MAPPING OF COMPLETED MODULES AGAINST WSQ ACECCE
Module Module
S/N Core Module s/n Sub-modules hrs Previously completed modules hrs Remarks
1.1 Philosophy and goals of early childhood care
and education
1.2 Approaches and models of early childhood care
and education
Overview of pre-school education in Singapore
• Desired Outcomes of Early Years (3 yrs and
below)
• Early Years Development Framework (EYDF)
by MSF
1.3
Principles and • Key Stage Outcomes of Pre-school Education
Practices in Early (4 - 6 years old)
1 20
Childhood Care • Desired Outcomes of Education
and Education • Nurturing Early Learners (NEL) – A Framework
for a Kindergarten Curriculum by MOE
1.4 Desired Outcomes of Pre-school Education
1.5 Pre-school education and the national education
system in Singapore
1.6 The United Nations Convention on the Rights of
the Child (UN-CRC)
1.7 The Code of Ethics – Guidelines for professional
responsibilities in early childhood care and
education
Knowledge and understanding of how young
2.1 children (0-8 years) learn, including the role of
play
2.2 Developmental characteristics (age and stages)
Child 2.3 Introduction to children with special needs and
2 Development and learning difficulties 140
Learning Knowledge and understanding of children’s
2.4
behaviour (theory and application)
Observation and appraisal of children’s
2.5
behaviour
2.6 Assessment and evaluation of children’s
development (including infants and toddlers)
The Early Years Learning Environment
This covers the ages 0-8. However, coverage of the
module will emphasise the following ages:
I) 18 months to 3+ years; and
II) 4 to 6+ years
The Early Years Setting
3.1 Creating and organising the environment for
structured/unstructured play in indoor/outdoor
settings
3.2 Setting up appropriate learning centres to
promote physical, intellectual, emotional and
social development
The Early Years Curriclum
3.3 Language and Literacy (42hrs)
3.4 Numeracy skills (42hrs)
3.5 Environment Awareness (24 hrs)
Curriculum
Aesthetics and Creative Experssion:
3 Planning and
3.6 - Art & Craft (24 hrs)
Pedagogy - Music, Movement and Drama (24hrs)
3.7 Self and Social Development (24hrs)
3.8 Perceptual, Fine and Gross Motor Skills
Development (24hrs)
Programme Planning
270
3.9 Planning for learning experiences including
3.1 lesson plans
Intergrate learning experiences in a apropriate
early learning programme
3.11 Planning for problem-solving, interactive,
discovery and experential learning (including
project work and intergrated learning)
3.12 Planning for transition to primary school
Classroom Management
3.13 Effective communication and interaction with
children
3.14 Strategies for effective teaching
3.15 Managing children's behaviour
3.16 Assisting children with special needs
Resources for the Early Years Learning
Environemnt
3.17 Design and selection of developmentally
appropriate and culturally diverse learning
materials
3.18 Design and deployment of environmental
friendly resources, including recycled materials
Use of non-print resources
3.19
(internet, video, CD-ROM, VCD, etc.)
4.1 Responsibilities and code of conduct for
teachers
4.2 Self-awareness and reflective practice
Communication skills:
• Effective communication with peers and the
public
4.3
Personal Growth • Presentation skills
and • IT as a communication tool
Professional • Speech training
4 40
Development: Collaboration and partnership
The Reflective • Working with other peers
Practitioner 4.4 • Team-building
• Accessing and networking with the community
for resources
4.5 Appreciation of the Arts
4.6 Creative and thinking skills
4.7 Planning for continuing professional
development
5.1 The role of the early childhood teacher in
providing an environment for the care and safety
of children
5.2 Understanding the types of common childhood
illnesses and responding to them
Safety, Health,
5.3 Managing daily routines (e.g. meals, arrival and
5 Hygiene and 30
departure, transition, self-care and etc.)
Nutrition
5.4 Handling common accidents and managing
emergencies
5.5 Understanding and detecting child abuse and
neglect
5.6 Basic first aid
6.1 Respect for diversity in a multi-cultural society
Partnership with 6.2 Strategies for working with families and
6 Families and the engaging parents on early childhood care and 60
Community education
6.3 The Community as a resource
Pre-Practicum Preparation (12hrs)
7.1 Briefing of trainees, practicum supervisors and
centre supervisors/ principals (e.g. expectations,
outcomes, assignments)
7.2 Code of conduct and protocol during the
practicum (includes dress code, etc)
7.3 Assessment/Assignments
Learning Journey (16hrs)
Visit to:
7.4
at least 2 child care centre and 2 kindergarten
Field Experience (180hrs)
7.5 Planning and implementing learning experiences
(including lesson plans) in collaboration with
peers and supervisor
7.6 Selection, design and development of learning
Supervised materials and setting up of learning environment
7 Teaching (indoor and outdoor environments) 240
Practice
7.7 Interaction with children
7.8 Care for children (e.g. safety and routine)
7.9 Management and guidance of children’s
behaviour
7.10 Collaboration with colleagues
7.11 Observation, documentation and assessement
for learning
Supervised Practicum (20hrs)
At least 4 separate supervised practicum visits,
7.12 including pre- and post-conferencing with
individual trainee for each visit
Post Practicum – Summary of Experience (12hrs)
7.13 Debriefing and sharing of experiences
7.14 Reflections on learning
7.15 Preparation for submission of Practicum Folder
Total Training Hours 800
MAPPING OF COMPLETED MODULES AGAINST WSQ PDECCE
Module Previously completed modules Module Remarks
S/N Core Module s/n Sub-modules hrs hrs
1.1Philosophy and goals of early childhood care
and education
1.2 Importance and value of early childhood care
and education
1.3 Historical perspectives and background on
pre-school and child care education
1.4 Approaches and models of early childhood
care and education
1.5 The social dynamics of learning in the early
childhood context
Overview of pre-school education in
Singapore
• Desired Outcomes of Early Years (3 yrs and
below)
Principles and
• Early Years Development Framework (EYDF)
Practices in
by MSF
1 Early Childhood 30
• Key Stage Outcomes of Pre-school Education
Care and
(4 - 6 years old)
Education
• Desired Outcomes of Education
• Nurturing Early Learners (NEL) – A
Framework for a Kindergarten Curriculum by
1.6 MOE
1.7 Pre-school and primary school education
1.8 Pre-school education and the national
education system in Singapore
1.9 Relationship between home and child care
centre/kindergarten
1.10 The United Nations Convention on the Rights
of the Child (UN-CRC)
The Code of Ethics – Guidelines for
professional responsibilities in early childhood
1.11 care and education
Knowledge and understanding of how young
2.1 children (0-8 years) learn, including the role of
play
2.2 Stages of development (Physical, Intellectual,
Emotional and Social)
2.3 Introduction to children with special needs and
learning difficulties
Knowledge and understanding of children’s
2.4
behaviour (theory and application)
Observation and appraisal of children’s
Child 2.5
behaviour
2 Development 210
2.6 Assessment and evaluation of children’s
and Learning
development (including infants and toddlers)
2.7 Factors influencing development
2.8 Individual differences among young children
Child development and socialisation (home
2.9
and environment diversities and influences)
2.10 Early intervention
School Readiness (this refers to social,
emotional and cognitive readiness for formal
2.11
school, e.g., having confidence, self-help
skills, the ability to make friends, etc)
The coverage of the module will emphasise the
following ages:
I) 3+ years and below; and
II) 4 to 6+ years
The Kindergarten Curriculum Framework: Content
and Pedagogy of the Learning Areas
3.1 Aesthetics and Creative Expression (Art,
3.2 Music and Movement) (60hrs) Discovery
of the World (30 hrs)
3.3 Language and Literacy (60 hrs)
3.4 Motor Skills Development (includes health and
safety) (30 hrs)
3.5 Numeracy (60 hrs)
3.6 Social and Emotional Development (30 hrs)
Programme Planning and the iTeach principles
Curriculum
3.7 Planning learning goals and objectives for a
3 Planning and
developmentally and culturally appropriate
Pedagogy
early learning programme
3.8 Planning and integrating learning experiences
to meet the learning goals and objectives of
the programme
3.9 Pedagogical approaches: Planning for
problem-solving, interactive, discovery and
experiential learning (including project work
and integrated learning)
3.10 Planning for transition to primary school
Classroom Management
460
3.11 Effective communication and interaction with
3.12 children
Strategies for effective teaching to engage
children in learning
3.13 Management and guidance of children’s
behaviour
3.14 Provision of assistance to children with special
needs
The Learning Environment
Creating and organising the indoor/outdoor
physical environment for play activities,
3.15
ranging from child-initiated to teacher-directed
(including purposeful play)
3.16 Setting up appropriate learning centres to
promote physical, intellectual, emotional and
social development
3.17 Creating a safe, secure and conducive
learning environment
Resources for the Learning Environment
3.18 Design and selection of developmentally
appropriate and culturally diverse learning
materials
3.19 Design and deployment of environmental
friendly resources, including recycled
materials
3.20 Use of non-print resources
(internet, video, CD-ROM, VCD, etc.)
3.21 Preparation of creative print, media and other
materials for classroom displays
3.22 Use of Information Communication
Technologies (ICT) as a learning and teaching
tool
4.1 Responsibilities and code of conduct for
teachers
4.2 Self-awareness and reflective practice
Communication skills:
• Effective communication with peers and the
public
4.3
• Presentation skills
Personal Growth
• IT as a communication tool
and
• Speech training
Professional
4 Collaboration and partnership 100
Development:
• Working with other peers
The Reflective
4.4 • Team-building
Practitioner
• Accessing and networking with the
community for resources
4.5 Appreciation of the arts, including children’s
literature
4.6 Creative and thinking skills
4.7 Planning for continuing professional
development
5.1 The role of the early childhood teacher in
providing an environment for the care and
safety of children
5.2 Understanding the types of common childhood
illnesses and responding to them
Safety, Health,
5.3 Managing daily routines (e.g. meals, arrival
5 Hygiene and 40
and departure, transition, self-care and etc.)
Nutrition
5.4 Handling common accidents and managing
emergencies
5.5 Understanding and detecting child abuse and
neglect
5.6 Basic first aid
6.1 Respect for diversity in a multi-cultural society
6.2 Understanding issues and problems faced by
Partnership with families in a multi-cultural society
6 Families and the 6.3 Strategies for working with families and 60
Community engaging parents on early childhood care and
education
6.4 The Community as a resource
Pre-Practicum Preparation (12hrs)
7.1 Briefing of trainees, practicum supervisors and
centre supervisors/ principals (e.g.
expectations, outcomes, assignments)
7.2 Code of conduct and protocol during the
practicum (includes dress code, etc)
7.3 Assessment/Assignments
Learning Journey (16hrs)
Visit to:
7.4
at least 1 child care centre and 1 kindergarten
Field Experience (240hrs)
7.5 Planning and implementing learning
Supervised
experiences (including lesson plans) in
7 Teaching 300
collaboration with peers and supervisor
Practice
7.6 Selection, design and development of learning
materials and setting up of learning
environment (indoor and outdoor
environments)
7.7 Interaction with children
7.8 Care for children (e.g. safety and routine)
7.9 Management and guidance of children’s
behaviour
7.10 Collaboration with colleagues
7.11 Observation, documentation and assessement
for learning
Supervised Practicum (20hrs)
At least 4 separate supervised practicum
7.12 visits, including pre- and post-conferencing
with individual trainee for each visit
Post Practicum – Summary of Experience
(12hrs)
7.13 Debriefing and sharing of experiences
7.14 Reflections on learning
7.15 Preparation for submission of Practicum
Folder
Total Training Hours 1200
