ACCREDITATION STANDARDS FOR EARLY YEARS TRAINING COURSES

Transcription

1 ACCREDITATION STANDARDS FOR EARLY YEARS TRAINING COURSES Issued by MCYS Early Years Qualification Accreditation Committee (EYQAC)2012

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3 CONTENTS I. THE EARLY YEARS QUALIFICATION ACCREDITATION COMMITEE... 1 II. INTRODUCTION... 2 III. ACCREDITATION FRAMEWORK... 4 IV. STANDARDS FOR ACCREDITATION... Standard 1: Admission Requirements and Practices Standard 2: Administration of Courses Standard 3: Course Content a) WSQ Higher Certificate in Infant Care b) WSQ Advanced Certificate in the Early Years Standard 4: Modes of Assessment and Professional Placement Standard 5: Academic and Professional Qualification of Teaching Faculty: Trainers and Practicum Supervisors Standard 6: Facilities and Resources 5 V. PROCESSES VI. TERMS OF ACCREDITATION VII. ANNEXES... Annex A: Pre-requisites and Required Documents for WSQ Organisational Approval Application (Public and In-house) Annex B: Process to Register as Early Years Qualification Training Provider (New WSQ ATO under ECCE WSQ) Annex C: Sample 2-year Plan and Template for WSQ Organisational Accreditation Application (Public ATOs) Annex D: Application for Accreditation of Early Years Training Courses Annex E-1: Curriculum Design and Development of WSQ Early Years Training Courses Annex E-2: Modes of Assessment Annex E-3: List of Early Childhood Centres Trainees are Attached For Supervised Professional Practice Annex F-1: Summary sheet for Trainers, Assessors, Curriculum Developer, Field Supervisors Annex F-2: Personal Particulars of Academic Head Annex F-3: Summary List of Proposed New Trainers and Practicum Supervisors Annex F-4: Application For Approval of Trainers and Practicum Supervisors Annex F-5: Reason(s) For Request For Approval of Additional New Trainers and Practicum Supervisors Annex G: List of Trainees and Module(s) Granted Exemptions Annex H: Sample Course Evaluation Form Annex I: Sample Summary of Trainee Evaluation 44

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5 I. The Early Years Qualification Accreditation Committee The EYQAC

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7 I. THE EARLY YEARS QUALIFICATION ACCREDITATION COMMITTEE 1. The Early Years Qualification Accreditation Committee (EYQAC) is set up by the Ministry of Community Development, Youth and Sports (MCYS) as part of the broader quality agenda to establish and enhance the standards of programmes and practices for children aged 2 months to 3 years in centre-based child care. 2. The members of the committee comprise senior officers from MCYS Child Care Division and the Singapore Workforce Development Agency (WDA). Representatives from tertiary institutions and the early childhood sector act as advisors. 3. Views from a panel of expert resource persons from the early childhood sector including training agencies and major child care operators are sought by the EYQAC when required. 4. The function of EYQAC is to provide guidance over the content and accreditation of training courses for educarers, which complement the Pre-school Qualification Accreditation Committee s (PQAC) focus on the pre-school age group. Standards drawn up by this committee and the EYQAC will ensure continuity in teacher training to raise the quality of care and development for children in centre based care. 5. EYQAC reserves the right to revoke any accreditation conferred on a course in the event of the agency s non-compliance with the standards and terms set out in the Accreditation Standards. The EYQAC 1

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9 II. Introduction Introduction

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11 II. INTRODUCTION 1. The aim of early years care and development in Singapore is to lay a strong foundation for infants, toddlers and nursery children in centre-based child care settings. The early years training courses designed for educarers of children ages 2 months to 3 years are anchored in the desired outcomes stated in the Early Years Development Framework (EYDF) that are developed by the Ministry of Community Development, Youth and Sports. 2. These outcomes focus on the 5 key pillars which define expectations of children s well-being, development and learning, the programme, educarer, family and community. DESIRED OUTCOMES OF EARLY YEARS CARE AND DEVELOPMENT Children are secure, confident, safe and healthy Children are involved, engaged and enquiring Programmes are holistic and provide optimal experiences for growth, development and learning Educarers are professionals and reflective practitioners Centres, families and community engage in strong partnerships and collaborative networks 3. The quality and standards of care, development and learning are determined by the quality of training received by educarers. Infants, toddlers and nursery children have specific care, developmental and learning needs. Hence, the quality of training for educarers would need to be attuned to and address the developmental needs of young children, incorporating sound theories and best practices that are based on emerging trends and research in brain development in the early years. 4. Educarers who are equipped with specialised knowledge and competencies are able to validate good practices and effectively translate key child development theories and principles in their work with young children. They would require the requisite knowledge and skills that will enable them to create warm and nurturing environments in a climate of respectful, responsive and reciprocal relationships for children to develop secure attachments and confidence. 5. In addition, educarers who receive specialised training are able to generate culturally and developmentally appropriate opportunities for children s holistic development and learning in a safe and healthy environment. They would also be able to involve families as partners in the care, development and education of children, and engage the community as support and resources for their centres and families. 6. To optimize the training provided for educarers with different levels of qualifications, a new training and certification pathway has been drawn up. Early childhood personnel will have different entry points to the various accredited courses that are aligned to their academic and professional qualifications. Introduction 2

12 REGISTRATION OF TRAINING AGENCY 1. Under the Education Act, Cap. 87 (1985 Edition), training agencies are required to be registered with the Ministry of Education. 2. Registration of training agencies is handled by the Council for Private Education. Please refer to their website at for details regarding registration. 3. As the accredited courses come under the WDA s WSQ frameworks and are jointly accredited by WDA and EYQAC, training agencies are also required to be a WDA Approved Training Organisation (ATO) for the Early Childhood Care and Education (ECCE) WSQ framework. For more details on becoming an ECCE WSQ ATO, please refer to Annex A and WDA website at: 4. WDA and EYQAC will consider applications for accreditation only after training agencies have been successfully registered with the Council for Private Education. 5. Details of the registration process to be an accredited qualification training provider is presented in Annex B (Figures 1a and 1b). 3 Introduction

13 III. Accreditation Framework Accreditation Framework

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15 III. ACCREDITATION FRAMEWORK The EYQAC accreditation framework is built upon six important areas where high standards of training of educarers are expected. These standards for accreditation are rigorous and aid training agencies in developing and sustaining effective early childhood teacher training courses. These standards should be used by agencies to develop and sustain quality training courses for child care teachers and educarers. STANDARDS FOR ACCREDITATION 1. The Standards for Accreditation covers the following: Standard 1: Admission Requirements and Practices Standard 2: Administration of Courses Standard 3: Course Content Standard 4: Modes of Assessment and Supervised Teaching Practice Standard 5: Quality of Faculty Standard 6: Facilities and Resources 2. When used to gauge quality, these standards enable training agencies to: assess their institutional performance and identify areas for improvement before they submit training courses for accreditation define their institutional quality and educational effectiveness, in promoting the development and sharing of good practices leading to the improvement of quality programmes for young children design a rigorous assessment system to gauge training outcomes 3. Within each of the six standards are sub-areas defining topical areas essential to the standard itself. Each area is meant to support basic decisions on accreditation and thus enable EYQAC to assess the effectiveness of the course to be conducted by a training agency. Accreditation Framework 4

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17 IV. Standards For Accreditation Standards For Accreditation

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19 IV. STANDARDS FOR ACCREDITATION STANDARD 1 Admission Requirements and Practices Standard 1 stipulates that training agencies admit only applicants who meet the entry requirements to the accredited courses. ADMISSION REQUIREMENTS TO COURSE(S) 1. All training agencies will need to establish that applicants meet the entry requirements to the courses, depending on whether they are existing or new teachers. The new entry requirements to courses accredited by EYQAC takes effect from 1 October 2011 and are specified in Table 2.1 and All applicants must be at least 21 years of age. Table 2.1: Requirements for Admission to WSQ Higher Certificate in Infant Care Course Accredited by EYQAC S/N Course Title Minimum Admission Requirements 1. WSQ Higher Certificate in Infant Care (WSQ HCIC) At least Secondary 2 qualifications <OR> completed 8 years of formal education 1 and Completed Fundamentals in Early Childhood Care and Education and Attained an average SOA 4 in the WPL Series 1 Applicants are to present official documents from institution to show completion of 8 years of education. Medium of instruction is to be in English. Standards for Accreditation 5

20 Table 2.2: Requirements for Admission to WSQ Advanced Certificate in Early Years Course Accredited by EYQAC S/N Course Title 2. WSQ Advanced Certificate in Early Years (WSQ ACEY) For applicants who are existing teachers (those who have been employed in a Child Care Centre before 1 October 2011) Completed Certificate in Infant and Toddler Care or WSQ Higher Certificate in Infant Care and Minimum Admission Requirements For applicants who are new teachers (those who have been employed in a Child Care Centre on or after 1 October 2011) Must have at least Secondary 4 qualifications <OR> completed 10 years of formal education 2 and Attained an average SOA 5 in the WPL Series and any one of the following: A credit in GCE O level English as a 1 st Language (EL1) <OR> A minimum of Band 5.5 in the International English Language Testing System (IELTS General Training) <OR> An average SOA of 5 for WPL (written) Attained an average SOA 5 in the WPL Series and any one of the following: A credit in GCE O level English as a 1 st Language (EL1) <OR> A minimum of Band 5.5 in the International English Language Testing System (IELTS General Training) <OR> An average SOA of 5 for WPL (written) Note: CITC courses will be replaced with WSQ HCIC from Jan The Chinese WSQ HCIC and WSQ ACEY courses should follow the same course content standards and guidelines as that of the English course. The minimum language requirement for admission is as follows: WSQ HCIC (CL): level 5 in Hanyu Shuiping Kaoshi (HSK) WSQ ACEY (CL): A credit in GCE O level Chinese (CL) <OR> level 6 in Hanyu Shuiping Kaoshi (HSK) 3 2 Applicants are to have passed an examination conducted by the country or state. Medium of instruction is to be in English. 3 The HSK consists of 4 components: Listening, Reading, Writing and Oral. Advanced level grade 6 is equivalent to attaining at least 60 marks in the Listening, Reading and Writing components, and a pass at Advanced level for the Oral component. 6 Standards for Accreditation

21 ADMISSION PRACTICES 1. Training agencies should make known the following information to prospective trainees prior to the commencement of the accredited course: a) government policies relating to the early childhood sector (e.g. minimum teacher qualifications, including language proficiency requirement) b) eligibility criteria for enrolment c) institutional rules and regulations d) course fees and other charges e) payment schedules f) course details (aims/objectives, course content, duration of courses and modules, assignments and tests/examinations) g) time-table with assigned trainers names h) other administrative requirements This could be in the form of a student handbook. 2. All academic 4 or professional certificates and/or transcripts obtained from trainees must be certified as true copies. Documents in any language medium other than English must be translated officially. Transcripts are necessary should there be a need to establish the number of credits and grade for the respective languages. Academic certificates from the People s Republic of China must also be accompanied by notarial certification on top of translations. 3. Training agencies found to have committed a breach in Standard 1 have the responsibility to rectify the breach by ensuring that trainees who were wrongly admitted obtain the required academic and language qualifications before issuing the Certificate of completion. If need be, agencies are to provide financial compensation by paying for the relevant tuition/examination fees. 4 Academic and graduation certificates must be submitted as supporting documents to confirm the number of years of formal education. Standards for Accreditation 7

22 STANDARD 2 Administration of Courses Standard 2 stipulates that training agencies establish policies and formalise a system of procedures for evaluating performance outcomes, keeping of records (academic and non-academic), managing trainees welfare and handling complaints. They must have structures in place to attain external validation of quality standards for all 6 EYQAC Standards. ADMINISTRATIVE REQUIREMENTS 1. Training agencies are expected to furnish to EYQAC the following information before commencement of course(s): a) a copy of the time-table one month before the commencement of the course. This time-table should include the time/date of the sessions for each module to be attended by the trainees, and the approved trainers assigned to each session/module. 2. In addition, agencies should also maintain the following records/reports: a) records of trainees on the programme, including data on their personal particulars and academic, language and professional (if applicable) attainments, basis for admission to the programme, exemptions from modules together with the exemption framework (if applicable), attendance, performance and achievements. b) amendments made to the time-tables and trainers deployed, if applicable. c) records and summaries of evaluation on modules completed for every course by at least 80% of the trainees. d) the agency s internal annual reports of all accredited courses which include data on enrolment, trainees performance, evaluation of faculty involved in training and other significant developments of the course(s) conducted during the year. 3. Training agencies are to notify EYQAC of changes in ownership or management, collaboration with other organisations, additions to courses or facilities, relocation of training agency and events or circumstances that could affect the agency s policies, staff, course contents and legal or financial status. 4. Training agencies are also to notify EYQAC and update on SkillsConnect ( gov. sg) of changes in the Academic Head, Course Administrator and Core Trainers for each course when there is a change of appointment. 8 Standards for Accreditation

23 5. The training agency must upload WSQ assessment results on SkillsConnect within 2 weeks of completion of every course module and issue WSQ Statement of Attainment (SOA) and Qualification certificates to trainees who have successfully completed the courses. 6. Training agencies must formally inform trainees of their successful completion of the course. They can only issue WSQ certificates to trainees who have successfully completed the course, and according to the timeline specified by WDA. In the interim period, agencies are required to issue letters of successful completion of course within 3 months of last assignment submission date. 7. To better ensure the attainment of quality standards as well as sector standards, including EYQAC standards, all training agencies must be approved WSQ ATOs with WDA and fully comply with the stipulated quality assurance system and standards set by WDA and MCYS. Standards for Accreditation 9

24 STANDARD 3 Course Content Standard 3 specifies elements within a course that training agencies are expected to fulfil in order to attain and maintain accreditation. These elements include course content, objectives, outlines and duration. GENERAL REQUIREMENTS 1. The content of all courses should concentrate on the following: a) Core knowledge and understanding of the different stages and domains of development in children from prenatal to birth, up till 3 years of age. This includes physical, cognitive, socialemotional and language development. b) The core values and skills required of educarers in the care and education of young children, which are aligned to the desired outcomes and sub-outcomes of the EYDF as well as goals and targets for early childhood care and education. c) An understanding of and ability to facilitate learning through play, transitions and routine caregiving tasks, as well as social, cognition and communication skills in young children s development. d) The application of professional standards and ethics. 2. To obtain accreditation for the WSQ HCIC and WSQ ACEY courses, training agencies must design their training courses such that the content includes all the core and sub-modules detailed in standard All training agencies have the flexibility to conduct the courses on a modular system, but the sequence of fulfilling each module must be logical. This is to ensure that educarers have established a strong core of fundamental knowledge and skills before moving forward to higher content level. 4. The delivery of courses may include blended learning modalities (i.e. a combination of face-toface classroom methods with computer-mediated activities to facilitate an integrated approach for instructors and learners) that are appropriate for the respective sub-modules provided that these do not exceed 15 % of the classroom content hours per module or sub-module. Training agencies must demonstrate that they have the necessary and proficient expertise and infrastructure to design and facilitate e-learning for the selected subject content and submit detailed descriptions of the content and mode of delivery of the blended learning components as part of the submission for accreditation. 5. Training agencies should integrate theory and practice in the delivery of the courses. 6. Additional modules not within the stipulated core modules and conducted by non-approved trainers must not be included in the minimum number of training hours. 10 Standards for Accreditation

25 TYPE OF COURSES 1. EYQAC accredits the contents and standards of the following 2 training courses: a) WSQ Higher Certificate in Infant Care (WSQ HCIC) b) WSQ Advanced Certificate in the Early Years (WSQ ACEY) 2. Training agencies may offer the WSQ HCIC and WSQ ACEY courses in Chinese in accordance to WDA s existing guidelines. 3. The WSQ Higher Certificate in Infant Care (WSQ HCIC) is the minimum professional qualification for an educarer working with children aged 2 to 17 months. 4. The WSQ Advanced Certificate in Early Years (WSQ ACEY) is a required professional qualification for an educarer working with children aged 2 months to 3 years. 5. Accreditation status of the above courses is only applicable within Singapore. 6. Training agencies must ensure that they use various methods of course delivery to optimize learning for child care teachers and educarers and ensure that they attain the necessary knowledge and skills required of a competent educarer. COURSE OBJECTIVES, OUTLINES AND MINIMUM DURATION 1. The core modules and sub-modules of the WSQ HCIC and WSQ ACEY courses should encompass the following learning outcomes, desired knowledge and competencies that effective educarers must possess: a) A strong understanding of theories and practices in child development. b) The ability to implement theories into practice. c) The ability to plan and execute intentional as well as developmentally and culturally appropriate programmes and activities for young children (2 months to 3 years). d) The ability to facilitate effective development and learning among children of various age groups. e) The ability to collaborate with key stakeholders towards the holistic and comprehensive development of young children. f) A commitment towards professional development and personal growth. 2. The total number of training hours for each course is predetermined. These are the contact hours between trainer(s) and educarers, and can be conducted via various modes of delivery for a course. 3. Courses may be carried out on a part-time or full-time basis, but training agencies must ensure that the minimum predetermined training hours for each core module, sub-modules and minimum duration of the courses are achieved. The minimum duration of the courses is as follows: Course and Training Hours Duration for Part-Time Course Duration for Full-Time Course WSQ HCIC (300 hrs) 8 months 4 months WSQ ACEY (600 hrs) 16 months 8 months Standards for Accreditation 11

26 Course Outline and Depth of Coverage Training agencies are to ensure that the depth of coverage for the course will include the following core and sub-core modules. Table 3.1: Course Content for WSQ HCIC (300 hrs) S/N Core Module Sub-Module Training Hours 1. Overview and Introduction to Early Years Landscape in Singapore 2. Principles of Infant and Toddler Development Rationale: to Introduce child development theories which will facilitate understanding of children from birth to toddlerhood in terms of their growth, development and learning Equip educarers with the basic skills for carrying out observations, reflections and documentation 1.1 Early Years Development Framework for children 2 months through 3 years 5 : - Objectives and key elements which includes Vision, Pillars and Guiding Principles - Desired Outcomes and Sub-Outcomes 2.1 Prenatal and neonatal development 2.2 Attachment and bonding 2.3 Understanding child growth, development and learning including developmental variations with reference to: - Physical development - Cognitive development - Language development - Social-emotional development - Sensory-motor development 2.4 Infant and toddler positive guidance strategies 2.5 Introduction to observation methods, recording and assessment tools for infants and toddlers 2.6 Policies, licensing requirements, teacher certification and training requirements 2.7 The United Nations Convention on the Rights of the Child and Code of Ethics including Educarers roles and responsibilities 2.8 Introduction to identification and management of children with special needs 16 hours 24 hours 5 Trainers must be MCYS pre-approved trainers accredited to conduct the WSQ EYDF programme. 12 Standards for Accreditation

27 S/N Core Module Sub-Module Training Hours Provide practical experiences that would enable educarers to manage and guide behaviours Equip educarers with basic skills to identify children with special needs 3. Environmental Design for Infant/ Toddler Programmes Rationale: to Provide educarers with practical experiences in planning developmentally appropriate environments and materials for infants and toddlers Raise educarers awareness of the safety considerations in planning suitable environments and the selection of materials 3.1 Setting up appropriate learning spaces to promote physical, intellectual, emotional and social development 3.2 Creating spaces for children who are nonmobile, crawlers and walkers 3.3 Types of equipment and locations 3.4 Provisions for learning and development 3.5 Appropriate adult role 3.6 Conditions fostering safety and health 3.7 Outdoor and playground safety 30 hours Standards for Accreditation 13

28 S/N Core Module Sub-Module Training Hours 4. Infant/Toddler Curriculum Rationale: to Raise awareness on the importance of caregiving and play as curriculum for infants and toddlers Equip educarers with the skills to plan developmentally appropriate activities and experiences 5. Partnerships with Families Rationale: to Raise awareness on the importance of centre-family partnerships Equip educarers with the skills to strengthen communication and partnerships with families 4.1 Programme planning for infants and toddlers 4.2 Scheduling individualised caregiving routines, play and developmental experiences and activities for infants toddlers 4.3 Why a curriculum for infants and toddlers 4.4 Transitions and care-giving activities as a curriculum 4.5 Play as a curriculum: - Various types of play 4.6 Principles of caregiving with reference to: Respectful, Responsive and Reciprocal caregiving practices 4.7 Developmentally appropriate practices in caregiving 4.8 Easing transitions: - Home to centre - Level to level - Other transitions within the centre 4.9 Learning experiences which includes: - Communication and Language development - Cognitive development - Early numeracy and problem solving - Aesthetic experiences - Sensory-motor experiences 5.1 Appreciating expectations of parents 5.2 Understanding the influence of families on the care & development of infants & toddlers 5.3 Partnership and effective communication strategies 5.4 Appreciating diversity in a multicultural context 5.5 Oral and written communication skills which will include: - conversational skills (e.g. expressing oneself using appropriate vocabulary, engaging parents informally through dialogues) - simple report writing of incidences and events - taking observational notes - crafting s and notes to parent - IT skills as a communication tool 50 hours 25 hours 14 Standards for Accreditation

29 S/N Core Module Sub-Module Training Hours 6. Health,Safety and Well-Being Rationale: to Raise educarers awareness on the importance of ensuring safe environments for infants and toddlers Equip educarers with skills for managing young children in the areas of children s physical, emotional and mental health, safety, hygiene and nutrition Raise educarers awareness of child abuse and neglect 7. Professional Placement Rationale: to Provide educarers with practical experiences in carrying out routine caregiving, play, observations and interactions. 6.1 Infant mental health and well-being 6.2 Procedures for: - Conducting daily health checks - Various caregiving tasks (diapering, feeding, bathing) - Preparing and storing milk/bottles and food - Hand washing and sterilisation 6.3 Nutritional needs of infants and toddlers and menu planning 6.4 Common ailments, diseases and infections affecting infants and toddlers and responding to them (including infectious diseases) 6.5 Maintaining records related to infants and toddlers health, safety and wellbeing 6.6 Vaccinations and immunisations 6.7 Administration of prescribed medication 6.8 Emergency preparedness and evacuation 6.9 Handling and preventing injuries including: - Understanding and detecting child abuse and neglect - Infants at risk (abuse etc.) - Paediatric CPR/paediatric first aid - Safe and healthy indoor and outdoor conditions Trainees need to fulfil at least 50% of the field practicum attachment which is 48 hours in each of the age groups: Younger Infants (2 to 12 months); Older Infants (above 12 to 17 months). Trainees need to fulfil up to 24 hours for the Pre-Practicum, Learning Journey and Post-Practicum sub-modules. The scope will include: Pre-Practicum Preparation 35 hours 120 hours Equip educarers with skills to carry out reflection and documentation 7.1 Briefing of educarers, practicum supervisors and centre supervisors (e.g. expectations and outcomes) 7.2 Code of conduct and protocol during the practicum (includes dress code etc) 7.3 Assessments and assignments Standards for Accreditation 15

30 S/N Core Module Sub-Module Training Hours Learning Journey 7.4 Visit to at least one other infant care setting and toddler care setting 7.5 Observe and reflect on the environment practices with reference to the key components in the EYDF (e.g. key guiding principles, desired outcomes and sub-outcomes). Field Experience (96 hrs) 7.6 The practicum will include: - Using appropriate observation tools for infants and toddlers - Carrying out caregiving routines (e.g. diapering, feeding, bathing, dressing) which reflect respectful, reciprocal and responsive interactions - Evaluating infants and toddler care settings and recommending improvements - Working with families De-brief 35 hours 7.7 Debriefing and sharing of experiences 7.8 Reflections on learning and experiences 7.9 Submission of practicum folders TOTAL TRAINING HOURS 300 hours 16 Standards for Accreditation

31 WSQ ADVANCED CERTIFICATE IN THE EARLY YEARS (WSQ ACEY) Objectives The objectives of the WSQ ACEY are to: a) Provide educarers with an overview of the history and theories behind early childhood care and education, as well as an understanding of the various domains and stages of development for children from birth to 3 years. These must be portrayed in the context of the work experience of local educarers to help them reflect, assess and improve their current practices. b) Enable educarers to have a more in-depth understanding of the guiding principles, outcomes and sub-outcomes of the Early Years Development Framework (EYDF). c) Enable educarers to apply and implement the suggested practices stated in the EYDF in their work with young children and families. d) Equip educarers with necessary skills and practical knowledge to plan and implement programmes, curriculum and environments for the following age groups: Infants (2 to 18 months) Toddlers (Above 18 to 30 months) Nursery children (Above 30 to 36 months) e) Equip educarers with the skills to engage in reflective practice. f) Equip educarers with relevant skills to work collaboratively with colleagues, parents and families, as well as key stakeholders in the community to support children s care, learning and development. Standards for Accreditation 17

32 Course Outline and Depth of Coverage Training agencies are to ensure that the depth of coverage for the course will include the following core and sub-core modules. Table 3.2: Course Content for WSQ ACEY (600 hrs) S/N Core Module Sub-Module Training Hours 1. Overview and Introduction to Early Years Landscape in Singapore 2. Principles and Practices in Early Years Care, Development and Learning Rationale: to Provide an overview of developmental perspectives in early childhood care and development Reinforce key child development theories which will facilitate understanding of children from birth to 3 years in terms of their growth, development and learning Identify culturally and developmentally appropriate practices for care in group settings, transitions and managing behaviours 1.1 The Early Years Development Framework for children 2 months through 3 years 6 : - Objectives and key elements which includes Vision, Pillars and Guiding Principles - Desired Outcomes and Sub-Outcomes 2.1 Philosophies and models of early years care, development and learning 2.2 Policies, licensing requirements, teacher certification and training requirements 2.3 A Framework for a Kindergarten Curriculum: Nurturing Early Learners for children 4 to 6 years 2.4 The United Nations Convention on the Rights of the Child 2.5 Child development theories and brain development from birth through 3 years 2.6 Attachment and bonding 2.7 Prenatal and neonatal development including environmental and cultural factors 2.8 Understanding child growth development and learning with reference to: - Physical development - Social-emotional development - Cognitive development - Language development - Sensory-motor development 2.9 Temperaments and individual differences 2.10 Group care, primary care, individualisation and continuity of care 16 hours 90 hours 6 Trainers must be MCYS pre-approved trainers accredited to conduct WSQ EYDF programme. 18 Standards for Accreditation

33 S/N Core Module Sub-Module Training Hours 3. Programme Planning and Pedagogy Rationale: to Provide educarers with a framework to plan and implement a holistic and comprehensive programme which will encompass all developmental domains and learning areas Equip educarers with skills to plan and implement developmentally and culturally appropriate experiences for young children 2.11 Easing transitions - Home to centre - Level to level - Other transitions within the centre 2.12 Positive guidance strategies The Early Years Programme and Curriculum 3.1 Programme planning for infants, toddlers and nursery children - Principles of respectful, responsive and reciprocal caregiving - Transitions and caregiving activities as a curriculum - Communication and language development - Cognitive development with early numeracy and problem solving - Psycho-social development - Play as pedagogy - Aesthetic experiences - Indoor and outdoor experiences - Sensory-motor experiences 3.2 Scheduling individualised caregiving outines, play and developmental experiences and activities for infants, toddlers and nursery children 120 hours Equip educarers with skills to reflect and evaluate children s growth, development and learning Equip educarers with basic skills to identify children with vspecial needs The Reflective Practitioner 3.3 Roles and responsibilities of educators in programme planning, caregiving and play 3.4 Observing, assessing and evaluating learning and development - introduction to the assessment of young children s development - Understanding developmental variations - Observation, Reflection and Documentation - Documentation methods and portfolio development 3.5 Planning an individualised programme based on documentation records 3.6 Planning for an outcome-based approach and assessment 3.7 Introduction to identification and management of children with special needs Standards for Accreditation 19

34 S/N Core Module Sub-Module Training Hours 4. The Early Years Environment Rationale: to Equip educarers with the skills to plan and set up developmentally appropriate learning environments 4.1 Philosophies and goals for setting up environments for children 4.2 Setting up appropriate learning spaces to promote physical, intellectual, emotional, social development and play 4.3 Planning, setting up and implementing environments to support group care, development and learning 48 hours Emphasize the importance of providing combination of natural and man-made materials which are developmentally appropriate to the various age groups Raise educarers awareness of the importance of both indoor and outdoor learning experiences Creates indoor and outdoor environments that are safe, stimulating, engaging and intentionally designed to support learning and development goals vspecial needs Indoor Physical Settings 4.4 Planning and designing spaces to support: - group care - developmental needs - open spaces, room size - traffic patterns, safety factors 4.5 Activity areas: diapering, feeding, playing, sleeping 4.6 Location/types of equipment and furniture 4.7 Separation of infant area from other areas 4.8 Creating spaces for large, small group and individual activities Provisions for activity areas that address the following categories of experience: - quiet activities - structured activities - craft and discovery activities - dramatic play activities - large-motor activities - Sensory-motor development 4.9 Creating environments that support young children s four basic needs: - encourages movement - supports comfort - fosters Competence - encourages a sense of control 20 Standards for Accreditation

35 S/N Core Module Sub-Module Training Hours 4.10 Differences in environment for very young, immobile infant, infants rolling, infants crawling and creeping, infant standing and walking including environments for toddlers and nursery children 4.11 Designing environments to support children s independence, exploration and learning Outdoor Physical Settings 4.12 Integrating curriculum with the outdoor environment 4.13 Health and safety factors 4.14 Outdoor and playground safety Resources and the Early Years Learning Environment 5. Programme Planning and Pedagogy Rationale: to Enable educarers to reflect on their professional goals and development Strengthen educarers sense of professionalism in relation to their roles and the Code of Ethics Equip educarers with the skills in reflective practices and self-evaluation Develop educarers interpersonal, team-building and communication skills 4.15 Design and selection of developmentally appropriate and culturally diverse learning materials and toys 5.1 Roles, responsibilities and Code of Ethics of educarers 5.2 Collaboration with colleagues 5.3 Drawing up a personal continuing professional development plan and career goals 5.4 Promoting one s own health and well-being through: - self-awareness - self care - coping skills - stress management 40 hours Standards for Accreditation 21

36 S/N Core Module Sub-Module Training Hours 6. Partnership with Families and the Community Rationale: to Strengthen relationships between families and centres Equip educarers with skills for promoting regular communication and feedback between families and centres Encourage educarers to adopt a more familycentred approach 7. Health, Safety and Wellbeing Rationale: to Understand the importance of ensuring safe environments for young children. Equip educarers with skills for managing young children in the areas of physical, emotional and mental health, safety, hygiene and nutrition Equip educarers with knowledge and skills for detecting and managing abuse in young children 6.1 Developing a family-centred philosophy for home-school partnerships 6.2 Developing communication strategies in working with families of young children 6.3 Promoting a partnership that is culturally respectful, responsive and reciprocal (including diversity and child rearing practices) 6.4 Planning parent and community involvement activities 6.5 Engaging the community as a resource to support both programmes and families 6.6 Oral and written communication skills which will include: - conversational skills (e.g. expressing oneself using appropriate vocabulary, engaging parents informally through dialogues) - simple report writing of incidences and events - taking observational notes - crafting s and notes to parent - IT skills as a communication tool 7.1 Infant mental health and well-being 7.2 Procedures for: - Conducting daily health checks - Various caregiving tasks (diapering, feeding, bathing) - Preparing and storing milk, bottles and food - Handwashing and sterilisation 7.3 Nutritional needs of infants, toddlers and nursery children and menu planning 7.4 Common ailments, diseases and infections affecting infants and toddlers and responding to them (including infectious diseases) 7.5 Maintaining records related to infants, toddlers and nursery children health, safety and wellbeing 7.6 Vaccinations and immunisations 7.7 Administration of prescribed medication 7.8 Emergency preparedness and evacuation 51 hours 35 hours 22 Standards for Accreditation

37 S/N Core Module Sub-Module Training Hours 8. Professional Placement Rationale: to Provide educarers with practical experiences in programme planning, delivery and evaluation for the 3 age groups - infants, toddlers and nursery children 7.9 Handling and preventing injuries including: - Understanding and detecting child abuse and neglect - Infants at risk (abuse etc) - Paediatric CPR/paediatric first aid 7.10 Safe and healthy indoor/outdoor conditions Trainees need to fulfill attachments in the following age groups: Infant (2 to 18 months); Toddlers (above 18 to 30 months); Nursery (above 30 to 36 months) and will undergo a minimum of 3 supervision visits by the trainers. Trainees need to fulfil up to 50 hours for the Pre-Practicum, Learning Journey and Post-Practicum sub-modules. The scope will include: 200 hours Create opportunities for educarers to develop skills in observation, engage in critical reflection and documentation Pre-Practicum Preparation 8.1 Briefing of educarers, practicum supervisors and centre supervisors/ principals (e.g. expectations, outcomes and assignments) 8.2 Code of conduct and protocol during the practicum (includes dress code, etc) 8.3 Assessment/Assignments 8.4 Portfolio Development Learning Journey 8.5 Visit to an infant care setting, a toddler care setting, a nursery setting and a community agency providing special needs services. 8.6 Observe and reflect on the environment and practices with reference to the key components in the EYDF (e.g. key guiding principles, desired outcomes and sub-outcomes). 8.7 Reflection on the special needs services provided by the agency. 8.8 Collect artefacts from the learning journey which should include documentation in the form of reflections, photographs and anecdotes. Standards for Accreditation 23

38 S/N Core Module Sub-Module Training Hours Field Experience (150 h) 8.9 Plan and implement learning experiences, activities and transitions for infants, toddlers and nursery children 8.10 Observation, documentation and assessment of children s development and learning 8.11 Select and develop materials and resources and set up the learning environment 8.12 Carry out caregiving routines (e.g. diapering, feeding, bathing, dressing) which will reflect respectful, reciprocal and responsive interactions Post Practicum Experience 8.13 Debriefing and sharing of experiences 8.14 Reflections on learning and experiences 8.15 Submission of practicum folder TOTAL TRAINING HOURS 600 hours 24 Standards for Accreditation

39 STANDARD 4 Modes of Assessment and Professional Placement Standard 4 requires training agencies to maintain an assessment system to evaluate and assess educarers progress and proficiencies in applying the acquired knowledge, understanding and skills in translating theories and principles to practices. This information, would, in turn, enable individual agencies to evaluate and improve their programme delivery, systems and structures. ASSESSMENT 1. The modes of assessment must be suitable for the individual module s content and rationale. This is to ensure accurate and quality assessment. Training agencies must develop and maintain an assessment system for the performance grading of trainees. 2. Suggested assessment methods may include written examinations, individual or group projects, class participation, presentations, as well as supervised practicum and professional placement. Educarers must be informed of the criteria for assessment at the beginning of each module. Training agencies must develop a set of clear assessment rubrics and marking scheme for all assessments and an internal quality assurance system that would include assessment moderation and validation processes to ensure validity and reliability and overall rigor of the assessments. A system to provide qualitative feedback to candidates must also be in place in addition to informing candidates of their marks/grades to facilitate performance improvements. If deemed necessary, assessment descriptors depicting the rubrics of assessment may be provided for educarers to assist them in identifying their strengths and areas for improvement. 3. The weight for each assessment should be proportionate to the number of hours allocated for the module. 4. Educarers must be assessed competent for each module to be awarded a Statement of Attainment (SOA). 5. The suggested focus, number and modes of assessment for each course can be found in Table 4.1. Standards for Accreditation 25

40 Table 4.1: Suggested Focus, Number and Mode of Assessment for WSQ HCIC S/N Module 1. Overview and introduction to early years landscape in Singapore (16 hrs) 2. Principles of Infant and Toddler Development (24 hrs) 3. Environmental Design for Infant and Toddler Programmes (30 hrs) 4. Infant and Toddler Curriculum (50 hrs) 5. Partnerships with Families (25 hrs) Suggested Focus of Assessment - Key pillars and guiding principles - Development principles and theories - Attachment and bonding - Identifying and understanding characteristics - Infant and toddler behaviour management - Observation, recording and assessment of Infants - Types of settings - Types of equipments and locations - Appropriate space, toys and equipments - Conditions fostering safety and health - Care-giving activities and providing care as curriculum - Play as curriculum - Respectful, Responsive and Reciprocal caregiving - Developmentally appropriate practices in caregiving - Understanding expectations of parents - Partnership and effective communicator - Use different communication modes effectively Suggested No. and Modes of Assessment 1 assignment: (i) Complete a short MCQ test 2 assignments: (i) Complete a short answer test (ii) Conduct observation of 2 children and complete records and a written assessment of no less than 500 words each (to include anedotes, pictures, analysis etc) 2 assignments: (i) Set up an indoor and outdoor learning experience for infants and toddlers (ii) Select appropriate toys and materials for infants and toddlers 2 assignments: (i) Conduct observations and reflections of any 2 routine caregiving tasks and play (e.g. recording adult-child interactions (ii) Complete case study on caregiver interactions 3 assignments: (i) Participate in role play (ii) Write a simple report (iii) Compose s to parents 26 Standards for Accreditation

41 S/N Module 6. Health, Safety and Well-Being (35 hrs) 7. Professional Practice (120 hrs) Suggested Focus of Assessment - Safety procedures - Common ailments - Nutritional needs of infants - Food preparation and storing procedures - Observations of infants toddlers & role of caregivers in child care programmes - Implementation of care practices - Evaluation of infant toddler settings and recommendations for improvements - Working with families Suggested No. and Modes of Assessment 2 assignments: (i) Develop a health resource kit (ii) Complete a short MCQ test 2 assignments: (i) Carry out an observation (ii) Write a reflection Standards for Accreditation 27

42 Table 4.2: Suggested Focus, Number and Mode of Assessment for WSQ ACEY S/N Module 1. Overview and introduction to early years landscape in Singapore (16 hrs) 2. Principles and Practices in Early Years Care, Development and Learning (90 hrs) 3. Programme Planning and Pedagogy (120 hrs) Suggested Focus of Assessment - Key pillars and guiding principles - Principles and practices - Learning theories - Developmental milestones - Observation and assessment of children s development (0 3 years) - Use of routine care for clearning and development - Plan intentional and developmentally appropriate programmes and activities for infants, toddlers and Nursery children - Roles and responsibilities of educarers - Documentation Suggested No. and Modes of Assessment 1 assignment: Produce reflection paper 2 assignments: (i) Complete an exam - Includes questions that require educarers to recall key theories and developmental milestones and case study (ii) Produce a Child Portfolio - Collect video and photographs of 3 case studies that reflect children s development at different ages (1 infant, 1 toddler and 1 nursery child) with reference to the EYDF - Carry out a critical reflection of the artifacts collected in the portfolio 3 assignments: (i) Complete tasks at practice stations - Training agencies to set up practice stations for educarers to practice routine care for infants, toddlers and Nursery children - Educarers to be assessed on how well they integrate routine care and learning (ii) Complete reflective journal - Educarers to keep a reflective journal over a period of time with respect to their daily center practices 28 Standards for Accreditation

43 S/N Module 4. The Early Years Environment (48 hrs) 5. Personal Growth and Professional Development (40 hrs) 6. Partnership with Families and the Community (51 hrs) Suggested Focus of Assessment - Understand theories behind environment setup - Set up of holistic learning environment - Design and maintain an environment that is safe and hygienic - Roles and responsibilities of educarers - Programme planning for infants, toddlers and nursery children - Planning an individualized programme based on documentation records - Methods to strengthen home-centre partnerships and develop community networks - Developing communication strategies in working with families of young children - Planning parent and community involvement activities - Engaging the community as a resource to support both programmes and families - Oral and written communication skills Suggested No. and Modes of Assessment (iii) Complete group project work - Plan and carry out a role play activity - Plan an activity that reflects Pillar 2 of the EYDF, the Intentional Programme, with respect to learning dispositions of children and include questions on assessing 1 assignment: (i) Set up developmentally appropriate environments for each of the 3 age groups 1 assignment: (i) Complete a reflection log 3 assignments: (i) Complete group project (ii) Write a report (iii) Compose s to parents Standards for Accreditation 29

44 S/N Module Suggested Focus of Assessment 7. Health and Safety - Address the needs of children with emphasis on health and safety - Be aware of compulsory vaccinations and immunizations, as well as detection of common early childhood ailments 8. Professional Practice (200 hrs) - Application of knowledge and skills - Reflection on practices for the care, development and education of infants, toddlers and Nursery children - Focus on similarities and differences of working across different age groups - Analyse interactions during routine care and play activities Suggested No. and Modes of Assessment 2 assignments: (i) Complete an exam (multiple choice and short questions) (ii) Produce a Health Resource Kit 2 assignments: (i) Carry out a video recording (ii) Write a reflection SUPERVISED PROFESSIONAL PRACTICE 1. The supervised professional practice encompasses both theory and practicum components. The practicum component requires educarers to be attached to a host child care centre with infant and toddlers services to gain practical experience in working with children. For WSQ HCIC, field practicum attachment is required from 2 different age groups: Younger Infants (2 to 12 months) and Older Infants (above 12 to 17 months). For WSQ ACEY, field practicum attachment is required for 3 different age groups: Infant (2 to 18 months); Toddlers (above 18 to 30 months) and Nursery (above 30 to 36 months). 2. The number of hours allocated for each age group should be at least 60% of the attachment with the infant/toddler groups and 40% with the nursery group. The placement programme also involves a minimum of 3 supervision visits by trainer(s) from the training provider. Centres for attachment must fulfill the following criteria: a) Centres must be MCYS-licensed child care centres with infant and toddler care services b) Supervisors/Principals of these centres must have at least 3 years of supervisory experience c) Supervisors/Principals may participate in co-assessment together with the trainer(s), but they must meet MCYS s requirements (academic, professional, ECCE experience in infant and toddler care and education) for WSQ HCIC and WSQ ACEY trainers d) Senior infant educarers may serve as mentors they must have at least 3 years of experience in infant and toddler care and education 30 Standards for Accreditation