E-Learning Programs

GC5112/ME5112
Trends and Issues in Early Childhood Education(3 credits) (3-0-6)

1.0 Introduction

1.1 Course Aims

This course is aimed at providing knowledge and understanding on the main trends and key issues related to improving quality of early childhood education (ECE).

1.2 Brief course description

The course will enable early childhood professionals to have lifelong learning (L3) and continuing professional development (CPD) to enhance their skills and expertise in providing relevant early childhood programmes to address the trends and issues raised.

2.0 Course Curriculum Plan

2.1 The course is divided into three parts

Part One reviews trends related to theory, research and policy issues in early childhood education (ECE) that are addressed in Unit One to Unit Four in this course. A variety of case studies on improving the quality of ECE programmes are presented to highlight the complexities of issues and trends in ECE environments. Some of the changing perspectives and different strategies used to work with young children, teachers and parents are discussed to enable more insightful reflections on trends and issues relevant to professional development of teachers.

Part Two presents the trends and issues which pose as great challenges for improving quality of ECE for the 21st century. It involves the issues related to developing multilingualism, core values, creative and expressive arts for young children. Unit Five to Unit Seven of this course will discuss the issues and challenges presented in ECE.

Part Three focuses on presenting trends in developing early childhood professionals’ knowledge, skills and expertise in the various areas of curriculum development, as well as to enhance their abilities to improve quality in ECE. Unit Eight to Unit Twelve listed in this course will facilitate early childhood teachers in their lifelong learning (L3) and continuing professional development (CPD) that include aspects of science, mathematics, technology education and literacy.

2.2 Course unit and titles

Part One

Unit One
Overview of trends and issues in providing quality Early Childhood Education (ECE)

Unit Two
Case studies on trends in improving quality ECE

Unit Three
Trends and issues of changing perspectives in ECE studies

Unit Four
Trends and issues related to the transformational perspectives of ECE

Part Two

Unit Five
Trends and issues in developing multilingualism in ECE contexts

Unit Six
Trends and issues in developing core values in ECE

Unit Seven
Trends and issues in developing children's creativity

Part Three

Unit Eight
Trends in developing scientific literacy

Unit Nine
Trends in developing mathematical literacy

Unit Ten
Trends in scientific investigation and mathematical problem-solving

Unit Eleven
Trends in blended mode of learning and brain science in ECE

Unit Twelve
ICT skills for lifelong learning (L3) and continuing professional development (CPD) for ECE educators

3.0 Course organization and presentation
3.1 This course will be fully conducted via e-learning mode. Please download the presentation slides by clicking on the course topic titles as listed in section 2.2.

3.2 Registered students are expected to do independent reading on the scheduled topics listed and participate in e-learning activities such as course e-forum (i.e. online interactive course students’ discussions) to enhance their understanding of the course topics.

3.3 At the end of the e-learning course (18 weeks from the commencement of the registration for the course), registered students will have to:

(A) Assignments (50% of course evaluation)

(i) participate in forum presentations and discussions (20%): Each member chooses to lead one or two course units and encourages course members to participate in discussions, asking questions, giving views and suggesting new ideas.

(ii) submit an essay writing assignment of 2,000 to 2,500 words on aspects of trends and issues of ECE (with an essay title, references and citations)(30%)
Note:
Essay (one hard copy and one soft copy in MS-Word format) shold be sent to the course manager/coordinator ONE week before examination date.

(B) Examination (50% of course evaluation)

(iii) take an online examination (3 hours)(50%): Registration for examination is only open to qualified candidates with IBC approved examination code.

Methods of examination:
(a) Test duration: Three hours
(b) Test venue: IBC approved sites
(c) Paper and pencil test or IBC online real time test format

3.4 Study guides on examination and assignments will be provided in the following files (click to download the guides).
(i) Students’ Assignment Guides
(ii) Students’ Course Examination Guides