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Bachelor of Education (Early Childhood Development)
Defination
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Definition of the Terms

Preamble

Regulations for the B. Ed degree shall apply subject to provisions of both the University and Faculty General Academic Regulations.  University and Faculty Regulations shall normally take precedence over specific degree special regulations. The term "Early Childhood Development" is used to refer to programmes for children within the zero-eight8 year age range.  These years can be further sub-divided into pre-school years (zero-five years) and primary infant grades one-three (six-eight years).

Aims

to create an inter disciplinary coalition of Early Childhood Development practitioners committed to delivering the very best care and early education to young children and their families.

to encourage students to be reflective about individual development and social process by using research, policy analysis and practices as important tools for such reflection.

to promote gender equity and equal opportunities in tertiary education.

Learning Outcomes

The course is designed to impart:

Guidance and counselling skills

Educational research skills

Data interpretation and analysis skills

Organisational management skills of ECD settings

Evaluation and assessment skills of ECD children

Writing and publishing articles

Gender sensitization and promotion skills

Child advocacy and activism skills

Designing child development curricular

Entry Requirements

Subject to provision of the University and General Academic Regulations for admission, the following entry requirements shall apply:

A minimum of 5 "O" level passes including English Language at grade C or better.

Possession of a Diploma in Infant Education or Early Childhood Development/Pre-school.

A minimum of two years working experience in infant grades one-three or in a pre-school setting.

Duration of the Programme/Study

The Bachelor of Education degree in ECD shall be taken over a period of three years (six semesters).  The academic year consists of two semesters.

Mode of Offering

The programme shall be offered on a part-time basis (school vacations)

Programme Structure

All B.Ed (ECD) students are expected to undertake a minimum a minimum of 23 courses including a research project (a project is worth 2 courses).

In the first year, students shall undertake nine courses on offer, three of which are foundation courses.  One of the courses shall be a Gender Studies Course.  For a student to proceed to second year, he/she should pass all the nine courses.

In the second year, students shall undertake 8 courses.

In the third year, students shall do 4 courses plus a project and practicum.

In order to proceed to register for the dissertation, a student must have passed Introduction to Research Methods and Statistics in the second year.

All in all, a student shall normally require at least twenty courses plus a project to graduate with a B.Ed degree in ECD.

A course equals sixty (60) hours contact time.

Courses on offer:

Year 1

First Semester

Code

Course

Credits

ECD 111

Historical & Philosophy of Early Childhood Development

4

ECD 112

Human Learning and Development

4

ECD 113

Sociological Perspectives in Early Childhood Development

4

ECD 114

Programming in Early Childhood

4

CS 111

Communication Skills

3

 

Course Synopsis

Year 1              First Semester

ECD  111  History & Philosophy of Early Childhood Development

The course is designed to provide an insight into the development of education from the time of European occupation to the present time.  Additionally, it is also designed to help students to acquire philosophical concepts which can be used for sound classroom decisions.

ECD 112  Human Learning and Development

The following perspective and their respective theories are to be studied with regards to their enhancement of the understanding and/or handling of learning and teaching at ECD level, from a critical point of view.

ECD 113  Sociological Perspectives of Early Childhood Development

This introductory unit in sociological perspectives presents an overview of how sociology contributes to education.  Various theories are examined and their implications for education give the teacher an understanding of the way human beings interact. The students will learn that "sociology" is about social relationships.

ECD 114  Programming in Early Childhood Development

The course explores salient issues of curriculum such as definition of curriculum, factors that influence curriculum, design and development of the curriculum.  The course also dwells on evaluation of the school curriculum.

CS 111  Communication Skills

The course covers basic communication definition, theories, models, principles, concepts and practical skills employed interpersonal communication.  Aspects of oral communication, group dynamics and non-verbal models are also examined.  Intra and interpersonal communication skills, small group and public speaking theories and approaches are looked at.

Year 1             Second Semester

ECD 121  Language Development

The course focuses on language development of young children and its integral role in the development of thinking and a sense of self.  Topics include language acquisition, sociolinguistics functions of language and the relationship between oral and written language.

ECD 122  Introduction to Gender

The course explores various gender theoretical perspectives such as theories of gender difference, inequality and oppression.  Additionally, the course explores how gender differences and inequalities that are so much a part of everyday life are socially structured and maintained in both public and private spheres.

ECD 123  Health in Early Childhood Development Programmes

This course aims at developing an in-depth understanding of issues related to Nutrition, Health and Safety in ECD.  Such issues are critical to the early learners hence the need for students to develop an awareness, appreciation and an encyclopedic knowledge of the issues.  The course is intended to enable the students to design accident-free learning/teaching environments guided by theoretical framework related to Health, Safety and Nutrition.

ECD 124  Management of Early Childhood Development Settings

The course explores positive administrative practices.  Topics covered are effective practices of administration including good communication, positive community relations, fiscal stability, needs and conditions of staff members, centre assessment and resource mobilization.

Year 2             First Semester

ECD 211  Special Needs Education

The main objective of the course is to create awareness among students on the needs of exceptional children.  They should be able to identify as well as facilitate early referral, which subsequently leads to early assessment as well as placement in relevant educational programmes that are offered by the Ministry of Education, Arts, Sport and Culture.  This course is in line with the Ministry of Education, Sport and Culture's policy of integration where emphasis is on educating the child in his/her environment whenever possible.  Knowledge of different types of exceptional children should also help teachers to design appropriate learning programmes that suit a particular child.

ECD 212 Reading and Writing

The course examines definitions of reading and writing and the psychological processes involved in them.  A variety of reading approaches as well as lesson development will be explored.

ECD 213  Mathematics in ECD

The course examines the study of children as they emerge as mathematical thinkers.  Students will gain firsthand knowledge of the concepts and processes involved in working with a community of early mathematical learners.  The content areas of number, operations, pattern, spatial relationships, measurement and data analysis will be explored.

ECD 214  Teaching Science Concepts to ECD Children

The course examines the importance of developing children's creativity, curiosity, problem solving skills and appreciation of the environment in the exploration of science.  Additionally, the course will focus on the different approaches to the teaching of science concepts.

Year  2            Second Semester

ECD 221  Technology and computing in Early Childhood Development

This course focuses on various roles information systems can play in an organization. The course was designed to make one knowledgeable on underlying computer-based information systems for a business environment.  The course is designed to integrate general system theory, organizational theories and information systems theory, at all levels.  The course is as well designed to provide business professionals with a practical understanding of the dynamic challenges and opportunities posed by information technology (IT) in today's highly competitive business marketplace

ECD 222  Expressive Arts

The course provides students with skills and knowledge necessary to guide children's musical development in the early years.  It will examine how music and movement can be integrated into the early childhood/primary classroom environment.  The main approaches to music education (Dalcnoze, Oriff, Schulwerk) are examined.  The course provides students with skills and knowledge necessary to guide children's musical, physical and artistic development in the early years.  Main approaches to expressive arts are examined.

ECD 223  Introduction to Research Methods and Statistics

This course will expose students to the basic philosophy and practice of educational research.  It is an introductory course in both qualitative and quantitative research paradigms.  Particular attention will be given to developing basic research of design and procedures.

ECD 224 Social Sciences in Early Childhood Development Programmes

Students will explore the social studies/religious and moral education curriculum areas. This enhances their appreciation of the importance of social sciences areas within the total education of the child in the primary and early childhood years and beyond Major emphasis is on the contribution of social sciences to the development of children's competencies and attitudes necessary for critically active and inquiring citizenship.

 

Year 3             First Semester

 

ECD 311  Families, Communities and Early Childhood Development Programmes

The course places emphasis on interdependence of family, culture and community on the development and education of children from newborn through to age of eight.  Ethics in handling children will be explored.  Furthermore, family violence and its impact the quality of the life of the child will be examined.

ECD 312 Guidance, Counseling and Life Skills

The course covers issues in a wide range of issues dedicated to assisting people, individuals, family members and care givers who are struggling with the effects of a disability and are seeking to restore hope and meaning to their lives. Themes include:  assessment, counseling, compensatory strategies, wellness promotion, stress management, education and consultation to involved community members and referrals to other specialists when necessary.

ECD 313  Research Projects

Students will under the guidance of a member of staff, pursue an in-depth study of a topic relevant to the field of education and in particular to the focus of the student's major study area.  Student's project proposals will be the subject of a critical review.

ECD 314  Child Assessment

The course stresses a developmental approach to observation and assessment of ECD children.  Students are exposed to a variety of assessment techniques including theoretically based unstructured and structured observations.

ECD 314  Infant Toddler Growth and Development

The course is an introduction to the care and teaching of infants and toddlers, with emphasis on the interrelationship between social, emotional, cognitive, physical and language development.  Age appropriate curriculum strategies will be based on developmental theories.  Components of high quality programmes will be explored.   By engaging in active learning and dialogues.  Students will gain insights of various learning theories, used in infants and toddler growth. Class activities including reading, discussions, group activities, research and field observation will result in better understanding of major development theories and their implementations in infant/toddler educational settings.

 

Year 3             Second Semester

ECD 321 Practicum

Students will engage in a 30 day practical teaching experience in a teachers' college. They will be involved in planning and delivery of lectures.

ECD 313 Research Projects

Students will under the guidance of a member of staff, pursue an in-depth study of a topic relevant to the field of education and in particular to the focus of the student's major study area.  Students' project proposals will be the subject of a critical review.

 



 

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