Birth to Three Responsive Curriculum

Singapore University of Social Sciences

Birth to Three Responsive Curriculum (ECE310)

Synopsis

ECE310 Birth to Three Responsive Curriculum provides an in-depth study of the scientific evidence that informs the care and education of infants and toddlers (Birth to three). Students have the opportunity to design a responsive, play-based, and relationship-based curriculum for infants and toddlers. Field visits may be organised for students who require them. Students will have the opportunity to revisit sociocultural and child development concepts and apply curricular or pedagogical knowledge to designing programmes for infants and toddlers. Students can choose to either critically review local and international literature and frameworks related to quality care and education for infants and toddlers; or evaluate a particular centre’s programme according to contemporary views of child development and neuroscience research.

Level: 3
Credit Units: 5
Presentation Pattern: EVERY JULY

Topics

Philosophies and goals of infant and toddler programmes
Child development theories in the context of infant and toddler programmes
Designing programmes to support competencies and developmental needs of infants and toddlers
Relationships that shape the brain, learning and development
Foundational elements of a responsive, relationship-based programme
Sense of self and others: programmes that support and enhance children’s social and emotional learning
Programme practices that enhance cognitive, language learning and development
Planning the physical environment to support choice, routines and movement
Quality infant and toddler programmes
Policies and procedures that support quality programmes
Observing infants and toddlers for assessment and curriculum planning
Programme practices that support families and cultural diversity

Learning Outcome

Analyse contemporary issues, and curriculum approaches to global and local infant toddler care and education
Apply neuroscience research and contemporary child development theories to inform infant/toddler practices and curriculum planning
Discuss the teachers’ roles in developing a responsive, relationship-based environment and curriculum
Evaluate the various elements of a particular infant toddler programme in relation to both international and local quality frameworks for the early years
Design a responsive, relationship-based and play-based curriculum for infants and toddlers
Use observation methods to document infants and toddlers’ learning and development