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Home  >  Programmes of Study  >  Postgraduate Diploma in Education (Early Childhood Education) programme - Course List and Description
 
Course Descriptions
 

Course List

 
The faculty reserves the right to cancel major subject(s) or course(s) based on admission and enrollment situation. The course list below is for reference only. The offering of courses varies from year to year.
 
Postgraduate Diploma in Education (Early Childhood Education) programme
 
 

Course Description

 

PGDC 5001 & 5101 Early Childhood Education: Curriculum and Teaching

  The course aims to introduce the basic principles in curriculum development and practical classroom delivery skills in early childhood education (ECE). Aspects to be covered in the course include:
( 1 )  learning and teaching principles of different learning areas, such as language, early mathematics, arts, science and technology, self and society, and physical fitness and health;
( 2 )  principles and key concepts underpinning the design, implementation, and evaluation of ECE curriculum;
( 3 )  Lesson planning;
( 4 )  planning developmentally appropriate learning experiences;
( 5 )  skills in delivering quality learning experiences for young children;
( 6 )  assessing the learning of young children; and
( 7 )  adaptation to school life (transition from home to school) and interface between preschool and primary school.
 

PGDC 5201 Foundations of Early Childhood Education

 

The course aims to introduce the key principles of early childhood education (ECE). Topics to be covered in the course include:
( 1 )  basic principles and theories of ECE;
( 2 )  social and cultural factors influencing ECE;
( 3 )  ECE approaches, including, Developmentally Appropriate Practice (DAP), inquiry-based learning, whole language, theme-based, play-based, project, integrated curriculum, and High/Scope;
( 4 )  contemporary ECE issues in Hong Kong; and
( 5 )  professional roles of early childhood educators.

 

PGDC 5301 Educational Management and Sustainable Development of Early Childhood Settings

 

This course provides an introduction to various organizational and management theories to early childhood education practitioners. The application of these theories and knowledge in early childhood education institutions will be illustrated in three levels: the social, school and individual level. First, rationales of accountability and quality assurance mechanism, data driven school improvement and matters in preparation for school self-evaluation and external review are examined. Second, the implementation of school-based management such as resource management, professional development of teachers and team building are discussed. Third, teacher professionalism and ways to equip early childhood practitioners with sufficient knowledge in order to fulfill their respective roles as school leaders or teacher leaders are presented. The course provides participants with conceptual knowledge in school management that serves as the basis of sustainable development of early childhood education institutions.

 

PGDC 5302 Parental Involvement in Young Children’s Education

 

This course provides an introduction to various organizational and management theories to early childhood education practitioners. The application of these theories and knowledge in early childhood education institutions will be illustrated in three levels: the social, school and individual level. First, rationales of accountability and quality assurance mechanism, data driven school improvement and matters in preparation for school self-evaluation and external review are examined. Second, the implementation of school-based management such as resource management, professional development of teachers and team building are discussed. Third, teacher professionalism and ways to equip early childhood practitioners with sufficient knowledge in order to fulfill their respective roles as school leaders or teacher leaders are presented. The course provides participants with conceptual knowledge in school management that serves as the basis of sustainable development of early childhood education institutions.

 

PGDC 5401 Early Childhood Development

 

This course aims to introduce the main aspects of child development, including physical, cognitive, affective and social development, from birth to the eighth year of age. The development of various competencies in early childhood and the factors that affect the development will be illuminated with major developmental theories/perspectives and relevant empirical research. The course will also help students appreciate that a deep understanding of child development can inform the practice of early childhood education, such as how to identify and cater for the needs of individual children effectively and how to conduct child observation and assessment appropriately.

 

PGDC 5402 Supporting Young Children with Diverse Needs

 

This course employs a cross-disciplinary perspective to introduce important issues in supporting children with diverse needs in integrated school settings. First, we examine contemporary policy changes and theoretical controversies in special education, integration and catering the diverse needs. We then discuss basic principles of early identification and early intervention of children, in particular, the types of difficulties in the areas of adaptive, cognitive, communication, physical and social and emotional development. Developmental characteristics of these children will be addressed, with a focus on enhancing teachers’ professional capacity in supporting them in the regular classroom. Curriculum, instructional issues, home-school supporting practices and community resources mobilization will be deliberated.

PGDC 5901  Teaching Practice
 

Teaching Practice (TP) is an integral part of the Postgraduate Diploma in Education (Early Childhood Education) Programme.  It provides opportunities for students to put theory into classroom practice. In order to support students’ professional development, practicum supervision will be conducted by the Faculty’s TP supervisors during the TP period. TP supervisors will assess students through formative and summative assessment, taking into consideration students’ teaching performance as well as their professional behaviour and attitude.

 

PGDP 5207 Teaching & Learning with Information & Communication Technology

 

The advancement of information and communication technology (ICT) provides teachers and students with new teaching and learning opportunities. This course aims at equipping participants with both pedagogical knowledge and technical skills to integrate ICT into the process of teaching and learning in primary education. Topics include: (1) development of multimedia and online resources for primary instructional practice; (2) eLearning design and resource development; (3) information literacy framework and development at primary school; (4) applications and challenges of ICT in instructional design.

 

PGDP 5209 Children’s Literature and Literacy Development

 

This course is designed to engage participants in using children’s literature to promote language development of young children in pre-primary and junior primary sectors. Apart from developing participants’ professionalism in children’s literature so that they will have a systematic and comprehensive knowledge of the basic literary theories and genres of children’s literature, this course also aims to enhance their appreciation of the range and depth of different kinds of children’s books, so as to establish their knowledge base of teaching activities and encourage them to develop young learners’ literacy skills through using children’s literature.

The course content mainly includes three major areas:
( 1 )  the significance, characteristics and educational functions of children’s literature;
( 2 )  the features of various forms of children’s literature (e.g., nursery rhymes, children’s poetry, fairy tales, biographies, stories, mythologies, fables, fictions, proses, and picture books); and
( 3 )  the appreciation and teaching of children’s literature: to build around the basic theory and knowledge of different genres of children’s literature, and interwoven with the reading and appreciation of works in various genres, it leads participants to explore the teaching activities and strategies in relation to the application of children’s literature in teaching, so as to develop young learners’ literacy

 

PGDP 5210 Play as an Integrated Learning Strategy for Children

 

The course aims to introduce theories, characteristics, and practices of play as an integrated learning strategy for children. Aspects to be covered in the course include:
( 1 )  characteristics of play;
( 2 )  theories and practices of play;
( 3 )  play as an integrated learning strategy for young children’s language, cognitive, social, emotional, and physical development;
( 4 ) play environment and resources;
( 5 ) assessing children's learning and development in play; and
( 6 ) teachers’ role in play.

 

PGDP 5306 Educational Policy & Practice in Hong Kong

 

This course aims to help perspective teachers to gain an understanding of the Hong Kong education system in relation to their occupational well being and working environment. It is designed to provide perspective teachers with analytical tools to comprehend and review educational policies and their implementation. Educational issues and policies in Hong Kong will be analyzed from an international-comparative perspective and a local concern for efficiency and equity. With a brief historical background, the empirical analysis of policies will begin with the 1982 Llewellyn Report and then extend to other educational policy papers and reports. Topics for analysis may include:
( 1 )  the school system and the curriculum;
( 2 )  allocation, selection and examination;
( 3 )  technical and vocational education;
( 4 )  quality in school,
( 5 )  gender and class differentials in education; and
( 6 )  teacher education and qualification.

 

PGDP 5312 Values and Moral Education

 

This course aims to help teachers to reflect on their own values and on the ways they teach values, especially moral values, in school. Among other important considerations, students are asked whether teachers should teach their own values in the classroom, and whether this is indeed inevitable. Through focusing on education as a means to nurture human qualities to promote personal and social well-being, the course examines a range of values such as truth, beauty, morality and sageness as embodied in “whole-person education”. The course acknowledges that education is unavoidably values laden and that moral values form an important core of the purpose of schools. During the course students will discuss the nature of morality and a number of important approaches to moral education, and then compare these to other types of values education. Students will also be asked to reflect upon how they understand their own personal and professional development in relation to values and moral education and how to enact their various roles in the school.

 

PGDP 5317 From Whence We Came: The Historical Contexts of Hong Kong Education

 

This course is designed to help students reflect on the social context and education system which they have lived with. By applying the historical perspective, the course will explain the key features of education in different periods, and analyse the relations between social development and the educational changes in the colonial era. It is intended to help them to have a broadened and more penetrating understanding of the uniqueness of Hong Kong education under British governance.

 

PGDP 5402 Psychological Development of the Child

 

This course aims to explore the context, the nature and the dynamics of child development.  The core of the course lies in two related aspects: (1) The theoretical understanding of child development in the social, emotional, intellectual, moral and aesthetic domains, and (2) The practical realization of child development in our school contexts.  Current issues of major concern (e.g. talent development and various kinds of psychological disturbances) will also be discussed.

 

PGDP 5408 Counselling Children

 

This course introduces basic counseling skills for working with children in response to a variety of developmental and/or adjustment issues. Topics to be covered include: ways to build rapport with children, use of toys, drama, art, music and other creative techniques to work with children with various abilities. Throughout the course, participants are expected to gain a better understanding of children’s feelings and needs, and to become more aware of the ways to respond to children that can facilitate the development of positive emotional relationship and improve behaviors which eventually allow more learning to take place. The roles of family and school in working with children will also be discussed.

 

PGDE 5319 Personal Growth of Teachers

 

This course aims at promoting among teachers an interest and readiness for taking charge of their personal growth.  It draws attention to the significance of mental and physical health, and a number of areas related teachers’ personal growth.  Upon satisfactory completion of the course, students should be able to identify the significance of personal growth, and recognize options for handling problems related to one’s mental and physical health.  Topics covered include: teachers and their careers, personal characteristic of an effective teacher, teacher self-concept, reflective ability of a teacher, teachers’ physical health, stress and burnout, supportive system, strategies for promoting personal growth, power to change and commitment to growth.  It also provides experiential learning activities to help teachers expand their self-awareness, and identify factors affecting their professional and personal development.

   
   
   

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