Reimagining Early Childhood: A Developmental and Play-Based Pedagogy (CETW026)

Synopsis

This foundational programme emphasises internalising a new developmental perspective and pedagogical approach centred on the unique ways young children (0-8 years old) grow, learn, and relate to their world, contrasting this with acquiring new "subject matter" which may be more prominent for older children.

 The programme begins with an overview of recent neuroscience and early childhood education research, linking these to early development, theories of learning, learning environments, and curriculum approaches and models for preschool-aged children.

 The focus on play, along with pedagogical shifts from instructor to facilitator and co-creator, from product to process, from whole class to small group and individualised learning, and from abstract to concrete will be discussed. 

Who Should Attend

Early Childhood Officers and Practitioners 

Topics

• The Foundation: The Child, Neuroscience & Play
• Frameworks for Understanding & Practice
• The Environment as the Third Teacher
• The Notion of Quality in Early Childhood
• Global Inspirations & Curriculum Models
• Important Pedagogical Points

Objectives

To enable educators to adopt a developmental, play-based approach grounded in neuroscience and early childhood research, and apply it through facilitation, learning environment design, and authentic assessment to support holistic learning for children aged 0 to 8.

Learning Outcomes

A. Knowledge and Understanding (Theory Component)

By the end of this course, participants should be able to:

• Explain core concepts from neuroscience and their direct implications for teaching practices with children aged 0-8.
• Defend the role of play as the central pedagogy for young children, linking it to developmental and neuroscience insights.
• Articulate a personal, refined “image of the child” as competent, capable, and full of potential.
• Contrast a subject-centred, instructor-led model with a developmental, play-based, facilitator model.
• Commit to acting as a facilitator and co-creator of knowledge alongside children rather than merely a transmitter of information.

B. Key Skills (Practical Component)

By the end of this course, participants should be able to:

• Design elements of a physical and social-emotional learning environment that serve as a “third teacher” to stimulate inquiry, independence, and interaction.
• Develop strategies to foster prosocial skills and cultivate a nurturing, inclusive classroom climate.
• Develop suitable, authentic assessment strategies that are integrated into play-based learning and document the learning process.
• Develop strategies to foster collaborative, respectful, and educational partnerships with diverse families.
• Shift personal practices from concentrating on product and whole-class instruction to emphasising process and small-group interactions.

Schedule*

*Subjected to changes.

Assessments

• Observation task 
• Daily reflective journal and a final reflection on “pedagogical shift” 
• Group presentations (e.g. comparing curriculum models, designing the environment plan, creating a family partnership plan) 

Requirements

Participants need to have

• A Diploma in Education or a Diploma in Early Childhood Education (Teaching) or equivalent qualifications
• At least two years of teaching experience

Course Fee

For clarification, please contact the SUSS Academy via the following:

Telephone: +65 6248 0263

Email: [email protected]