Course Description
The overall objectives of the Award are to engage participants in learning what is relevant to their profession and to further develop a range of skills and techniques, personal skills and attributes necessary for a successful career in working with children including those of different cultures and different needs.
In 2025, the pass rate for the course was 90%.
The accreditation category of the Programme is Further Education.
Learning Outcomes
By the end of the course programme, students will be able to:
- Understand child development in children aged 0 to 3 years including physical, intellectual, language, social and emotional development.
- Be fluent with relevant national legislation and regulatory requirements with a focus on protecting and fostering children’s rights and following health and safety procedures.
- Develop an awareness of the need to develop positive relationships and partnerships with children and their families.
- Plan and implement meaningful learning experiences that enable optimal development in babies, toddlers and young children.
- Identify and meet the diverse needs of children with additional needs to cater for cultural, linguistic, learning or physical differences.
- Adopt a reflective practice approach to their daily work to continually improve their own practice for the benefit of children’s outcomes.
- Apply child development theories into practic.
- Work collaboratively in a team and promote positive relationships between all stakeholders.
- Plan, develop and facilitate play and learning experiences for children aged 0 to 3 years.
- Provide care of children’s daily needs including those with additional needs.
- Support and communicate with parents/legal guardians within an inclusive environment that celebrates diversity and welcomes all families.
- Maintain a healthy and safe environment where children can be cared for and educated respectfully and safely.
- Report and document the daily occurrences, incidents and interactions as required for the safe upeeping and running of a childcare centre accoding to the National Standards for Child Day Care Facilities (2006) or latest document published.
- Work and behave responsibly and professionally with the integrity and respect needed to adequately care for young children.
- Follow and uphold the policies, procedures and standards of a child care setting and work in collaboration with the management and the staff for a smooth running of the centre.
- Create and maintain positive relationships with children, their families and the staff at the centre for the benefit and optimal development of children under their care.
- Increase awareness and understanding of the need for care that is of high quality, non-discriminatory and inclusive.
- Develop critical reflective skills to engage in reflective practice as part of own professional development.
Target Candidates
The course is intended for individuals who want to start a career in childcare or for individuals who are already working in childcare centres and want to gain an award at MQF Level 4 and pursue a career in childcare (0 to 3 Years).
| Course Code | Duration | Credit Value | Next Intake | FT/PT |
|---|---|---|---|---|
| LW/HSC/006 | 12 months | 60 ECTS | September 2026 | PT |
| Contact Hours | Placement Hours | Self Study Hours | Assessment Hours | Total Learning Hours |
|---|---|---|---|---|
| 300 | 200 | 880 | 120 | 1500 |
Mode of Training
Learning will take place via a mix of online lectures and lectures at the academy, as well as group activities and discussions.
Modules are delivered in the evening, twice a week.
Language of instruction is English.
Assessment
Fomrative Assessment, Summative Assessment, Assignments, Portfolio
Awarding Body
Learning Works
Lecturers
Course Structure
Module 1: Health and Safety at the Workplace and the Outdoor Environment (4 ECTS)
This module deals with the employer’s responsibility towards Health and Safety while pointing out the employee’s responsibility too. In addition to caring for and educating babies, toddlers and young children, an early childhood educator needs to ensure that children are kept safe and secure. An awareness and understanding of health and safety issues is therefore a must. This unit aims to encourage prospective carers to understand the importance of health and safety measures in early years environments and their role in safeguarding children’s health and keep them safe. The dangers of noncompliance are stated while emphasising the ways to communicate health and safety information. Risk assessment to reduce accidents and hazards form part of this module.
Apply Health and Safety measures as per National standards for Early Childhood and Care Services (0 to 3 years) of March 2022
Supervise, assess and report to minimise risks both for indoor and outdoor environments
Determine any symptoms in children that can pose a threat (illnesses)
Distinguish between normative and atypical or delayed milestones in development
Complete a risk assessment for the childcare centre (part of the Portfolio)
Comprehend the legislation covering Health and Safety for children, staff, families and visitors
Safety for indoor and outdoor environment
Identify signs and symptoms of sickness including children’s stages of development
Assess and address the changing needs of children with a disability
Comprehend the importance of prevention and control of infectious diseases or illnesses in early childhood
Outline employers’ and employees’ duties in relation to health, safety and welfare at work
Demonstrate the consequences of non-compliance with health and safety legislation
Describe what is good practice for healthy hygiene in a holistic manner
Demonstrate the ways in which health and safety information can be communicated
Show the process for carrying out a risk assessment
Outline the arrangements that should be in place in a workplace for emergencies and paediatric first aid
Explain the importance of recording all incidents, accidents and ill health
Identify the actions that might need to be taken following an accident or incident in the workplace
Identify the main legislation relating to Health and Safety in work settings within a chosen area
Assess an organisation on how it communicates health and safety information to staff and others such as customers and clients
Explain how risk assessment can be used to reduce accidents and ill health at work
Explain how hazards can cause harm or damage to people, work processes, the workplace and the environment
Explain why it is important to record all incidents, accidents and ill health
- Total Contact Hours: 20
- Supervised Placement & Practice Hours: 0
- Self-Study Hours: 70
- Assessment Hours: 10
- Total Learning Hours of this Module: 100
Module 2: Teamwork and Communication (4 ECTS)
This module deals with benefits of teamwork, collaborative work and lines of reporting. It delves into features of effective teamwork and individual behaviours and qualities required for effective teamwork. It creates awareness of the need to develop positive relationships with colleagues and other professionals. Teamwork here also refers to encouraging children to play and learn with other children in the setting.
Develop and promote positive team relationships
Use the formal lines of reporting according to the organigram of the child centre
Work and model positive collaborative skills in a team to create a healthy working atmosphere and to show children how to cooperate and work harmoniously with others
Communicate and collaborate with all stakeholders through positive relationships
Develop an awareness of managerial strategies, and the Organigram of a Child Care Centre
Comprehend the role of effective communication in the establishment and maintenance of positive relationships with different stakeholders
Know how to document important incidents and daily occurrences that shed light on the way individual children need to be cared for
Record salient and personal information only when it is relevant to the wellbeing of the child or for the smooth running of the team
Comprehend how to work respectfully with others, sharing ideas, supporting each other and striving to create healthy working environments for the benefit of young children
Apply the benefits of team-working (e.g. communication and collaborating) to staff, clients and children (e.g. how to play together)
Outline the lines of reporting within a specific team
Outline the features of effective team-working in children’s settings
Deal with conflicts with and among stakeholders
Respond appropriately to diversity in an informed and ethical manner
Identify good practice examples and features of effective team working
Assess own effectiveness as a team member providing evidence to support self-evaluation
Describe the purpose of different teams
Describe the behaviours individuals need to display in order to contribute to an effective team
Communicate and discuss effectively with the team
- Total Contact Hours: 20
- Supervised Placement & Practice Hours: 0
- Self-Study Hours: 70
- Assessment Hours: 10
- Total Learning Hours of this Module: 100
Module 3: Communicating with Parents and Carers of Children   (4 ECTS)
This module introduces the students to the notion of working in partnership with parents and families for the benefit and wellbeing of children under their care. It deals with appropriate verbal and nonverbal communication and the type of communication that is acceptable according to GDPR guidelines. The student will have the opportunity to evaluate his own communication skills in terms of developing relationships.
Establish a good working relationship with parents/carers/stakeholders both in a verbal and written manner in line with professional practice
Document and share information according to GDPR practices
Organise one to one meetings with parents/carers while liaising with centre manager (also on daily routines)
Evaluate own communication
Comprehend the significance of working in partnership with parents and building positive relationships for effective professional practice
Decipher the role of documentation and sharing information according to GDPR
Be able to organise and manage daily routines and share relevant information with parents to facilitate smooth transitions between the home and the child care centre
Comprehend the connection between good partnership with families and how this impacts children’s learning, development and wellbeing
Describe effective and professional practice in communicating with parents, carers and stakeholders in children’s settings
Outline documentation procedures and information that should be routinely shared with parents and carers
Describe ways of communicating information that should be routinely shared with parents and carers in children’s settings
Describe policies and procedures for contacting parents, carers and stakeholders in emergency situations in children’s settings
Extend the learning outside the setting (as in outdoors)
Assess what communication difficulties may affect effective information sharing when communicating important information between members of a team within a childcare setting
Critically reflect on the barriers to communication with parents when sharing important information about policies and procedures for the smooth running of the setting
State why it is important to communicate with carers/stakeholders and parents in a children’s setting
Present policies and procedures for contacting parents/carers in emergency situations
- Total Contact Hours: 20
- Supervised Placement & Practice Hours: 0
- Self-Study Hours: 70
- Assessment Hours: 10
- Total Learning Hours of this Module: 100
Module 4: Value of Play and Recreational Activities for Children
(5 ECTS)
This module deals with the value of play for each area of development: physical, social, emotional, intellectual and language. It embraces a rights-based approach to play where play is regarded as a right of each child to play and interact with others and to experience recreational activities with others. Building on the premise supported by literature that play is a vehicle for learning, students will be exposed to the benefits, stages and types of play. Moreover, it gives examples of strategies and techniques to support children’s play and ways in which adult interaction can extend learning and development.
Create play as a medium for the child’s holistic experience and development
Observe and assess through play the child’s capabilities and determine their needs while enhancing communication
Determine and facilitate required resources for play and recreational activities for learning experiences
Develop a play-based approach as a child-centred pedagogy
Observe children during play and develop ‘assessment for learning’ practices that facilitate optimal and holistic learning and development through play
Comprehend and create links between the Learning Outcomes Framework, Early Years (2015) and the play experiences that are planned and implemented
Comprehend the importance of using developmentally and age appropriate resources and materials that stimulate children to play and explore
Comprehend the role of the environment in enabling play and learning
Demonstrate how play or recreational activity can support the physical, social, emotional, intellectual, and language development of a child
Plan, prepare and execute different, appropriate play and recreational activities, and the resources required, for children of different ages
Describe the strategies and techniques adults can use to support children in play and recreational activities
Use own observations of children at play to inform own practice and future planning
Critically reflect on the value of play for children’s outcomes
Make informed choices regarding the type of play and learning experience for different children
Reflect continually on the effectiveness and appropripriateness of play experiences according to children’s age and developmental stages
Explain how adult interaction within play or recreational activity can extend the learning and development of the child or young person
Explain how a specific play or recreational activity could be used to support the development of children
Discuss how adults can support the child’s right to play, as set out in the United Nations Convention or Human Rights and the National Standards for Early Childhood and Care Services (0 to 3 years)
Present the strategies and techniques adults can use to support children in play and recreational activities
- Total Contact Hours: 25
- Supervised Placement & Practice Hours: 0
- Self-Study Hours: 90
- Assessment Hours: 10
- Total Learning Hours of this Module: 125
Module 5: Becoming a Childcare Educator (4 ECTS)
This module will aim to introduce students to become Childcare Educators, focusing mainly on the role they play, placing them as key players in the child’s development and care. It will seek to adopt a reflective and participatory stance engaging in individual and collaborative reflection. It will encourage students to learn from professional educators, using case studies and narrative to analyse those qualities values, attitudes and skills needed for their own professional growth in the voyage towards becoming Childcare Educators
Reflect critically and manage own daily practice
Comply with any requirements that emerge following the centre manager’s evaluations
Identify the diverse roles a childcare educator plays and the qualities required to fulfil this position
Describe the need to develop professional competencies and professional integrity
Explain the national legislation, frameworks, policy, and standards in relation to their role as childcare educators
Critically explain the different policies, procedures, records and documents that will provide evidence against regulatory requirements
Explain the standards and criteria for the provision of childcare in centre-based, home-based, and work-based centres in accordance with the National Standards for Early Childhood Education and Care (0–3 years) of March 2021
Construct childcare educator images through sharing of experiences and through the reading of educational literature
Discuss personal experiences, sharing them with colleagues about the position of childcare educators
Critically engage in personal reflection and with colleagues
Design a reflective journal which will help to plan the way forward
Adhere to the national legislation, framework, policy and the standards in their role as childcare educators
Apply in practice the centre’s policies and procedures that are in line with regulatory requirements and current best practice
Evaluate with other educators the recommendations from the external review team and keep accurate records and personal documentation
- Total Contact Hours: 20
- Supervised Placement & Practice Hours: 0
- Self-Study Hours: 70
- Assessment Hours: 10
- Total Learning Hours of this Module: 100
Module 6: Child Development in Early Childhood (9 ECTS)
This module deals with the holistic child development including the physical, cognitive, social, emotional , speech and language development for the first three years of life. Child development underpins every aspect of working with babies, toddlers and young children. This module will also offer childcare educators an overview of the different theories on child development in early childhood education by critically reflection on the various key figures who in their own way contributed towards this important area of early childhood education and care. It will focus on the input of early childhood influential figures such as development. Rosseau, Vygotsky, Pestalozzi, Froebel, Dewey, Montessori, Piaget, and Malaguzzi. Furthermore, it is structured to encourage critical engagement with their ideas and developments in Early Childhood Care by reflecting upon the influences of Early Childhood development issues of policy development and implementation and the impact of research and policy.
Work appropriately in a multi-disciplinary team to develop and support the physical, cognitive, social, emotional, speech and language skills of each child
Use the appropriate activities and resources to create safe environments that are conducive to play, learning and development
Determine what might be the barriers for child development to help the child overcome them
Act appropriately to support children with individual education needs
Create a safe and secure atmosphere for all holistic needs
Ensure knowledge of the main development theories in Early Childhood
Analyse the different developmental theories in relation to early childhood development
Explain critically the theories of Early Childhood development
Discuss critically the theoretical concepts of Early Childhood development in diverse contexts
Analyse critically the different development theories in early childhood
Examine critically both national and international education practices and how these relate to the developmental theories of the founders of ECEC
Identify how these can be transferred into everyday practice
Identify and use age appropriate strategies, strengths, interests and cultural background of a child to support learning and holistic development
Explain how each area of development is linked
Discuss body language, tone of voice and physical care routines as learning opportunities
Engage in conversations regarding children’s current stage of development and ways in which to support optimal learning and overall wellbeing
Analyse critically the ideas as proposed by the diverse Early Childhood development theories
Reflect critically on the different developmental theories
Critically compare national and international practices and their relationship to the developmental theories of Early Childhood
Respond sensitively to children’s individual cues to support their holistic approach
Construct a learning programme underpinned by nurturing care, quality interactions and learning experiences that will promote the holistic development of each child
Liaise with other childcare educators, the centre manager and other professionals when children’s developmental progress is a cause of concern
- Total Contact Hours: 45
- Supervised Placement & Practice Hours: 0
- Self-Study Hours: 160
- Assessment Hours: 20
- Total Learning Hours of this Module: 225
Module 7: The Emergent Curriculum (4 ECTS)
This module will give the students the opportunity to critically examine the philosophy underpinning the emergent curriculum and how the emergent curriculum is implemented. It will delve into how the project approach serves as tool to implement the emergent curriculum and how authentic assessment is conducted through pedagogical documentation. It will also deal with the process of how to co-construct a living curriculum that emerges from children’s play and interactions. While framed by the teacher, it is child initiated allowing for a collaboration between children and early childhood educators, giving everyone a voice.
Collaborate with colleagues in the planning and implementation of the emergent curriculum
Describe critically the philosophical principles that encompass the emergent curriculum
Manage different ways of involving children as partners in their educational journey
Identify the different characteristics of the emergent curriculum
Critically identify the issues and challenges in developing the emergent curriculum
Reflect critically on how the emergent curriculum can be delivered in a stimulating learning environment
Plan activities based on the emergent curriculum to develop their practice
Create an active learning–based environment
Design varied activities which demonstrate children’s knowledge and their experiences
Reflect critically on how theory influences practice in order to enhance the learning programme
- Total Contact Hours: 20
- Supervised Placement & Practice Hours: 0
- Self-Study Hours: 70
- Assessment Hours: 10
- Total Learning Hours of this Module: 100
Module 8: Observation, Assessment, and children’s participation in a childcare setting (5 ECTS)
During their field placement the childcare educator will start to understand and will focus on principles, theories, and sequences of child development from 0 to 36 months. Current issues that influence growth will be discussed. Childcare Educators will gain exposure to a variety of observational techniques and screening/assessment measures which will enable them to apply evidence informed, developmentally responsive practices while engaging with toddlers and infants.
Analyze developmental theories that relate to an early childhood setting
Examine critically the interrelationship between physical, cognitive, and socio-emotional development in early childhood
Create developmentally and culturally responsive goals and strategies to support children’s holistic development and well-being
Observe and document children’s development to check their progress and plan future needs
Comprehend the concepts underlying education and care in the field of early childhood education and development
Identify processes and procedures to observe and record child development
Define child development assessment techniques
Apply strategies suggested by different professionals from the multi-disciplinary team while supporting infants and toddlers
Develop effective ways of communicating their observations
Plan and develop suitable strategies and resources
Document their observations
Critically reflect on and determine when and how to approach parents and families with observations or concerns about a child’s development and learning
- Total Contact Hours: 25
- Supervised Placement & Practice Hours: 0
- Self-Study Hours: 90
- Assessment Hours: 10
- Total Learning Hours of this Module: 125
Module 9: Embracing Diversity and Supporting Inclusivity
(4 ECTS)
In this module the Childcare Educator will be exposed to a variety of developmental disabilities and how these will affect learning, psycho-educational, social and physical growth The childcare educator will employ a range of strategies to encourage awareness and understanding of diversity among children and families. The childhood Educator will be prepared and must be prepared to meet the diverse needs of all children and that all children and their families are respected for diversity, including but not limited to origin, race, belief, religion, ability, socio-economic status, culture, sexual orientation and gender.
Collaborate in designing early intervention programmes
Develop a culturally inclusive learning programme
Encourage awareness, appreciation, and inclusion of diverse beliefs, cultures, and religions with children and families
Celebrate and promote cultural diversity
Describe critically the principles of Universal Design for Learning in an inclusive childcare environment
Identify the different conditions that lead to learning difficulties and their implications for psycho-educational, social, and physical growth in an inclusive childcare setting
Explain critically the national legislation, frameworks, standards, policy, and procedures related to cultural diversity in childcare
Describe critically specific issues that may impact children’s development and learning
Adhere to national legislation, frameworks, policies, and procedures related to diversity
Demonstrate a non-judgmental attitude that values diversity in all its aspects
Promote and celebrate diversity, including linguistic and cultural differences
Reflect, question, and effectively respond to the needs of diverse children
Provide parents with support to maintain and preserve home-language learning
Celebrate linguistic and cultural differences with families and children
- Total Contact Hours: 20
- Supervised Placement & Practice Hours: 0
- Self-Study Hours: 70
- Assessment Hours: 10
- Total Learning Hours of this Module: 100
Module 10: The Reflective Practitioner (5 ECTS)
This module will introduce Childcare Educators to reflective practice particularly in in a childcare environment. It will give them the tools to develop into reflective practitioners, engaging them in writing reflectively and keeping a reflective journal which will help them in their professional growth. It will also allow the childcare educators to identify and appreciate positive experiences and better identify ways to improve practice. With more challenging experiences being a reflective practitioner helps to process and learn from these challenges.
Develop and sustain a reflective mindset
Critically reflect on own practice and together with colleagues
Collaborate in peer observations leading to reflective practice
Describe critically what reflective practice entails in an educational setting
Be critically conscious of the importance of being a reflective practitioner to grow professionally
Reflect on their own practice
Write and keep a reflective journal
Engage in practice that reflects one’s behaviour and practices in an early childcare setting
- Total Contact Hours: 25
- Supervised Placement & Practice Hours: 0
- Self-Study Hours: 90
- Assessment Hours: 10
- Total Learning Hours of this Module: 125
Module 11: Work Placement (12 ECTS)
This module deals with practical exposure to the theory built on knowledge of theories of play and learning and children’s development including physical, social and emotional, cognitive and language development. Students will be able to put into practice the theoretical knowledge, skills and competences developed over the course of the programme. They will have the opportunity to reflect on their own as well as collaboratively to evaluate and improve their practice through self-reflection and feedback provided by others.
Understand, protect and promote children’s rights in the light of the UN Convention on the Rights of the Child (1989)
Develop reflective skills as a tool to continually improve own professional practice
Use a variety of strategies to promote children’s positive behaviour
Promote a healthy working environment for staff and children in an Early Years setting and instil a positive culture that is inclusive of diverse backgrounds and developmental needs
Effectively support families of children with individual education needs through cooperation, collaboration and integration
Observe, plan and implement play and learning experiences/opportunities/activities to facilitate the learning needs for all children, including those with individual education needs
Maintain regulatory requirements of a Child Care Centre to ensure health and safety for children, colleagues and visitors in an Early Years setting
Comprehend legislation covering health and safety for children, staff, families and visitors
Conduct safety checking of indoor and outdoor environments before and during activities/play experiences
Observe and assess children’s stages of development
Use observations to inform planning and professional practice addressing holistic development
Observe and address signs and symptoms of sickness and developmental differences in children
Familiarize with management structures, the Organigram and the development of effective working relationships for smooth running of the child care centre
Reporting and communication of important information, policies and procedures in normal circumstances and emergencies
Develop effective ways to work collaboratively and build healthy relationships with parents/guardians, colleagues and other professionals
Handling and processing of documentation and sharing of information according to GDPR principles
Create daily routines that are age and developmentally appropriate for children under care
Adopt child-centred, play-based plans encouraging children’s active participation and engagement
Be familiar with the 5 Broad Learning Outcomes of the Learning Outcomes Framework, Early Years (2015)
Understand and apply child development theories covering physical, social, emotional, cognitive and language behaviour
Provide holistic care for babies, toddlers and young children in an Early Years setting
Address children’s strengths and needs through care and education (play and learning)
Outline employees’ duties in relation to health, safety, and welfare at work
Deal with consequences of non-compliance with health and safety legislation
Apply practices in real-life workplace situations
Demonstrate ways in which health and safety information can be communicated
Carry out a risk assessment
Make necessary arrangements for emergencies and first aid in the workplace
Record all incidents, accidents, and ill health
Apply team attitudes to staff, clients, toddlers and infants
Fulfil own responsibilities within a team through presentations to a mentor
Seek and offer support and advice to/from team members
Communicate effectively using professional codes of practice with parents, carers and stakeholders
Follow documentation procedures and information sharing protocols
Describe policies and procedures for contacting parents, carers and stakeholders in emergencies
Outline dietary needs which vary at different stages of development
Use appropriate methods to encourage healthy eating for children
Encourage children to eat healthily using different techniques
Provide a safe and secure environment during rest, feeding, diapering, bathing, etc.
Involve children in hands-on, safe, playful activities (learning through doing)
Suggest a healthy balanced diet to the parent of a specific child
Observe and promote key stages of a child’s physical development
Identify developmental stages influenced by medical conditions, access, and adult involvement
Apply the practitioner’s role in supporting physical development through ethical behaviour
Identify the positive and negative effects of different types of environments on the development of babies and children
Assess, interact, and generate solutions according to children’s needs
Use different methods of communication with babies and children to support development
Explain the relationship between physical development and other aspects of a child’s development
Describe the physical changes children experience at different stages
Describe activities and equipment appropriate to different developmental stages to support physical development, including fine and gross motor skills
- Total Contact Hours: 60
- Supervised Placement & Practice Hours: 200
- Self-Study Hours: 30
- Assessment Hours: 10
- Total Learning Hours of this Module: 200
Entry Requirements
Entry Requirements
- A minimum of 3 SEC/O’Level subjects;
Subjects must include, 2 of the following: Mathematics, English (Language and/or Literature), Maltese, at grade 5 or better
or
- Successful completion of a related MQF Level 3 Foundation/Certificate Qualification in Health & Social Care/Art & Design/Sports or Performing Arts)
or
- Mature students (+23 years at the start of the academic year applied for), subject to an interview prior to the start of the course
Other Entry Requirements for work placement, candidates need to satisfy the requirements of
- the Protection of Minors Act, (POMA) certificate
- a clean police conduct, (last 6 months)
- a complete a Paediatric First Aid course.
- Pre-award in digital training/digital proficiency qualification.
Since a considerable component of this course will be delivered online candidates are expected to be able to make use of Zoom as a platform as well as Moodle – the institution’s VLE. Part of the induction for this course will include a session on the use of these digital platforms.
Candidates may be applying for recognition for prior learning (RPL) for up to 40% of the total credits of the award.
Those candidates who have a foreign qualification which they believe is an equivalent to an MQF Level 3 must get their qualification validated through MQRIC at MFHEA.