HMEC5333 Learning Kit

HMEC5333 ISSUES AND TRENDS IN EARLY CHILDHOOD 2019
CONTENT
1. Introduction to your Programme
2. Introduction to your Learning Kit
3. Introduction to your Course
4. Your Learning Resources
5. Your Learning Journey
6. Your Learning Milestones
7. Your Seminar
1
INTRODUCTION TO YOUR
PROGRAMME
2
Welcome to the Masters in Early Childhood Education (MECHE).
This learning kit is one in a series of learning kits that form the basis of the MECHE
programme. This learning kit will be your guide and companion on your learning
adventure in the MECHE programme. This is your journey to becoming a better teacher
and administrator in early childhood education. Congratulations for being here.
In the MECHE journey, we will be exploring a wide range of foundational theories and
methods, gaining essential knowledge and practicing important skills in education
specifically in early childhood education.
You will be building your own understanding of this knowledge, structuring your own
critique of them, evaluating their worth and possibly even improving early childhood
education in the process.
MECHE will help you cultivate good values and build your arsenal of best practices.
In MECHE, you will research, reflect and learn. You sharpen your ability to make
intelligent and informed decisions.
Most importantly, you will be learning how to do the job of teaching young minds better.
In MECHE, you will be learning to be a force for change for the better.
We wish you all the best.
3
INTRODUCTION TO YOUR
LEARNING KIT
4
Your learning kit is your learning companion. In
your learning kit, you will find the following:
1. Introduction to your Programme

2. Introduction to your Learning Kit
3. Introduction to your Course
4. Your Learning Resources
 Textbooks – the majority of the books that will be used in MECHE will be
from the digital library through services like Ebrary and Books 24/7. These
are important books and even the latest ones that are only available online
in the services mentioned. Each of the databases has their own rules so
please read them carefully. Hardcopies of some of these books may also be
available at the library. If needed, you may also borrow the books from
other libraries through inter-library loans. Please contact your librarian for
assistance.
 Audio-visual - MECHE will also be using audio-visual references to help
you understand the content better. These audio-visual materials will be
taken from sites like YouTube. Some will also be housed at OUM’s own
servers.
 Links to relevant and useful material online.
5. Your Learning Journey. This will guide you to the individual lectures and tutorials.
6. Your Learning Milestones. Assessment and evaluation is quintessential to a learning
process. Through MECHE’s assessment and evaluation process you will be able to see
how far you have progressed and even how much you have learnt.
7. Your Seminars and virtual forums
8. Seminars 1-4/Virtual Classrooms
 What you will explore? (Guideline for each seminar/ virtual classroom (eg: link,
YouTube)
 Your Learning Material. Listing of the learning material that you will need to
explore in preparation for the classes.
o Journals
o 1-3 chapters from textbook (not more than 30%)
o Guideline for each seminar/virtual classroom (eg: link, youTube)
o Activities
5
INTRODUCTION TO YOUR COURSE
6
Welcome to course HMEC5333 Issues and Trends in Early Childhood
Facilitator
Your course Facilitator : Dr. Nurul Aliah Mustafa
Email : nurul_aliah@oum.edu.my
Mobile number : 017-2979707
INTRODUCTION:
This course provides an opportunity for you to explore the current and important issues
being debated within the field of early childhood care and education (ECCE) locally and
internationally. This course will also examine current issues and trends, historical origins,
policies related, recurring issues, research findings, current practices, workforce, and
resulting programme developments in the field of ECCE. Topics explore should provide
you with thoughtful and critical examination of issues, controversies and trends
surrounding their practices. The topics in this course will also explore on the early years’
curriculum, childcare centres, assessment tools, role of health in early years’ services,
diversity inclusion, working with parents, leading and working in multiagency teams,
and last but not least, training and workforce issues in the early years. The strength of
this course is that you will examine related issues and trends from multiple perspectives
that will stimulate your understanding of the current tensions in the field of ECCE.
Hopefully this will provide you with a deeper understanding of current trends that will
also develop the skills needed to critique ideas and issues surrounding ECCE locally and
internationally.
COURSE PURPOSE
The purpose of the Issues and Trends course in Early Childhood Education is to help you
to understand and discuss the issues and trends that have been going on in the Early
Childhood Care and Education, both locally and internationally.
By completing this course, you are expected to be able to develop ideas and ways to
handle issues in early childhood care and education.
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COURSE AIMS
The course aims is to ensure candidates are able to:
1. Recognise past and current issues and trends in early childhood care and
education locally and internationally;
2. Discuss issues and trends in early childhood care and education locally and
internationally critically;
3. Evaluate current approach used to handle issues and trends in early childhood
care and education locally and internationally; and
4. Develop ideas and ways to handle issues in early childhood care and education.
LEARNING OBJECTIVES
As a result of successful completion of this course, candidates will be able to:
1. Recognise past and current issues and trends in early childhood care and
education locally and internationally;
2. Discuss issues and trends in early childhood care and education locally and
internationally critically;
3. Evaluate current approach used to handle issues and trends in early childhood
care and education locally and internationally; and
4. Develop ideas and ways to handle issues in early childhood care and education.
8
Virtual Forum for Fully Online Students
There are 10 virtual forums or online classrooms to be conducted for fully online students
throughout this semester. In every virtual forum, there will be discussion around topics related
to the course.
Virtual Focus Activities

Forum
1 Topic 1: Policy and Research Online group discussion
• The Policy Agenda for Early Childhood
Services
• Children’s Trusts and Early Years Services
Integration in Action
• NKEA and Its initiatives

 Equity in preschool education and early and activity
years’ care
 Low enrolment rate
 Education policies and Red tapes

 Inspecting and Evaluating the Quality and and activity
Standards of Early Years and Childcare
Provision
 Licensing Issues
 Transition issues
4 Topic 4: Practice Online group discussion

 Enabling Children to be Seen and Heard and activity

 The Early Years Curriculum and activity
 Implementation of play
 Technology in preschools

 Issues in Assessment
9
 Children’s Centre
 The Role of Health in Early Years Services

 Diversity Inclusion and Learning in the Early and activity
Years
 An Inclusive Approach

 Working with Parents and activity
 Issues on Violence Free ECCE
 Issues on usage of technology at home
10 Topic 10: Workforce Online group discussion

 Training and Work Force Issues in the Early and activity
Years
 Diplomatisation of teachers by 2020
 Leading and Working in Multiagency Teams
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YOUR LEARNING RESOURCES

Resources Titles
Books  Miller,L.& Harvey,D.(2012).Policy Issuesin the Early Years.SAGE.
 Pugh,G&Duffy,B.(2010)Comtemporary Issues In the early Years.SAGE
 Baldock, P., Fitzgerald, D. & Kay, J. (2009). Understanding Early Years Policy
2nd ed. London: SAGE Publication.
 Yelland, N.(2005). Critical issues in early childhood education. Maidenhead:
Open University Press.
 Robinson, K.H., & Jones-Diaz, C. (2006). Diversity and difference in early
childhood education.[electronic resource] : issues for theory and practice.
Berkshire, England: New York, NY: Open University Press.
 Baldock, P. (2001). Regulating early years services. London: David Fulton
Publishers.
 Hobart, C. & Frankel, J. (2004). A Practical Guide To Child Observation And
Assessment. UK: Nelson Thornes.
 Jackman, H. L.(2005). Early Education Curriculum 3rd ed. NY: Thomson
Delmar Learning.
Journals/  Bachmann, M., Reading, R., Husbands, C., O’Brien, M., Thoburn, J.,
websites Shemilt, I., & Mugford, M. (2006). What are children’s trusts? Early
findings from a national survey. Child: Care, Health & Development, 32(2),
137-146.
 http://webarchive.nationalarchives.gov.uk/20101012083544/http:/www.dcs
f.gov.uk/everychildmatters/_download/?id=8153.
 Tarım, K. (2009). The effects of cooperative learning on preschoolers’
mathematics problem-solving ability. Educational Studies in Mathematics,
72(3), 325–340.
 Ridgway, A., & Quinones, G.(2012). How Do Early Childhood Students
Conceptualize Play-Based Curriculum?. Australian Journal of Teacher
Education, 37(12).
 Dietze, B., & Kashin, D. (2013). Shifting Views: Exploring the Potential for
Technology Integration in Early Childhood Education Programs. Canadian
Journal of Learning and Technology, 39(4).
 Turja, L., Endeophls-Ulpe, M., & Chatoney, M. (2009). A conceptual
framework for developing the curriculum and delivery of technology
education in early childhood. International Journal of Technology & Design
Education, 19(4), 353-365.
 Jang, Y. (1995). Critical Elements and Practices of Transition Programs
Linking Early Childhood Education and Early Elementary School

 Brown, A., & Inglis, S. (2013). So what happens after the event? Exploring
the realisation of professional development with early childhood
educators. Australian Journal of Early Childhood, 38(1), 11-15.
 Buysse, V., & Hollingsworth, H.L. (2009) Program Quality and Early
Childhood Inclusion: Recommendations for Professional Development.
Topics In Early Childhood Special Education, 29(2), 119-128.
 Hewitt, B., & Maloney, C. (2000). Malaysian Parents' Ideal and Actual
Perceptions of Pre-school Education. International Journal Of Early Years
Education, 8(1), 83.
 http://www.edu72220group4.wikispaces.com/Tyler+ Curriculum+Model (
Tyler Curriculum Model)
 http://www.curriculum-models-by-fkv.wikispaces. Com/Taba+Model
(Taba Model)
 http://www. kkel.com/kkeldifference/rbc_bt.htm (How we make a
difference to your child) Research-based Curriculum> Bloom’s Taxanomy
 http://www.nieer.org/resources/policybriefs/12.pdf (Defining Quality
Curriculum for Young Children)
 http://www.scribd.com/doc/101495923/KOMPONEN-KURIKULUM-
PERMATA-NEGARA#scribd (Kurikulum PERMATA Negara)
 http:// www.pakeys.org/docs/EarlyChildhoodAssessment.pdf EARLY
CHILDHOOD ASSESSMENT FOR CHILDREN FROM BIRTH TO AGE 8
(Grade 3) December 2005 Early Learning Standards Task Force and
Kindergarten Assessment Work Group
Videos  https://www.youtube.com/watch?v=m9FSzvzeWnI (What future do we

want for young children? The role of early childhood care and development
(part 2))
 https://www.youtube.com/watch?v=ZxIBpcU9kxo (Inclusion in Early
Childhood Programmes)
 https://www.youtube.com/watch?v=9_EKoejimTU (Reinventing Early
Childhood Care & Education)
 https://www.youtube.com/watch?v=oI9UNF25qIs (Fundings on Early
Childhood Development)
 https://www.youtube.com/watch?v=PnYD34FLy2I (Policy matters: An
Early Childhood Education Policy Video Chat Series)
 https://www.youtube.com/watch?v=lU65AjcHVJg (Self-assessment,
reflective practice and quality improvement processes)
 https://www.youtube.com/watch?v=5X7YOrXoSpw (Achieving quality in

educational programs and practice)
 https://www.youtube.com/watch?v=sF--0Qmy2BY (Parents as Team
Members: How to Communicate Effectively with Early Childhood
Professionals)
 https://www.youtube.com/watch?v=-PUPL42e3kw (Seen But Seldom
Heard Documentary Taster by Dorset Creative)
 https://www.youtube.com/watch?v=CMastvn2hs4 (How to promote
healthy eating in early childhood services)
 https://www.youtube.com/watch?v=CKLQsnvTx0I (Health and Safety in
Childcare Settings by BVS Training)
 https://www.youtube.com/watch?v=O4Nww8KqL2Q (Policy failures in
health care for the important early years - Daniel McAullay)
YOUR LEARNING JOURNEY

Hi everyone,
This will be your study guide for this semester for HMEC5333. This study guide will
assist you in monitoring your study so that you may do the necessary readings and
preparation before coming to class or participate in our online forum.
Seminars for Blended Learning Students

There are 4 face to face classes or seminars to be conducted for blended learning students.
In every seminar, there will be presentation and discussion around topics related to the
course.
Seminar Activities Remarks

Seminar 1  Ice breaking Face to face and online group
 Introduction to course discussion
 Discussion on assignment
Topic 1: Policy and Research
• The Policy Agenda for Early
Childhood Services
• Children’s Trusts and Early
Years Services Integration in
Action
• NKEA and Its initiatives
Topic 2: Policy and Research
 Equity in preschool education and
early years’ care
 Low enrolment rate
 Education policies and Red tapes
Seminar 2 Topic 3: Policy and Research Face to face and online group
 Inspecting and Evaluating the discussion
Quality and Standards of Early
Years and Childcare Provision
 Licensing Issues
 Transition issues
Topic 4: Practice
 Enabling Children to be Seen and
Heard
Topic 5: Practice
 The Early Years Curriculum
 Implementation of play
 Technology in preschools
Seminar 3 Topic 6: Practice Face to face and online group

 Issues in Assessment discussion and presentations
Topic 7: Practice
 Children’s Centre
 The Role of Health in Early Years
Services
Topic 8: Practice
 Diversity Inclusion and Learning
in the Early Years
 An Inclusive Approach
Seminar 4 Topic 9: Practice Face to face and online group

 Working with Parents discussion
 Issues on Violence Free ECCE
 Issues on usage of technology at
home
Topic 10: Workforce
 Training and Work Force Issues in
the Early Years
 Diplomatisation of teachers by
2020
 Leading and Working in
Multiagency Teams
YOUR LEARNING MILESTONES

Hi everyone,
Your assessment format for HMEC 5213 is as follows:

 Assignment: 40%
 Presentation: 20%
 Final Examination: 40%
For the assignment question, please refer the COURSES MENU in the myINSPIRE.
TOPIC 1 RELEVANT POLICIES IN EARLY CHILDHOOD

EDUCATION
1.1 Relevant Policies in early childhood education
Learning Outcome
By the end of this topic you should be able to:
1. Discuss and debate on issues relating to policies involving early childhood

education.
2. Relate important policies such as Act 308, Act 550, Children Act 2016, UN
Convention Rights of the Child to current issues.
3. Analyse the strength and weaknesses of these policies.
Think
Have you ever wondered why there are so many policies?
Prerequisite Reading:
 Baldock, P., Fitzgerald, D. & Kay, J. (2009). Understanding Early Years Policy 2nd ed.
London: SAGE Publication. Topic 1.
Group Task
You are required to read and review the above mentioned policies and discuss its
impact and if there is a necessity for a review based on the current changes experienced
in Malaysia
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1.2 Children Trusts and early years services integration in action
Learning Outcome
1. Discuss on policy used in United Kingdom on the rights of every child
2. Make comparison with our local policies and practice
Think
How advance are we internationally in advocating for the rights of our children/
Prerequisite Reading
Please read the following before attempting to do the task
https://www.education.gov.uk/consultations/downloadableDocs/Childrens%20Trust%2
0Statutory%20Guidance.pdf
Group Task
Discuss the policy of every child matters and make a comparison to our practices.
21
1.3 National Key Result Area (NKRA), Pelan Pembangunan Pendidikan Malaysia
2013-2025
Learning Outcome
1. Discuss the reason for implementing NKRA and its impact on Early childhood
education.
2. Understand the direction of Education in Malaysia
Think
How is NKRA related to early childhood?
NKRA notes and slides in Seminar 1 resources
Group Task
What direct impact did NKRA brought about to Early childhood education in
Malaysia?
22
TOPIC 2 EQUITY IN PRESCHOOL EDUCATION AND EARLY

YEARS CARE AND LOW ENROLMENT RATE
2.1 Equity In Preschool Education and Early years care
Learning Outcome
1. Analyse and debate on the different issues that prevent children from rural to
experience similar quality of preschools as in the urban areas.
2. Understand the issues leading to children unable to register in preschools
Think
What has being done to ensure quality preschool education in rural areas in the
peninsular as well as in Sabah and Sarawak?
 Equity PowerPoint in Seminar 1,
 https://www.unicef.org/evaldatabase/files/Evaluation_Report_-_Design_-
_Consolidated_15_Dec_Update_Malaysia_2015-001.pdf
 http://www.wseas.us/e-library/conferences/2013/CambridgeUSA/EET/EET-
26.pdf
Group Task
Discuss what are the issues involving equity to early years education in Malaysia.
23
TOPIC 3 INSPECTING AND EVALUATING THE QUALITY AND

STANDARDS OF EARLY YEARS AND CHILDCARE
PROVISION
3.1 Quality and Standards
Learning Outcomes
By the end of the topic you will be able to:
1. Evaluate quality of preschools and day care centres.
2. Analyse and evaluate the effectiveness of Standard Kualiti Prasekolah
Kebangsaan (SKPK)
Think
Have you ever heard of SKPK?
 file:///C:/Users/User/Downloads/10.5923.j.economics.20130306.15.pdf.
 https://www.academia.edu/14393181/Instrumen_Standard_Kualiti_Prasekolah_K
ebangsaan?auto=download
Group Task
Discuss and evaluate the instrument used in SKPK and comment on its effectiveness in
maintaining quality in preschools. Also discuss on the fairness of the instrument as it
has placed both government and private preschools on the same platform.
24
3.2 Licensing Issues
Learning Outcomes
By the end of the topic you will be able to:
1. Describe the procedure in gaining a license for the setting up of preschools and
early childhood centres.
2. Analyse, discuss and debate issues linked with licensing with the current
changes and needs of the society...
Think
Is setting up early childhood centres in shop lots safe for children?
 https://www.childcarelink.gov.sg/ccls/uploads/CCC_Guide.pdf
 https://www.unicef.org/malaysia/SSM-UNICEF-BBPC1-Childcare-Centres-
FINAL.pdf
 PowerPoint slide JPPBT 2012 ( Resources seminar 2)
Group Task
Discuss the different issues relating to the licensing procedures and why is this causing
many unregistered centres.
25
Topic 4 Transitioning
Learning Outcomes
By the end of the topic you will be able:
1. Discuss the different issues of transitioning affecting children from preschool to

primary schools.
2. Understand the roles and responsibilities of the different stakeholders on this
issues
Think
When it come to transitioning and school readiness, who is actually responsible?
1. https://www.arnec.net/wp-content/uploads/2014/03/Final-report-on-Transition-
.21.10.pdf
2. file:///C:/Users/User/Downloads/32372-109150-1-SM.pdf
3. http://ecrp.uiuc.edu/v14n1/lee.html
Group Task
Evaluate the different transition issues and suggest how different stakeholders can play
a part in solving this issue.
26
TOPIC 5 EARLY YEARS CURRICULUM
5.1 National Preschool Curriculum Standard (NPCS)
Learning Outcome:
By the end of this topic you should be able to
1. Analyse and evaluate the National Preschool Curriculum Standard ( NPCS)
2. Elaborate issues relating to the implementation of NPCS.
Think
How effective is NPCS in educating our preschoolers and has it manage to solve issues
in equity.
 http://hrmars.com/hrmars_papers/Needs_and_Criteria_in_Developing_Creative
_Movement_Module_for_Preschool_Children.pdf
 Analysis of cognition application in teaching and learning for early childhood by
physical and aesthetic elements in National Standard Preschool Curriculum
(KSPK)
 Power-point NPCS ( Seminar 3 resources)
Group Task
Discuss the issues of private preschools not implementing NPCS fully and its
implication to transition to standard 1.
27
TOPIC 6 IMPLEMENTATION OF PLAY
Learning Outcome
1. Analyse the different issues related to implementation of play in preschools.
2. Discuss the impact of lack of play on preschool children.
Think:
Ever wondered why teachers just refuse to practice teaching through play despite their
knowledge in how important play is to children learning?
 Tram, K. (2009). The effects of cooperative learning on preschoolers’ mathematics

problem-solving ability. Educational Studies in Mathematics, 72(3), 325–340.
 Ridgway, A., & Quinones, G. (2012). How Do Early Childhood Students

Conceptualize Play-Based Curriculum? Australian Journal of Teacher Education, 37(12).
 PARENT VALUE OF PLAY, LEARNING, AND DEVELOPMENT IN PRESCHOOL (

Resource)
Group Task:
Discuss why play is not being implemented in Malaysia preschools despite it being in
the KSPK.
28
TOPIC 7 TECHNOLOGY IN ECCE
Learning Outcome
1. Identify ad discuss few issues in technology in the teaching and learning.
2. Brainstorm on the suggestion of how could technology be integrated in the

curriculum how it could be leverage in the teaching and learning.
Think
Is it necessary to use technology in the teaching and learning of early childhood

settings?
 Dietz, B., & Kashia, D. (2013). Shifting Views: Exploring the Potential for Technology
Integration in Early Childhood Education Programs. Canadian Journal of Learning and
Technology, 39(4).
 Turja, L., Endeophls-Ulpe, M., & Chatoney, M. (2009). A conceptual framework for
developing the curriculum and delivery of technology education in early childhood.
International Journal of Technology & Design Education, 19(4), 353-365.
Group Task
Based on the two articles in the prerequisite readings, discuss how should technology
be used in ECCE settings?
29
HMEC5333 ISSUES AND TRENDS IN EARLY CHILDHOOD
TOPIC 8 HEALTH AND SAFETY IN EARLY YEARS
Learning Outcome
Identify and discuss issues in health and safety in early years.
Think
Have you ever wondered what health and safety standards that are being practiced in
preschools?
 https://www.hindawi.com/journals/bmri/2015/248178/
 http://www.mjphm.org.my/mjphm/journals/2015%20-
%20Volume%2015%20(2)/MANAGING%20OBESITY%20IN%20MALAYSIAN%20SC
HOOLS%20ARE%20WE%20DOING%20THE%20RIGHT%20STRATEGIES.pdf
Group Task
Discuss issues on food and nutrient being served in schools and obesity amongst preschool
children.
TOPIC 9 DIVERSITY AND INCLUSION
9.1 Diversity
Learning Outcome
1. Analyse and evaluate the degree of practice of multiculturalism being implemented

in Malaysian preschools.
2. Discuss on issues relating to unity and awareness of multiculturalism in preschools
Think
If preschools are actually instilling respect and tolerance in preschools why is there a
growing issue in unity amongst the Malaysian?
 http://ijmmu.com/index.php/ijmmu/article/view/7/8
 http://ac.els-cdn.com/S187704281100512X/1-s2.0-S187704281100512X-
main.pdf?_tid=cfcb081e-3ec1-11e7-95ed-
00000aab0f6c&acdnat=1495438959_adb8d8ea13c061824abe35d128c0b4d7
 http://www.waikato.ac.nz/ data/assets/pdf_file/0008/257246/Teachers-and-
Learning-for-website_2015-03-05pm.compressed.pdf
Group Task
If preschools are actually instilling respect and tolerance in preschools why is there a
growing issue in unity amongst the Malaysian?
9.2 Inclusion
Learning Outcome
1. Analyse and evaluate the degree of inclusion being implemented in Malaysian

preschools.
2. Discuss on issues relating to inclusion in preschools
Think
Is there actually proper planning being done in including special needs children in normal
schools?
Please read the following before attempting to do the task.
Group Task
Discuss the opportunities to education given to special needs children in Malaysia?

TOPIC 10 TEACHER PROFESSIONAL DEVELOPMENT
Learning Outcome
1. Describe teacher professional development in the early childhood program.
2. Explain the elements for teacher professional development
3. Construct the effective ways to nurture teachers toward greater professional
effectiveness, and bridge the gap between the vision for quality and actual practices.
Think
What do think of an early childhood practitioner? Are they professionals or not? How do
you regard them?
 Brown, A., & Inglis, S. (2013). So what happens after the event? Exploring the
realisation of professional development with early childhood educators. Australian
Journal of Early Childhood, 38(1), 11-15.
 Buysse, V., & Hollingsworth, H.L. (2009) Program Quality and Early Childhood
Inclusion: Recommendations for Professional Development. Topics in Early Childhood
Special Education, 29(2), 119-128.
Group Task
What are the strategies that lead to a more effective realisation of professional development
opportunities, including the importance of continued dialogue with all stakeholders about
understandings of effective professional development in the field of early childhood
33
education? Discuss in group.
34

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HMEC5333 ISSUES AND TRENDS IN EARLY CHILDHOOD 2019

1. Introduction to your Programme

2. Introduction to your Learning Kit

3. Introduction to your Course

4. Your Learning Resources

5. Your Learning Journey

6. Your Learning Milestones

Welcome to the Masters in Early Childhood Education (MECHE).

We wish you all the best.

Your learning kit is your learning companion. In

your learning kit, you will find the following:

1. Introduction to your Programme

INTRODUCTION TO YOUR COURSE

Welcome to course HMEC5333 Issues and Trends in Early Childhood

Your course Facilitator : Dr. Nurul Aliah Mustafa

Mobile number : 017-2979707

The course aims is to ensure candidates are able to:

As a result of successful completion of this course, candidates will be able to:

Virtual Forum for Fully Online Students

Virtual Focus Activities

2 Topic 2: Policy and Research Online group discussion

3 Topic 3: Policy and Research Online group discussion

4 Topic 4: Practice Online group discussion

5 Topic 5: Practice Online group discussion

6 Topic 6: Practice Online group discussion

8 Topic 8: Practice Online group discussion

9 Topic 9: Practice Online group discussion

10 Topic 10: Workforce Online group discussion

YOUR LEARNING RESOURCES

Linking Early Childhood Education and Early Elementary School

Videos  https://www.youtube.com/watch?v=m9FSzvzeWnI (What future do we

reflective practice and quality improvement processes)

 https://www.youtube.com/watch?v=5X7YOrXoSpw (Achieving quality in

YOUR LEARNING JOURNEY

Seminars for Blended Learning Students

Seminar Activities Remarks

Seminar 3 Topic 6: Practice Face to face and online group

Seminar 4 Topic 9: Practice Face to face and online group

YOUR LEARNING MILESTONES

Your assessment format for HMEC 5213 is as follows:

TOPIC 1 RELEVANT POLICIES IN EARLY CHILDHOOD

1.1 Relevant Policies in early childhood education

By the end of this topic you should be able to:

1. Discuss and debate on issues relating to policies involving early childhood

3. Analyse the strength and weaknesses of these policies.

Have you ever wondered why there are so many policies?

1.2 Children Trusts and early years services integration in action

By the end of this topic you should be able to:

1. Discuss on policy used in United Kingdom on the rights of every child

2. Make comparison with our local policies and practice

Please read the following before attempting to do the task

By the end of this topic you should be able to:

2. Understand the direction of Education in Malaysia

How is NKRA related to early childhood?

Please read the following before attempting to do the task

NKRA notes and slides in Seminar 1 resources

TOPIC 2 EQUITY IN PRESCHOOL EDUCATION AND EARLY

2.1 Equity In Preschool Education and Early years care

By the end of this topic you should be able to:

2. Understand the issues leading to children unable to register in preschools

Please read the following before attempting to do the task

 Equity PowerPoint in Seminar 1,

TOPIC 3 INSPECTING AND EVALUATING THE QUALITY AND

3.1 Quality and Standards