This Postgraduate Diploma will give you an in-depth understanding of teaching young learners. The ECCED program provides you with a deeper knowledge in child psychology and allied topics. You get a thorough lesson on teaching skills to motivate children and generate interest in learning in their growing years. The program lends you expertise in the arena of early childhood teaching which will enable you to teach and care for young learners. You get to learn to help the kids expand their thinking and learning through the improvisation of new activities. Post Graduate Diploma in Early Childhood Care and Education Teachers Training will help you make headway in your teaching career as an early childhood educator.

 

Aims

This program aims

  • Deliver relevant and high-quality academic training in early childhood education
  • Provide a stimulating, supportive learning environment for our students
  • Recognize the uniqueness of early childhood development in the life cycle
  • Create a learning environment that enables our students to realize their highest potential
  • Give our students practical skills for working in the early childhood sector
  • Recognize and appreciate that our students are uniquely gifted, and their individuality should be respected
  • Educate our students to support the child’s primary caregivers – the parents
  • Acknowledge that early childhood teachers can make a difference in the lives of young children and their families
  • Enable our students to be true professionals in their career

Program Learning Outcomes

Graduates of the Post Graduate Diploma in Early Childhood Studies program will be prepared to:

  1. Demonstrate deep knowledge of child development, learning, and effective programs and practices.
  2. Critically examine issues, trends, and current research.
  3. Understand foundational theories of research and practice evidence-based research and decision making.
  4. Have deep knowledge of issues related to equity and inclusion; address inequities and advocate for social change.
  5. Be skillful communicators, team members, relationship-builders, and collaborators with family members, colleagues, and agencies related to the field of early childhood.
  6. Be critical and self-reflective of their own values, beliefs, and biases and use this understanding.

Assessments

The aim of the assessment strategy is to identify formal practices and procedures for assessing and appraising the performance of the Postgraduate Diploma in Early Childhood Studies learners to enable judgments and decisions to be reached concerning:

(a) The progression of students through the program;

(b) How well students have met the program learning outcomes through the combination of the individual unit learning outcomes;

(c) The provision of feedback information to students concerning their performance and how they adhered to the generic assessment criteria and the unit-specific assessment criteria;

(d) The granting of the Postgraduate Diploma in Early Childhood Studies award; and the granting of interim awards should the student fail to complete the program but successfully completes specific elements.

The underpinning principles which drive the assessment strategies adopted for this program are the profile of the target students and the program itself (its philosophy and associated learning outcomes). The section below summarizes the varied assessment tasks or instruments which will be employed in assessing the different program learning outcomes.

(a) Assessment Instruments Work – Based Reports

Selected units will contain one work-based report with word limitations of usually between 3,500 – 4,000 words. Each unit document will outline the specific word limit. Normally the expected presentation of reports should be structured as outlined in below.

General Structure of the Report:

  • Sections and Page Number
  • Title Page (including unit title, assignment title, name, word count and date)
  • Executive summary (one page)
  • Contents (page numbers)
  • Introduction
  • Analysis Subsections
  • Statement or evaluation of alternatives Conclusions
  • Recommendations (justifications and implementations)
  • References (American Psychological Association style)
  • Appendix A Title ….
  • Appendix B Title ….

The purpose of the word limitation is for students to:

  • Focus on issues
  • Be critically concise
  • Assist them in their time management throughout the program

(b) Articles / Assignments

Written assignments are designed to allow students to demonstrate understanding of the unit, which students must then apply to an issue concerned with that particular subject area in their own organization, or one with which they are familiar. Students are either required to identify a process, task or problem which they must describe, analyze and discuss. The assignments provide a regular assessment process, which tests the following:

(a) Knowledge
(b) Critical analysis
(c) Planning skills
(d) Organizing ability
(e) Report writing skills

Students are requested to adhere to precise written instructions laid out in the Unit document to produce an academic article/essay on a selected area conforming to standards expected of good academic writing.

(c) Case Studies
Selected case studies may be incorporated into the assessment of units.

(d) Simulation
Often students will be assessed via scenario and simulation types of tasks related to the intended learning outcomes.

Entry Requirements

An applicant may be admitted on the basis of evidence to suggest that he/she will be able to
fulfil and benefit from the objectives of the program and achieve the standard required
for the award.

(a) A Bachelor’s Degree qualification in any subject from a recognized institution; or

(b) A professional qualification equivalent to a degree; and

(d) For those without a degree, sufficient and relevant working experience in the following areas:

  • academic and administrative leaders of higher education in early childhood education;
  • institutions working at the central, faculty or department levels; or
  • policy makers and planners from Ministries of Education and other
  • educational regulatory and planning bodies; or
  • senior-level educational administrators; or
  • educational consultants.

(d) Demonstrate English Language proficiency in order to participate in the program taught in English; and

 

Program Structure

The program is made up of 8 taught courses has a credit value of 15 credits each and total 120 credits.

1          Early Childhood Studies

2          Early Childhood Curriculum

3          Parent Partnership in the Early Years

4          Play in Early Childhood

5          Understanding Assessment and Evaluation in Early Childhood Education

6          Leadership and Management in Early Years

7          Equity in Early Childhood

8          Research Methods in Early Childhood Education Research Methodologies

 

Notional Hours

Notional hours are defined in terms of the amount of time it should take a learner to achieve the learning outcomes. Each credit requires on average 20 notional hours of a learner’s time.

Guide to Learning Hours / Student Learning Time

This Program requires 120 credits. The program can be completed within 9 to 12 months.