The main objectives of OEL328 and OEL329 are to provide students with the conceptual tools and learning experiences to develop a deeper understanding of developmentally appropriate early childhood pedagogies (DAP) in Taiwan and Japan. This is achieved through a combination of experiential learning, e-learning, observations and reflective conversations with professionals, and participation in an overseas trip to Hong Kong, China. Students will have the opportunities to cultivate a broader and deeper understanding of the trends and issues in early childhood education through engagement as participant observers in early childhood settings in selected host countries. This is achieved through a combination of the following activities: 1. Engagement in selected readings during which students review, consolidate and apply the knowledge acquired from previous ECE courses plus selected assigned readings for the trip to broaden and deepen their understanding about teaching and learning for young children. 2. Experiential learning that strengthens the development of the theory and practice link for early childhood content through observations and interactions with children and teachers in ECE settings in the host country, guided by the experiential learning framework that points students to attend to the relationships between DAP and cultural vs. universal conceptions of childhood development. 3. Participation in communities of learning (COL) that involves shared reflections on experiential learning activities during which students apply the “hermeneutic circle” within the context of early childhood education practices in the host country, and hence practice relating their evolving views about the teaching and learning process, and their images of the teacher and children, to the circumstances that are shaping early childhood practices in the host country. By working with local practitioners on education-related projects, students will get to apply what they have learnt not only through comparing how historical, economic, and socio-cultural factors shape educational development and early childhood education practices in the host country and in Singapore, but also through reflecting on the relationships between developmentally appropriate practices and cultural vs. universal conceptions of childhood development.
Credit Units: 5
Presentation Pattern: Due to current travel restrictions, the course is currently closed until further notice.