DESIGN AND SPECIALISED BUSINESSES

PROGRAMME OVERVIEW

Wheelock College

Bachelor of Science in Early Childhood Education

This programme will be admitting its last intake in AY2016/2017.

Wheelock College-Singapore Bachelor of Science in Early Childhood Education is designed to provide Singaporean students a challenging and rigorous education that balances theory about the growth and development of young children with the practical skills necessary for students to become successful practitioners and leaders in the profession. The programme has an added emphasis on special needs children and the inculcation of managerial and leadership skills for future professionals. The Wheelock program features American-style interactive teaching and learning, with both primary Wheelock faculty from Boston and co-instructors from Singapore team-teaching many of the modules.

The Wheelock program is led in Singapore by a full-time resident director, and is supported by both SIT and the Wheelock-Boston Center for International Education, Leadership and Innovation. Founded in 1888 by Lucy Wheelock, the College is recognized nationally and internationally as one of the premier institutions in America for its longstanding programs for students in the USA and abroad who are passionate about entering the teaching profession, and who seek to improve and enrich the lives of young children and their families.

Wheelock College Academic Calendar AY2016/17

  • Bachelor of Science in Early Childhood Education

Two Semesters Commencing in July 2016 and January 2017

Academic Calendar AY2016/17

(Class of 2018 - Juniors)

July Semester

WLC Student Orientation

20 Jun - 23 Jun 2016
July Semester Term 1 27 Jun - 5 Aug 2016
Break 8 Aug - 14 Aug 2016
July Semester Term 2 15 Aug - 7 Oct 2016
Vacation 10 Oct 2016 - 1 Jan 2017

January Semester

January Semester Term 1 3 Jan - 10 Feb 2017
Break 13 Feb - 19 Feb 2017
January Semester Term 2

20 Feb - 13 Apr 2017

 

Academic Calendar AY2016/2017

(Class of 2017 - Seniors)

July Semester

Vacation 18 Apr - 22 May 2016
Residential Pre-trip Summer Immersion Camp 26 May - 27 May 2016
Summer Immersion Program 2015 17 Jun - 22 Jul 2016
Break 25 Jul - 14 Aug 2016
July Semester Term 2 15 Aug - 7 Oct 2016
Vacation 10 Oct 2016 - 1 Jan 2017

January Semester

January Semester Term 1 3 Jan - 10 Feb 2017
Break 13 Feb - 19 Feb 2017
January Semester Term 2 20 Feb - 13 Apr 2017

Singapore Public holidays are:

i) Labour Day

- 1 May 2016

vi) Deepavali

- 29 Oct 2016

ii) Vesak Day

- 21 May 2016

vii) Christmas Day

- 25 Dec 2016

iii) Hari Raya Puasa

- 6 Jul 2016

viii) New Year’s Day

- 1 Jan 2017

iv) National Day

- 9 Aug 2016

ix) Chinese New Year

- 28 Jan & 29 Jan 2017

v) Hari Raya Haji

- 12 Sep 2016

x) Good Friday

- 14 Apr 2017

Wheelock College Academic Calendar AY2015/16

  • Bachelor of Science in Early Childhood Education

Two Semesters Commencing in July 2015 and January 2016

Academic Calendar AY2015/2016

(Class of 2017 - Juniors)

July Semester

WLC Student Orientation

22 Jun - 26 Jun 2015
SIT Student Orientation 27 Jun - 28 Jun 2015
July Semester Term 1 29 Jun - 7 Aug 2015
Break 8 Aug - 16 Aug 2015
July Semester Term 2 17 Aug - 9 Oct 2015
Vacation 10 Oct 2015 - 3 Jan 2016

January Semester

January Semester Term 1 4 Jan - 12 Feb 2016
Break 13 Feb - 21 Feb 2016
January Semester Term 2

22 Feb - 15 Apr 2016

 

Academic Calendar AY2015/2016

(Class of 2016 - Seniors)

July Semester

Vacation 20 Apr - 4 Jun 2015
Residential Pre-trip Summer Immersion Camp 14 May - 15 May 2015
Summer Immersion Program 2013 5 Jun - 10 Jul 2015
Break 11 Jul - 16 Aug 2015
July Semester Term 2 17 Aug - 9 Oct 2015
Vacation 10 Oct 2015 - 3 Jan 2016

January Semester

January Semester Term 1 4 Jan - 12 Feb 2016
Break 13 Feb - 21 Feb 2016
January Semester Term 2 22 Feb - 15 Apr 2016

Singapore Public holidays are:

i) Labour Day

- 1 May 2015

vi) Deepavali

- 10 Nov 2015

ii) Vesak Day

- 1 Jun 2015

vii) Christmas Day

- 25 Dec 2015

iii) Hari Raya Puasa

- 17 Jul 2015

viii) New Year’s Day

- 1 Jan 2016

iv) National Day

- 9 Aug 2015

ix) Chinese New Year

- 8 Feb & 9 Feb 2016

v) Hari Raya Haji

- 24 Sep 2015

x) Good Friday

- 25 Mar 2016

Wheelock College Academic Calendar AY2014/15

  • Bachelor of Science in Early Childhood Education

Two Semesters Commencing in July 2014 and January 2015

Academic Calendar AY2014/2015

(Class of 2016 - Juniors)

July Semester

WLC Student Orientation

23 Jun - 27 Jun 2014
SIT Student Orientation 28 Jun 2014
July Semester Term 1 30 Jun - 8 Aug 2014
Break 9 Aug - 17 Aug 2014
July Semester Term 2 18 Aug - 10 Oct 2014
Vacation 11 Oct 2014 - 4 Jan 2015

January Semester

January Semester Term 1 5 Jan - 13 Feb 2015
Break 14 Feb - 22 Feb 2015
January Semester Term 2

23 Feb - 17 Apr 2015

 

Academic Calendar AY2014/2015

(Class of 2015 - Seniors)

July Semester

Vacation 21 Apr - 1 Jun 2014
Residential Pre-trip Summer Immersion Camp 8 May - 9 May 2014
July Semester Term 1 6 Jun - 24 Jul 2014
Summer Immersion Program 2013 6 Jun - 11 Jul 2014
Break 28 Jul - 17 Aug 2014
July Semester Term 2 18 Aug - 10 Oct 2014
Vacation 11 Oct 2014 - 4 Jan 2015

January Semester

January Semester Term 1 5 Jan - 13 Feb 2015
Break 14 Feb - 22 Feb 2015
January Semester Term 2 23 Feb - 17 Apr 2015

Singapore Public holidays are:

i) Labour Day

- 1 May 2014

vi) Deepavali

- 23 Oct 2014

ii) Vesak Day

- 13 May 2014

vii) Christmas Day

- 25 Dec 2014

iii) Hari Raya Puasa

- 28 Jul 2014

viii) New Year’s Day

- 1 Jan 2015

iv) National Day

- 9 Aug 2014

ix) Chinese New Year

- 19 Feb & 20 Feb 2015

v) Hari Raya Haji

- 15 Oct 2014

x) Good Friday

- 3 Apr 2015

Wheelock College Academic Calendar AY2013/14

Two Semesters Commencing in July 2013 and January 2014

Academic Calendar AY2013/2014

(Class of 2015)

July Semester

SIT Student Orientation 22 Jun - 23 Jun 2013
WLC Student Orientation 24 Jun - 28 Jun 2013
July Semester Term 1 1 Jul - 11 Aug 2013
Break 12 Aug - 18 Aug 2013
July Semester Term 2 19 Aug - 13 Oct 2013
Vacation 14 Oct 2013 - 5 Jan 2014

January Semester

January Semester Term 1 6 Jan - 16 Feb 2014
Break 17 Feb - 23 Feb 2014
January Semester Term 2 24 Feb - 20 Apr 2014

Academic Calendar AY2013/2014

(Class of 2014)

July Semester

Vacation 15 Apr - 9 Jun 2013
Residential Pre-trip Summer Immersion Camp 30 May - 31 May 2013
July Semester Term 1 10 Jun - 26 Jul 2013
Summer Immersion Program 2013 14 Jun - 19 Jul 2013
Break 29 Jul - 18 Aug 2013
July Semester Term 2 19 Aug - 13 Oct 2013
Vacation 14 Oct 2013 - 5 Jan 2014

January Semester

January Semester Term 1 6 Jan - 16 Feb 2014
Break 17 Feb - 23 Feb 2014
January Semester Term 2 24 Feb - 20 Apr 2014

Singapore Public holidays are:

i) Labour Day

- 1 May 2013

vi) Deepavali

- 3 Nov 2013

ii) Vesak Day

- 24 May 2013

vii) Christmas Day

- 25 Dec 2013

iii) Hari Raya Puasa

- 8 Aug 2013

viii) New Year’s Day

- 1 Jan 2014

iv) National Day

- 9 Aug 2013

ix) Chinese New Year

- 31 Jan & 1 Feb 2014

v) Hari Raya Haji

- 15 Oct 2013

x) Good Friday

- 18 Apr 2014

Wheelock College Academic Calendar AY2012/13

Wheelock College AY2012/13

  • Bachelor of Science in Early Childhood Education

Two Semesters Commencing in June 2012 and January 2013

Week

Month

Date (Mon-Sun)

Cohort 6 (2012/2014)

1

Jul 2012

25 – 1

June Semester Term 1 begins on 2 Jul 2012

2

2 – 8

3

9 – 15

4

16 – 22

5

23 – 29

6

Aug

30 – 5

7

6 – 12 +

Break

8

13 – 19 +

June Semester Term 2

9

20 – 26

10

Sep

27 – 2

11

3 – 9 *

12

10 – 16

13

17 – 23

14

24 – 30

15

Oct

1 – 7

16

8 – 14

Vacation

17

15 – 21

18

22 – 28 +

19

Nov

29 – 4

20

5 – 11

21

12 – 18 +

22

19 – 25 *

23

Dec

26 – 2 *

24

3 – 9 *

25

10 – 16 *

26

17 – 23 *

27

24 – 30 +*

28

Jan 2013

31 – 6 +*

January Semester Term 1 begins on 2 Jan 2013

29

7 – 13

30

14 – 20

31

21 – 27

32

Feb

28 – 3

33

4 – 10 +

34

11 – 17 +

Break

35

18 – 24

January Semester Term 2

36

Mar

25 – 3

37

4 – 10 *

38

11 – 17

39

18 – 24

40

25 – 31 +

41

Apr

1 – 7

42

8 – 14

43

15 – 21

 

44

22 – 28

45

May

29 – 5

46

6 – 12

47

13 – 19

48

20 – 26

49

Jun

27 – 2

Summer Immersion Programme (exact June start-up date to be announced)

50

3 – 9

51

10 – 16

52

17 – 23


*Tentative Singapore School Holidays

+Singapore Public holidays are:

i) Labour Day

- 1 May 2012

vii) Christmas Day

- 25 Dec 2012

ii) Vesak Day

- 5 May 2012

viii) New Year’s Day

- 1 Jan 2013

iii) National Day

- 9 Aug 2012

ix) Chinese New Year

- 10 & 11 Feb 2013

iv) Hari Raya Puasa

- 19 Aug 2012

x) Good Friday

- 29 Mar 2013

v) Hari Raya Haji

- 26 Oct 2012

   

vi) Deepavali

- 13 Nov 2012

   

Grading System

Letter Grade

Numerical Grade

Quality Point Equivalent

A

93 – 100

4.00

A-

90 – 92

3.67

B+

87 – 89

3.33

B

83 – 86

3.00

B-

80 – 82

2.67

C+

77 – 79

2.33

C

73 – 76

2.00

C-

70 – 72

1.67

D+

67 – 69

1.33

D

63 – 66

1.00

D-

60 – 62

0.67 (Minimum passing grade)

F

0 – 59

0.00 (Failure of the course/module)

I

-

0.00 (Incomplete)

WD

-

0.00 (Withdrawal)

MODULE SYNOPSIS

Wheelock College Early Childhood Education, BSc

Overview

The Bachelor of Science in Early Childhood Education consists of 21 modules and 80 credits, with an added emphasis on special needs children and the inculcation of managerial and leadership skills for future professionals.

Oral and written presentations, as well as group projects and exercises, are common assignments. There is also a 30-hour Service Learning Assignment that is required for graduation.

A special highlight of the Wheelock degree experience is a required five-week Summer Immersion Program, held on the beautiful Wheelock campus in the heart of Boston. This experience, which commences the second year of study, includes instruction in three intensive modules as well as the opportunity to interact with American ECE professionals in many different settings.

 


Programme Structure

Semester 1

•EDU 240 – The Impact of Special Needs on Learning and Development: The Early Years (4 Undergraduate Credits)

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.

HDP 264 Research Methods: Current Issues and Research in Early Childhood Education in Singapore (4 Undergraduate Credits)

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.

HDP 362 The Meaning and Development of Play (4 Undergraduate Credits)

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.

SPE 393 Inclusive Curriculum and Environments (4 Undergraduate Credits)

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.

THE 277 Movement and Drama for Children (4 Undergraduate Credits)

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.

THE 351 Learning and Teaching through the Arts (4 Undergraduate Credits)

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.

Semester 2

•RES 651/652 Action Research I and II – RES 651 (2 Undergraduate Credits)

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.

EDU 326 Promoting Young Children’s Language Acquisition and Development (4 Undergraduate Credits)

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.

EDU 340 Developing Literacy for Young Children in a Multilingual Society (4 Undergraduate Credits)

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.

LPA 706 The Role of the Mentor Teacher (4 Undergraduate Credits)

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.

MAT 170 Statistics for the Behavioral Sciences (4 Undergraduate Credits)

Develops understanding of elementary statistical techniques needed in behavioral sciences. Includes frequency distributions, graphs, measures of central tendency and variability, percentiles and standard scores, Emphasis on sampling theory, hypothesis testing and drawing conclusions about a population from sample data.

PRO 415 Helping Children Cope with Stress (4 Undergraduate Credits)

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.

Semester 3

•EDU 352 Information Technology in Early Childhood Education (4 Undergraduate Credits)

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.

EDU 483 Entrepreneurship in Early Childhood Education Context (4 Undergraduate Credits)

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).

EDU 367 Foundations in Communication and Collaboration (2 Undergraduate Credits)

Explores effective adult interactions, across roles and relationships. Cultural and critical theories provide the foundations 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.

EDU 420 Advancing Communication and Collaboration (2 Undergraduate Credits)

Promotes ways to build trusting interprofessional 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.

PSC 399 Field Studies in Science (4 Undergraduate Credits)

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.

RES 651/652 Action Research I and II – RES652 (2 Undergraduate Credits)

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.

THE 352 Immersion and Integration through Drama (1 undergraduate credit)

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.

Semester 4

•EDU 474 Policy, Advocacy, and Leadership in Early Childhood Education (3 Undergraduate Credits)

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.

EDU 402 Interpersonal Skills of Leadership (4 Undergraduate Credits)

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.

HDP 358 Cross-Cultural Perspectives on Childcare (4 Undergraduate Credits)

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.

SPE 341 Assessing Students with Special Needs (4 Undergraduate Credits)

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.

Graduation Requirements

•Service Learning

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.

Presentation of Portfolio

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.

ELIGIBILITY

Wheelock College Early Childhood Education, BSc

Polytechnic Diploma

Ngee Ann Polytechnic

  • Child Psychology & Early Education
  • Early Childhood Education

Temasek Polytechnic

  • Early Childhood Studies
  • Psychology Studies and Early Childhood Teaching
OIP

Wheelock College Early Childhood Education, BSc

It is mandatory for students to complete a 5-week attachment at the home campus of the Wheelock College in Boston where they will get to experience a different culture and interact with overseas students. Students will be attending classes for two modules EDU 275/276 Communication and Collaboration with Families, Professional and Communities and PSC 399 Field Studies in Science.   Field trips will be arranged during the stay. The estimated cost ranges from S$7,500* to S$8,000*.

*Estimated costs are dependent on the prevailing currency exchange rate and airfare.

CONTACT US / LOCATION

Wheelock College Early Childhood Education, BSc

For admission-related queries, please email to Adm@SingaporeTech.edu.sg

For general and programme-related queries, please email to AcdPrg@SingaporeTech.edu.sg


carroll charles matthew

Assistant Professor Charles Carroll
Programme Director

 Roshidah Binte Subari Roshidah Binte Subari
Executive, Academic Programmes

Location:

SIT@NP Building
537 Clementi Road
Singapore 599493

sitnp