Bachelor of Education Honours in Early Childhood Education

Purpose

The purpose of the Bachelor of Education Honours in Early Childhood Education (BEd Hons in Early Childhood) is to prepare learners for research based postgraduate study in a particular field in education. It serves to consolidate and deepen a learner's expertise in a specific area in education, and to develop research capacity in the methodology and techniques of the area. This qualification demands a high level of theoretical engagement and intellectual independence. The Bachelor of Education Honours in Early Childhood will include conducting and reporting research under supervision, worth at least 30 Credits.

The qualification will equip graduates with the required subject content knowledge, educational theories that will enable graduates to demonstrate competence and responsibility as academically, professionally and researchers in the field of Early Childhood Education (ECE) and move forward into various leadership roles.

It offers strong core foundation modules in early childhood education and includes distinct specialist modules that deal with the unique characteristics of the Early Childhood Education (ECE) sector. Teachers will be supported in their learning and development as professional Early Childhood teachers to go out into the workforce as innovators, researchers and leaders, competent in the skills that are required in the current landscape of the ECE sector and those of the future. The qualification will consolidate and deepen an educator's expertise in Early Childhood Education.

This qualification will therefore

• Equip educators with the required subject content knowledge, educational theories and methodologies that will enable teachers to demonstrate competence and responsibility as academic, professional researchers in the field of early childhood education.
• Prepare aspiring educational researchers, policy makers, leaders and education reformers to confront challenges of public education.
• Equip teachers with an in-depth understanding of the subject matter (classroom activities), sound professional teaching skills), and with the ability to adapt to the ever-changing early childhood educational needs in South Africa.
• Provide future early childhood educators with a foundation in classroom, department and school management, curriculum development, and methods of early childhood teaching and learning, as well as skills for working with children age five (5) through nine (9) years, Grade R through Grade 3.
• Equip teachers with necessary competencies in early childhood classroom teaching and learning and school managerial skills which are presently largely lacking in early childhood education across South Africa. In addition, learners will be able:
• To be able to organise and to manage themselves and their activities responsible and effectively.
• Participate as responsible citizens in the life of local, national, and global communities.
• Be culturally and aesthetically sensitive across a range of social context.

Rationale

The rationale for the BEd Hons in Early Childhood education qualification is to train teachers to become self-reliant early childhood professionals equipped with in-depth knowledge, lifelong learning skills, and commitment to their profession, with the ability to facilitate learning in a constantly changing world and to promote high quality and innovate education and care for young children from Grade R to Grade 3.

South Africa and other countries are in need of highly qualified, skilful and knowledgeable teachers and leaders in early childhood education. The purpose of the qualification is to produce highly qualified teachers, managers, curriculum designers who will be responsive to the developmental needs of young children. These are teachers who are going to teach, to manage, prepare and design curriculum to meet the needs of young children.

Recognition of Prior Learning (RPL)

The institution's RPL policy is applicable with regard to this qualification. This refers to a qualification, completed at an accredited higher education institution, which is not identical to the admission requirements of the qualification but which is evaluated to be on the same NQF level, have the same minimum credit weighting and of which the curriculum content is at least comparable with that of the set admission requirement qualification.

Entry Requirements

The minimum entry requirement for this qualification is

• Four-year professional teaching Degree.

Or

• An appropriate Bachelor's Degree with a professional teaching qualification.

This qualification consists of the following compulsory modules at National Qualifications Framework Level 8 totalling 126 Credits.

Compulsory Modules, Credits

• Contemporary Issues in Early Childhood Education, 18 Credits.
• Early Literacy, 18 Credits.
• Mathematics and the Young Child, 18 Credits.
• Child Development and Schooling, 18 Credits.
• Leadership and Management in Early Childhood Education, 12 Credits.
• Educational Research, 12 Credits.
• Research Project, 30 Credits.

1. Conduct independent research and competence in scholarly exposition.
2. Present information clearly, cohesively and in scholarly style.
3. Show an understanding of current theories of the discipline.
4. Contribute to the body of knowledge through research activities.

Associated Assessment Criteria for Exit Level Outcome 1

• Demonstrate the preparation of a topic related to the major subject.
• Explain convincingly why the research is relevant.
• Formulate the research problem, aim, questions, hypotheses (where applicable) clearly.
• Demonstrate how and why paradigms, research designs and methodology are relevant to the study.

Associated Assessment Criteria for Exit Level Outcome 2

• Provide well-founded interpretations of literature in the area of study, and succinct and accurate syntheses of written material.
• Use specialist and applied knowledge appropriately in an area of educational study or practice.
• Show sensitivity for and understanding of the relative and contextual nature of thought and knowledge.
• Interpret knowledge as a source of meaning and as a guide to reflection, choice and action.
• Grasp the dialectical relationship between theoretical and practical knowledge.
• Demonstrate an awareness of the variety of educational contexts in which knowledge might apply.

Associated Assessment Criteria for Exit Level Outcome 3

• Locate particular studies in a relevant and coherent theoretical framework.
• Demonstrate a high level of competence in a particular field in Early Childhood Education.
• Understand and contribute to the technical and professional literature in the field of field in Early Childhood Education.
• Criticise learned procedures in the light of historical trends and practices in this and other countries.

Associated Assessment Criteria for Exit Level Outcome 4

• Demonstrate the ability to address a professional or academic problem with originality and independent thought.
• Discover new facts, principles, and connections to improve educational practice.
• Suggest improvements in educational contexts and thus make a significant contribution to the knowledge of a research problem and share with colleagues in the field of Early Childhood Education.

Integrated Assessment

Assessment is both formative and summative.

Formative Assessment

• Proposal development workshops and seminars, drafts, submission to the institution, ethical clearance, data collection procedures, data collection, and production of mini-dissertation.

Summative Assessment

• Assessment of mini-dissertation by at least three examiners, two internal and one external.