Early Childhood Education and Development Programme
What is the Early Childhood Education and Development Programme (ECEDP)?
The Early Childhood Education and Development Programme (ECEDP) is an early years’ education programme, committed to developing and supporting early childhood professionals. It is an academically rigorous programme, yet flexible in its approach. It has been developed in collaboration with our institutional partners, Sheridan College Institute of Technology and Advanced Learning, and Ryerson University in Canada. This innovative programme is the first of its kind in the country.
The institutional linkage between the partners has been supported by the Aga Khan Foundation (Pakistan) through the Pakistan-Canada Social Institutions Development Programme, in collaboration with the Canadian International Development Agency.
Why should I choose ECE as a career?
Are you concerned about children, about education and schooling, about competitiveness, about values and violence in our society? Well, research tells us that it is in the early years that the foundation for the kind of people we will become, are established. Do you want to make a difference to the way the adults and decision makers of tomorrow conduct themselves, their businesses and raise their families? By working with the young children of today, you can help shape the future.
In Pakistan, there is a great need for professional early years’ teachers. At present, the only validated ECED programmes are based on the Montessori approach to ECED.
What will I learn?
Graduates of the ECEDP will have demonstrated the following learning outcomes:
- Knowledge of the history and philosophy of ECE, and its importance in the East and West
- Knowledge and understanding of child development from zero to eight
- Knowledge and understanding of family structures in a changing environment
- Knowledge and understanding of different curricular approaches to ECE
- Knowledge and understanding of active learning and the importance of play
- Knowledge of and the ability to promote pro-social behaviour
- Understanding of the Philosophy Statements and Statement of Objectives, in the National ECE Curriculum (2007), Ministry of Education, Government of Pakistan
- Knowledge and analytical skills required for observation, record keeping and assessment of the learning environment, group dynamics, individual children and own performance
- Knowledge, skills and ability to carry out on-going action research
- The ability to plan and organise an inclusive, active learning environment
- The ability to plan and implement developmentally appropriate programmes that meet the needs and interests of children
- Practical experiences in early childhood environments that demonstrate the application of theory to practice
What courses will I be required to take for the ECEDP?
Here is a list of the courses you will take in the ECEDP:
|History and Philosophy||3|
|Language and Literacy in Early Years||3|
|Promoting Positive Behaviour||3|
|Observation and Assessment||3|
|Health, Nutrition & Safety||3|
Who will teach the courses?
Rubina Naqvi has B.Sc / B.Ed degrees from Karachi University. She is an accredited trainer and holds a Diploma in Professional Studies from University of Bradford, UK. She brings with her 34 years of experience in the field of education which includes teaching, training of teachers, and school management. Currently she is a member of the Training and Development Team at TRC and is working in the capacity of Senior Manager, Membership Network since the last 11 years.
Tabinda Jabeen has B.Sc Degree from Karachi University and also graduated from TRC-IECE in 2008-09. She has 15 years of teaching experience as a primary and secondary school teacher. She is a lead trainer at TRC where she plans and conducts different workshops and courses for teachers of public and private sectors. Tabinda is a full time faculty member of the TRC and has been conducted courses at TRC for the last three years.
She joined TRC in 2010 and has been engaged in different projects such as Releasing Confidence and Creativity, Pathways to School Success Project based on Child to Child approach and The Thinking Classroom Project.
Saira Shahab has a Masters’ degree in Applied Linguistics-TESOL studies from the University of Queensland, Australia and another Master’s degree in Economics from the University of Karachi. Saira has been associated with the field of education for the past 20 years. She is a trainer par excellence and has also been involved in designing school development and teacher training programs to improve the quality of teaching/learning interface in school systems.
Misbah Karamat has a bachelor’s degree in Textile Design from the National College of Arts, and an accredited certification – ICELT, in English language teaching from the University of Cambridge. She has worked in different educational institutions across Pakistan, and has teaching experience in various subjects at primary and secondary levels.
Bazla Gul holds a Bachelor’s degree in Social Sciences from SZABIST and a Certificate in Early Childhood and Development from TRC. She brings with her 3 years of experience in the field of education. Currently, she is a member of the Early Childhood Education team at TRC, and is working in the capacity of Coordinator, Early Childhood Education and Development Programme.
What kind of support and guidance can I expect if I get admission?
Our aim is to provide teacher education that is accessible to all. TRC’s philosophy from the outset has been to “take teachers from where they are” and help them to grow and develop into professional teachers. TRC conforms to this ideal.
Professionalism in ECED is in its infancy in Pakistan, and we are committed to building a core of ECED professionals who understand developmentally appropriate practice. We are an equal opportunities, student-focussed organisation, and will therefore support you to achieve your potential as an early years’ professional. Support will be given in the following ways: small group tutorials to help you clarify course content and help with IT skills. Pastoral care and counselling will also be provided to those who need it. All our students are assigned a field-supervising teacher who acts as a guide and also gives regular and meaningful feedback on reflective journals, which you will write through the year.
Resources available for students include: tablets and Wi-Fi, tips on public speaking, making presentations and writing summaries. Students in difficulty or under stress are encouraged to email a draft of their assignment to course leaders who provide feedback via email.
What do former ECEDP students have to say about the programme?
Our ex-students have had a range of transformational experiences during the year long Early Childhood Education Certificate Programme. See what they have to say …
What are the admission requirements?
Admission to the ECEDP will be considered only if you have successfully completed a minimum of 4 A Levels and/or a Bachelor’s degree in any discipline.
If you don’t have a Bachelor’s degree because you had to stop studying to get a job, get married or have children and have now decided to come back to your academic career after a leave of absence, you can still apply. You can get credits in our assessment system for parenting or work-related learning.
During the interview we will assess your capacity to benefit from the programme and your ability to communicate proficiently in English. You will be required to bring in a portfolio of your work for us to evaluate your ‘on-the-job’ learning. Please call and find out what you need to bring along.
How many hours in the day will I have to invest?
Class days and hours differ during each term. Depending on the number of courses in the term, classes will be held three or four days a week in the afternoons, from 2:30 p.m.– 5:00 p.m. Course delivery hours will be the same for all students at TRC. Some courses have a combination of self-study at home and on site classes.
In-Service students are expected to go to their work place every day and not miss school.
Pre-Service students are expected to spend three to four mornings a week, at a school, one of our field placement sites, where you will observe ECE in action. Later you will be expected to assist the teacher and then plan and independently implement developmentally appropriate activities.
What will classes be like? How will I be evaluated? How many tests will I have to take?
The teaching and learning strategies have been designed to facilitate professional practices and personal development. From brainstorming, interactive lectures, group discussions, documentary and film screenings, reading groups, and Internet research to hands-on learning in the classroom, a range of methods are used to cater to your individual learning styles. Each course is linked to, and builds on the learning from concurrent and previous courses, yet is complete in itself.
Assessment is a critical part of your learning and will take place during the time frame of each course. Like the teaching and learning strategies, there are diverse assessment strategies, ranging from in-class group projects, quiz to individual or group presentations and written assignments.
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