Bachelor of Science in Early Childhood Education

Considers the ways in which various special needs may impact children’s learning and development. Emphasises understanding the learning experience from the perspective of the child with special needs and his/her family. Introduces policies and regulations relevant to special education and their implications for optimally serving all children. Addresses curriculum development and instructional methodology appropriate for inclusive classrooms. Examines students’ learning needs in a historical and social context. Considers factors that affect learning, including neurological, perceptual, cognitive, language, motor, behavior, and motivational issues. Learners examine ways to apply the theoretical knowledge presented in this course to their practice.

Introduces the use of scientific methods to answer questions raised in the study of human behaviour and development. Learners will examine the basics of research design, selection of measures, data collection, descriptive analysis, and research ethics. Learners will develop research questions and propose a research study. Learners will have an opportunity to review and examine current trends and issues in pre-school education that exist both globally and locally. In doing so, participants will be able to identify implications of research and realise its significance in exacting improvement in and change to pre-school programs and classroom practices. In addition, participants will reflect on their understanding of teaching practices and identify gaps and issues that they would like to address through research, then develop a conceptual framework on how to approach a research project.

This course will focus on infants, toddlers and young children with some attention being given to the meaning of play in later development.

To enable participants to identify and explain children’s play the course will support learners in their understanding of theories of play and how different socio-cultural contexts shape the development of play. Through readings, observations, class discussions, and written assignments, participants will analyse different attitudes towards play and the influence these attitudes have on a child’s developing dispositions and cognitive processes. Play will be explored and understood as the vehicle for ‘deep’ learning in early childhood educational provision and as current research findings inform that play is essential for the fullest activation of the brain. The professional teachers’ influence on children’s play will be emphasised throughout the course.

Develops theoretical and practical knowledge of innovative curricula, flexible classroom environments, and teaching practices that integrate adaptive-physical, behavioral, social, and academic teaching and learning. Using a developmental framework and key design principles, such as McTighe and Wiggins’ (2004) Understanding by Design (UbD), Differentiated Instruction (Tomlinson, 2004), Universal Design for Learning (Rose & Meyer, 2002) and Culturally Responsive Pedagogy (Irvine & Armento, 2001), this course builds on the idea that effective curriculum grows from an understanding of how children learn, relevant and rigorous content, accurate and authentic assessments, and a supportive classroom ecology.

Explores the value of creative drama in preschool and early-childhood education classrooms. Develops the skills and techniques required to create drama activities that enhance self-expression, build self-esteem, and develop community. Learners will plan, implement, and evaluate drama experiences for children while investigating the role of drama as a vehicle for teaching and learning in a variety of settings.

Analyses the creative processes through the visual arts, music, movement, drama, and dance. Learners will examine current literature in creativity, multiple intelligences theory, and the arts. Participants will learn how to bridge the gap between theory and practice in order to effectively integrate the arts into a classroom or workplace setting. The course combines experiential learning with readings, reflective assignments, and discussions.

Offers learners the opportunity to initiate a year-long research project to answer questions they have about teaching and learning, schools and communities. The course introduces learners to the use of scientific inquiry and research methodology. Learners develop library research and professional writing skills and gain familiarity with methods used to study questions arising from practice. The second part of the course advances learner-designed research projects initially conceptualised in part one. Projects include use of relevant theories, brief literature reviews, the collection and analysis of data, and a final report.

Explores child language acquisition theory and research, and examines practices for promoting children's linguistic development in the context of a multilingual society. An important focus of the course will be the use of multicultural children's literature to promote vocabulary and other language systems foundational to literacy development.

Analyses the stages of the child’s early reading and writing development in the context of a multilingual society. Examines assessment procedures, teaching strategies, classroom environments, and reading materials in terms of their effect upon the child’s expected course of reading development and in light of current literacy research.

Addresses issues raised by mentor teachers as they move into a variety of new roles and structures. Discusses effective observation, communication and supervising skills; adult development and learning; state-of-the-art knowledge about teaching, learning and curriculum; and societal changes. Examines organisational issues such as selecting and assigning mentors, differentiating teacher roles, empowering teachers, working out evaluation responsibilities, providing time and other resources and creating and coordinating the required new roles and structures for both mentor teachers and the protégés. Surveys the many aspects of creating healthy school environments, child care centers, and organizations for children and families in Asia.

This course aims to instill in students an understanding of elementary statistical techniques needed in handling group data in the behavioral sciences. This includes setting up frequency distributions, portrayal of data by graphs, measures of central tendency and variability of data, percentiles and standard scores. Emphasis is on sampling theory, hypothesis testing and drawing conclusions about a population from sample data.

Presents theory, research, and clinical evidence concerning the effects of stress on children’s coping patterns and development. Stressors ranging from normal family/school/life cycle transitions to the threat of separation and loss due to divorce, illness, abuse, violence, trauma, natural disasters, or death to the chronic stress of poverty are addressed. A major focus of the course will be to assist participants to understand the special learning needs of the child who is experiencing stress in his/her life and how to meet his/her needs. The needs of underserved populations and working with parents, agencies, and communities will also be emphasised. The class will explore concepts of vulnerability and resilience and practical methods for helping children increase their competence in developing resiliency in the Singaporean context.

The course is designed to equip learners with ways in which practitioners can make use of Information and Communication Technology to support children’s development as well as to facilitate the work of practitioners in their work with young children. Learners will discuss and critically examine issues relating to the use of technology in an early childhood setting. Class discussions and school visits will engage learners to integrate technology in early education. Learners will evaluate the use of a variety of electronic media to facilitate the design of lessons and curricula in the early education setting, and create appropriate learning environments using technological means. It is anticipated that the average elementary student today may experience a rate of change that is 500 times greater than today’s adults have faced in their lifetime. Given that fact, it is vital that learners must understand technology and technological change.

Provides learners with the foundation to plan, build, implement, manage and grow an organization that provides a service or product for children and families. Learners gain a keen understanding of the realities of entrepreneurship, including the pitfalls encountered and the lessons learned by other entrepreneurs. Topics to be reviewed include how to think analytically about organisational systems, how leaders play a critical role in shaping an organization, how to determine and marshal the financial resources necessary for a start-up business, introducing franchising as a possible entry strategy and what to do to improve the likelihood of success. Competencies in organisational design, human resources management, leadership, plan preparation, analysis of risk, and organisational behavior relevant to small businesses are addressed.

Learners develop a business plan establishing an organisation such as a childcare chain, enrichment center, or 24-hour childcare network; develop an educational learning product; create a catalog of educational resources; and/or launch an online or retail store to offer children’s edutainment products. Each plan will include a description of the product or service, marketing plan, descriptions of the competition and targeted markets, channel for distribution, financial plan, and estimate of start-up funding needed. Projects may be completed individually or in small groups. Throughout the course, criterion will be established to allow a panel to identify innovative and promising concepts to receive recognition and/or an award(s).

This course is offered in two parts. EDU 275 Foundations in Communication and Collaboration with Families, Professionals, and Communities explores the value, relevance, and meaning of effective adult interactions across roles and relationships. Cultural and critical theories provide the foundation for analysis and practical application of communication skills. Communication skill-building focuses on use of culturally competent approaches, reflective practices, self-assessment, providing and receiving feedback, and setting achievable goals. Emphasis is on cultivating expertise for successful collaboration with individuals, families, and groups in diverse community settings.

EDU 276 Advancing Communication and Collaboration with Families, Professionals, and Communities promotes ways to build trusting inter-professional relationships and achieve cultural consistency through effective communication in settings/institutions involving parents and professionals. Leadership and research activities include conducting environmental scans, examining alliance building strategies, and designing professional development and action plans that are inclusive and address community assets and needs.

Introduces general principles of environmental science using a hands-on approach. This course will rely heavily on outdoor activities and field trips, supplemented by lectures and class discussions. A variety of topics will be covered, beginning with an examination of the interdisciplinary nature of environmental science using current issues such as global warming. A variety of protocols utilised by environmental scientists in their research will then be presented to students for their subsequent use in extensive studies of local ecosystems (e.g., Muddy River, Blue Hills Reservation, etc.). Throughout the course, students will keep a scientific notebook in which they will record observations, design experimental protocols, collect data, and analyse results. The course will culminate with an extensive research project on a local urban ecosystem.

Uses drama to develop speaking and listening skills, develop a movement vocabulary, and as an alternative assessment tool in 15 hours of workshop sessions with the Wheelock Family Theatre. Participants enhance observation and assessment skills and connect drama to leadership skills through scene work, improvisation, and observation.

Explores issues related to social justice and early education policy in a cultural context, including political and societal implications for diverse children, families and the workforce. Analyses about the process of change, policy development, leadership theories, and the meaning of advocacy are examined. Emphasis is placed on understanding leadership skills and applying them across roles and domains in the field. A community action project, planned and designed by groups of students, focuses on the local early childhood sector and concludes the Capstone.

Offers learners the opportunity to initiate a year long research project to answer questions they have about teaching and learning, schools and communities. The course introduces learners to the use of scientific inquiry and research methodology. Learners develop library research and professional writing skills and gain familiarity with methods used to study questions arising from practice. The second part of the course advances learner-designed research projects initially conceptualized in part one. Projects include use of relevant theories, brief literature reviews, the collection and analysis of data, and a final report.

Exposes learners to a variety of theories, perspectives, and case examples of effective leadership. Addresses issues that include the differences between leadership and management, the competencies demonstrated by effective leaders, and how leadership skills are developed. Learners are expected to draw on and examine their personal leadership experiences.

Uses ecological and related frameworks within the disciplines of psychology anthropology, sociology, and education to examine the practices of non-parental care giving, of young children worldwide. These practices include both centre-based, institutionalised care where it exists and has been studied, and less formal care arrangements such as family child care and relative care. Also explores cultural patterns in other domains of care giving, such as feeding, sleeping, and children’s "everyday" activities. Learners will construct an applied understanding of development as a cultural process, and the implications this has for sensitive interactions with children and families from diverse ethnic and cultural groups.

Provides discussion and practice in assessing academic, social, and behavioral domains of children. Focuses on informal and formal tools to analyse, interpret, and communicate results to families and school teams. Covers interpretation assessment results related to Individualised Education Programme development, curricula, and racial and cultural bias. Discusses effective, informal assessment techniques and emphasises an ecological approach to gathering information. Introduces standardised assessment and screening instruments and provides an overview of the purposes and limitations of such tests.

Service learning extends education beyond the classroom as it provides an opportunity for learners to apply their academic knowledge to the greater community in order to solve real-world needs. The service learning component is a graduation requirement for all learners of the Bachelor of Science in Early Childhood Education. It engages learners in the concept of social change as they work to improve community conditions, address social problems, and enhance the lives of people in Southeast Asia under supervision at a local placement. By connecting community service with dynamic learning and thoughtful reflection, learners will improve their leadership skills while sharpening their critical-thinking and problem-solving abilities. This component will lead the cohort towards becoming well-grounded citizens who will serve as active agents for positive social change in their own classrooms and elsewhere. It is intended to encourage active learning through the process of outreach and reflection, ultimately providing learners with an opportunity to observe the world beyond their classrooms and, in doing so, develop a critical and compassionate perspective both on society and on themselves.

Learners build and develop a professional portfolio similar to those that artists, photographers, and architects create to display their best work. The portfolio is a three-dimensional resume and visual representation of teaching experiences and accomplishments. Educators use their portfolios throughout their careers to document their professional growth, areas of expertise, learning, and best works. A portfolio is an important tool in evaluating one’s teaching and identifying areas to strengthen when considering lifelong learning opportunities.

This program emphasises the importance of the development of a Professional Teacher Portfolio throughout a career. The Interstate New Teacher Assessment and Support Consortium (INTASC) developed model “core” standards as a guiding rubric to assess levels of new teacher competence and provides a forum for learners to demonstrate they have met these standards.

Completion and presentation of the Professional Teacher Portfolio fosters professionalism in learners that will serve them well as they embark on the next phase of their careers.