Singapore University of Social Sciences

Child Development and Early Childhood Curriculum: Shifts in Research and Practice

Child Development and Early Childhood Curriculum: Shifts in Research and Practice (CET501)

Applications Open: 01 April 2021

Applications Close: 31 May 2021

Next Available Intake: July 2021

Course Types: Modular Graduate Course

Language: English

Duration: 6 months

Fees: $2200 View More Details on Fees

Area of Interest: General Studies

Schemes: Lifelong Learning Credit (L2C)

Funding: To be confirmed

School/Department: Centre for Continuing & Professional Education


Synopsis

CET501 Child Development and Early Childhood Curriculum: Shifts in Research and Practice provides an overview of how child development research and more contemporary views on brain development have influenced changes in early childhood curriculum and pedagogy around the world and in Singapore. This knowledge should provide participants with an understanding of how "quality" in early childhood care and education is continually defined in different ways to meet different accountability needs. The course will enable participants to (re)think their image of young children as active thinkers and learners, provide opportunity for participants to be able to observe children in their learning process, and facilitate participants' understanding of what adults should do and say in order to facilitate young children's active and experiential learning. CET501 should serve the needs of those who are working on policies, programmes or projects pertaining to improving the lives of young children and their families.

Level: 5
Credit Units: 5
Presentation Pattern: Every July

Topics

  • Contemporary views of children’s learning and development (infant, toddlers, preschoolers)
  • Neuroscience research and its influence on early childhood education
  • Curricular approaches then and now
  • Play and experiential learning in early childhood settings
  • Language acquisition and bilingual ;earning
  • Various discourses about quality in early childhood care and education
  • The adult’s responsive role in young children’s learning process
  • Transitions faced by young children
  • Observing children as meaning makers
  • Home learning environments
  • Strengthening communities and integrated services for children and families
  • Catering for developmental variations and diverse needs

Learning Outcome

  • Compare major findings in child development research
  • Discuss ways in which child development findings can influence curricular and pedagogical approaches
  • Contrast child development and cultural assumptions underlying national early childhood curriculum frameworks
  • Examine the complexity of child development in the first 1000 days
  • Create a series of play-based learning experiences informed by contemporary views on child development
  • Evaluate how adults’ use of language to facilitate children's thinking and learning can be Improved
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