The Child at the Centre of Collaborative Practices

MQF Level 6


The Child at the Centre of Collaborative Practices

October 2024
Module Type
ECTS Credits

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.


  • 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: · 40% of the mark achieved for Assessment 1; and · 60% of the mark achieved for Assessment 2.

a) Assessment 1 will be conducted in the form m of an individual presentation whereby the course participants need to demonstrate a thorough application of collaboration with other stakeholders in ECE.

b) Assessment 2  will be conducted in the form of a 1,500-word assignment whereby the course participants needs to show a thorough understanding of collaboration between young children, practitioners and their families in ECE.

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 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.


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.


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.
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