literature searches and desk research about the benefits and challenges of collaborative practices in ECE.
- Design a learning environment which is conducive to collaboration between adults, between young children and between adults and young children.
- Explain the psychological elements of teamwork.
- Discuss the possible challenges when trying to implement collaborative practices in ECE.
Knowledge:
At the end of the module/unit, the learner will be able to:
- Consolidate knowledge about how collaboration with other practitioners in ECE positively affects the learning process of young children.
- Learn about ways how the Emergent Curriculum can be supported by fostering collaborative practices.
- Demonstrate an understanding of how families and the wider community can be involved in the learning process to foster holistic child development.
- Learn about ways how various stakeholders (e.g. ECE practitioners, parents, etc) can have a voice within the collaborative process.
- Develop knowledge of local and EU documentation which promote collaboration (e.g. the National Curriculum Framework, the Inclusion Policy etc)
- Learn about the pedagogical benefits when devising collaborative tasks in ECE.
Skills:
At the end of the module/unit the learner will have acquired the following skills:
- Discuss the importance of planning learning activities which facilitate collaboration amongst young children.
- Strengthen the practice of using various pedagogical tools to foster collaborative practice.
- Reflect on how flexible the role of the practitioner needs to be to accommodate new collaborations which may not be foreseen.
- Design activities which allow young children to collaborate with their peers.
- Design or choose specific resources which promote collaborative learning.
- Document collaborative practices which happen in ECE settings in Malta.
- Plan for family involvement and engagement activities.
Module-Specific Learner Skills:
At the end of the module/unit the learner will be able to:
- Find ways how to research collaboration in ECE.
- Foster a positive attitude towards collaborating with others.
- Discuss various challenges related to collaboration within educational settings.
- Develop a personal range of vocabulary and terminology which is usually used in teamwork/collaborative scenarios.
- Select and review digital tools which may support collaborative practices.
- Model collaborative practices for young children to witness.
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 collaborative practices in ECE.
- 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.
- Use different digital tools to promote collaborative practices in ECE.