UNISA Early childhood Education Course Module 2019
| Children’s Literature – PRS2026 | |||
|---|---|---|---|
| Under Graduate Degree | Semester module | NQF level: 6 | Credits: 12 |
| Module presented in English,Afrikaans | |||
| Co-requisite: PRS101Y, PRS1023, PRS1034, PRS1045 | |||
| Purpose: To gain insight into language activities; literature for young children; criteria for selecting literature for young children; presenting stories to young children: suitable media. | |||
| Science and Technology – PRS402D | |||
|---|---|---|---|
| Under Graduate Degree | Year module | NQF level: 7 | Credits: 12 |
| Module presented in English | |||
| Co-requisite: PRS3019, PRS302A, PRS303B & PRS304C or BPT1501, PRS302A, PRS303B & PRS304C | |||
| Purpose: To equip students with knowledge, skills and abilities to satisfy their own questions about the workings of the physical and biological world in order to provide learners with the appropriate skills, knowledge and attitudes for understanding the principles and processes of the natural sciences. A further purpose of this module is to provide students with knowledge, skills and resources of the technical world, to acquire the ability to solve technological problems and perform effectively in their changing environments. | |||
| The Reception Year – PRS2038 | |||
|---|---|---|---|
| Certificate,Under Graduate Degree | Semester module | NQF level: 6 | Credits: 12 |
| Module presented in English,Afrikaans | |||
| Co-requisite: PRS101Y, PRS1023, PRS1034, PRS1045, | |||
| Purpose: To gain insight into curriculum planning; introduction to reading, writing, spelling, mathematics, general science; nonvernacular issues. | |||
| Teaching Practice 4 (Professional Studies 403 Practical Teaching 4) (Grades 1 – 3) – PRS403E | |||
|---|---|---|---|
| Under Graduate Degree | Year module | NQF level: 7 | Credits: 12 |
| Module presented in English | |||
| Co-requisite: PRS2015, PRS2026, PRS2038, PRS2049, BPT1501(HEC101V), PRS302A, PRS304C, PRS401C, PRS402D & EDT305S | |||
| Purpose: To enable students to carry out practical applications of the teaching principles, theories and concepts they have acquired in other courses through the completion of various workbooks during a period of four weeks in the foundation phase. The student must take control of the class (under supervision) and plan, present and evaluate all teaching activities during this period. All activities presented during the teaching practice periods must comply with the principles of anti-bias, multi-cultural and inclusive education. | |||
| Teaching Practice 2 (Professional Studies 204) (Birth – Grade R) – PRS2049 | |||
|---|---|---|---|
| Under Graduate Degree | Year module | NQF level: 6 | Credits: 12 |
| Module presented in English,Afrikaans | |||
| Co-requisite: PRS2015, PRS2026 & PRS2038 | |||
| Purpose: To enable students to carry out practical applications of the teaching principles, theories and concepts they have acquired in other courses through the completion of various assignments during a period of two weeks in an early childhood centre, as well as during a period of three weeks in a reception year class. | |||
| Reading, Writing and Spelling-First Language – PRS302A | |||
|---|---|---|---|
| Under Graduate Degree | Semester module | NQF level: 6 | Credits: 12 |
| Module presented in English,Afrikaans | |||
| Co-requisite: PRS2015, PRS2026, PRS2038, PRS2049 & BPT1501(HEC101V) | |||
| Purpose: Flow measurement; valves and actuators; pumps; transmission signals; basics of process control; linear variable differential transformer; documentation. | |||
| Reading, Writing and Spelling-Second Language – PRS303B | |||
|---|---|---|---|
| Under Graduate Degree | Semester module | NQF level: 6 | Credits: 12 |
| Module presented in English,Afrikaans | |||
| Co-requisite: PRS2015, PRS2026, PRS2038, PRS2049 & BPT1501(HEC101V) | |||
| Purpose: To gain insight into reading and its role in the acquisition of language; approaches to teaching reading; conditions for acquiring language and the ability to read; possible problems in reading; writing and writing skills; spelling and spelling skills. | |||
| Child Development – EDT101G | |||
|---|---|---|---|
| Under Graduate Degree | Semester module | NQF level: 5 | Credits: 12 |
| Module presented in English | |||
| Purpose: To gain insight into the development of the child from birth to age nine years; modalities of development; the young child’s language and speech development; creating an optimal environment for child development; relationships and development. | |||
| Teaching Practice 3 (Professional Studies 304 Practical Teaching 3) (Grades 1 – 3) – PRS304C | |||
|---|---|---|---|
| Under Graduate Degree | Year module | NQF level: 6 | Credits: 12 |
| Module presented in English,Afrikaans | |||
| Co-requisite: PRS2015, PRS2026, PRS2038, PRS2049, BPT1501(HEC101V), PRS302A & PRS303B | |||
| Purpose: To enable students to carry out practical applications of the teaching principles, theories and concepts they have acquired in other courses through the completion of an observation workbook during an observation period of one week in a Grade 1/Class 1/Sub-standard 1 class. The aim is to orientate students in the more formal approach of foundation phase teaching and to compare the teaching methods of early childhood education and foundation phase education. | |||
| Guidance, Counselling and Life Skills Development – EDT102H | |||
|---|---|---|---|
| Under Graduate Degree | Semester module | NQF level: 5 | Credits: 12 |
| Module presented in English | |||
| Purpose: To gain insight into theoretical aspects; guidance and life skills issues such as: skills development, family and sexuality education, education and training, work and employment, economic education, citizenship education; planning and presenting life skills lessons; observation of pupils; counselling pupils and parents. | |||
| Becoming, Learning and Assessment of the Young Child in the Early Childhood Development Phase – HBEDBLV | |||
|---|---|---|---|
| Honours | Year module | NQF level: 7 | Credits: 36 |
| Module presented in English | |||
| Co-requisite: HBEDTRD | |||
| Purpose: To gain insight, knowledge and skills: about the becoming, learning and assessment of the young child in the Foundation Phase; about education and teaching in the Early Childhood Development phase, which is imbedded in Theories of Education of the past and present, while taking cognisance of teaching programmes within a global perspective, as well as the Outcomesbased paradigm of South Africa; about curriculum development for the young child in the Foundation phase, while being able to manage learning programmes and sites. This module includes a research report. | |||
| Health Education – HEC101V | |||
|---|---|---|---|
| Under Graduate Degree,Certificate | Semester module | NQF level: 5 | Credits: 12 |
| Module presented in English | |||
| Purpose: To gain insight into theoretical orientation: Health and health education; personal health; special health issues; first aid and emergency care: Environmental health and safety issues. | |||
| Education and Teaching of the Young Child in the Early Childhood Development Phase – HBEDETE | |||
|---|---|---|---|
| Honours | Year module | NQF level: 7 | Credits: 24 |
| Module presented in English | |||
| Co-requisite: HBEDTRD | |||
| Purpose: To form the basic question of what the learners know about the historical and contemporary influences on teaching determining the character of teaching in the Early Childhood Development phase; as well as interpreting critically, education and global teaching programmes. The issues influencing curriculum development such as: diversity, multi-culturalism, multi-lingualism, anti-bias and developmentally appropriateness will be dealt with. Understanding of the policy for the provision of the Early Childhood Education phase in the Republic of South Africa will be achieved, as well as a focus on the nature of the management task of the principal in Early Childhood Development. | |||
| Early Childhood Teaching – PRS101Y | |||
|---|---|---|---|
| Under Graduate Degree | Semester module | NQF level: 5 | Credits: 12 |
| Module presented in English | |||
| Purpose: To gain insight into the aims of early childhood education; the informal teaching approach in early childhood education; the daily programme of an early childhood centre; play opportunities in an early childhood centre; choosing and planning content in an early childhood centre; introduction to evaluation in Early Childhood Development. | |||
| Reception Year and Foundation Phase Didactics – PCF4065 | |||
|---|---|---|---|
| Certificate | Year module | NQF level: 7 | Credits: 12 |
| Module presented in English,Afrikaans | |||
| Co-requisite: PGC4019, PGC402A, ETH306W, PGC404C & PGC405D | |||
| Purpose: To equip students with the underlying knowledge, skills and values to understand, communicate and implement the principles and theories of developmentally appropriate teaching of emergent literacy, numeracy and life skills in the reception year, with emphasis on their applicability in a diverse and developing early childhood centre and primary school context. | |||
| Health in Early Childhood Education A – PRS1023 | |||
|---|---|---|---|
| Under Graduate Degree | Semester module | NQF level: 5 | Credits: 12 |
| Module presented in English | |||
| Purpose: To gain insight into the clarification of concepts; the importance of health in early childhood education; health and the early childhood environment; health-related legislation. | |||
| Teaching Mathematics, Science and Technology – PCF4088 | |||
|---|---|---|---|
| Certificate | Year module | NQF level: 7 | Credits: 12 |
| Module presented in English,Afrikaans | |||
| Co-requisite: PCF4065, PCF4076, PGC4019, PGC402A, ETH306W, PGC404C & PGC405D | |||
| Purpose: (a) To gain insight into foundational perspectives; number sense, number concept and number development; spatial orientation and spatial insight; (b) Section (i): Science: to equip students with knowledge, skills and abilities to satisfy their own questions about the workings of the physical and biological world in order to provide learners with the appropriate skills, knowledge and attitudes for understanding the principles and processes of the natural sciences. Section (ii): Technology: to provide students with knowledge, skills and resources of the technical world, to acquire the ability to solve technological problems and perform effectively in their changing environments. | |||
| Art and Handwork – PRS1034 | |||
|---|---|---|---|
| Under Graduate Degree | Semester module | NQF level: 5 | Credits: 12 |
| Module presented in English | |||
| Purpose: To gain insight into the orientation; stages of development; aims and objectives; the role of the art teacher; art activities and materials. | |||
| Visual Arts and Music and Movement in the Foundation Phase – PCF4099 | |||
|---|---|---|---|
| Certificate | Year module | NQF level: 7 | Credits: 12 |
| Module presented in English,Afrikaans | |||
| Co-requisite: PCF4065, PCF4076, PCF4088, PGF4019, PGC402A, ETH306W, PGC404C & PGC405D | |||
| Purpose: (a) To gain insight into the value of music in the child?s total development; advanced music activities in the foundation phase, including notation, activity areas and concepts, the achievement of music outcomes and didactic methods in teaching music; (b) to gain insight into the theoretical introduction; the history and development of physical education; the value and place of physical education in society and in the educational programme; (c) to provide a teacher who will be a competent facilitator of the visual arts in the Foundation phase; who will have the ability to introduce these learners to art as their cultural heritage and provide them with suitable aesthetic experiences. | |||
| Teaching Practice 1 (Professional Studies 104 Practical Teaching 1) (Birth – Grade R) – PRS1045 | |||
|---|---|---|---|
| Under Graduate Degree | Year module | NQF level: 5 | Credits: 12 |
| Module presented in English | |||
| Co-requisite: PRS101Y, PRS1023 & PRS1034 | |||
| Purpose: To enable students to carry out practical applications of the teaching principles, theories and concepts they have acquired in other courses through the completion of an observation workbook during an observation period of one week in an early childhood centre. | |||
| Psychology of Education and Socio-Pedagogics – PGC4019 | |||
|---|---|---|---|
| Under Graduate Degree,Certificate | Year module | NQF level: 7 | Credits: 12 |
| Module presented in English,Afrikaans | |||
| Purpose: To equip students with knowledge, skills and values to understand, communicate and implement the principles of child development and theories of child development and social development and behaviour with emphasis on their applicability in a diverse and developing world. It will also enable students to understand formative development and the impact of abuse at individual, family, and communal levels. To develop the possibilities for life-skills, and critical, ethical and committed political attitude, and lifestyle in learners as well as being able to respond to current social and educational problems with particular emphasis on the issues of violence, drug abuse, poverty and child and women abuse. | |||
| The Young Child and Learning – EDT201K | |||
|---|---|---|---|
| Under Graduate Degree | Semester module | NQF level: 6 | Credits: 12 |
| Module presented in English | |||
| Purpose: To gain insight into the defining of concepts; the essential moments of childlike learning; the types of learning, and the realisation of learning with regard to the young child. | |||
| Philosophy and History of Education – PGC402A | |||
|---|---|---|---|
| Certificate | Year module | NQF level: 7 | Credits: 12 |
| Module presented in English,Afrikaans | |||
| Purpose: Section A: History of early childhood education: (a) Trends and tendencies in historical education, with special reference to family and early childhood education from the basic cultures to the twentieth century; (b) The preschool education movement; (c) Historical theories of play; Section B: Philosophy of education; (a) Pluralistic problem-centred approach to education; (b) Metatheoretical perspectives that influence educational discourse (for example Logical Empiricism, Critical Rationalism, Critical Theory, Phenomenology, Hermeneutics, System Theory); (c) The influence of metatheoretical perspectives on thematic issues of concern in education. | |||
| Social Education – EDT304R | |||
|---|---|---|---|
| Under Graduate Degree | Semester module | NQF level: 6 | Credits: 12 |
| Module presented in English,Afrikaans | |||
| Purpose: To gain insight into the theoretical founding of social education; the socialising of the young child; family influence on the socialising of the young child; gender role identification in the young child; urbanisation and the informal housing sector; the environmentally deprived young child, and child abuse. | |||
| Health, Safety and Nutrition – PGC404C | |||
|---|---|---|---|
| Certificate | Year module | NQF level: 7 | Credits: 12 |
| Module presented in English,Afrikaans | |||
| Purpose: To gain insight into the importance of health, safety and nutrition in the ECD phase. This includes optimising the health of persons in these settings (adults and children), maintaining a healthy and safe environment, good nutritional practices as well as special topics such as health education, child abuse, chronic illness and HIV/AIDS. | |||
| Management of Early Childhood Development Institutions – EDT305S | |||
|---|---|---|---|
| Under Graduate Degree | Semester module | NQF level: 6 | Credits: 12 |
| Module presented in English,Afrikaans | |||
| Purpose: To gain insight into the South African educational structure; overview of legislation applicable to early childhood development management; policy and provision issues in early childhood Development; early childhood development centre and school governance; institutional management; critical issues in early childhood development management. | |||
| Management and Assessment – PGC405D | |||
|---|---|---|---|
| Certificate | Year module | NQF level: 7 | Credits: 12 |
| Module presented in English,Afrikaans | |||
| Purpose: Section A: Management: To gain insight into the South African educational structure; overview of legislation applicable to Early Childhood Development and Foundation Phase management; policy and provision issues in Early Childhood Development, school governance; institutional management and other critical issues in Early Childhood Development and Foundation Phase management; Section B: Assessment: To equip students with the underlying knowledge, skills and values to understand, communicate and implement the principles and theories of assessing the young learner with emphasis on their applicability in a diverse and developing early childhood education context. | |||
| Music and Movement Activities – PRS2015 | |||
|---|---|---|---|
| Under Graduate Degree | Semester module | NQF level: 6 | Credits: 12 |
| Module presented in English,Afrikaans | |||
| Co-requisite: PRS101Y, PRS1023, PRS1034 & PRS1045 | |||
| Purpose: To gain insight into the value of music in the child’s total development; the music curriculum; planning and evaluating music lessons; movement education: its nature and place; planning, presentation and evaluating movement activities: equipment and apparatus for movement activities. | |||
| Mathematics Teaching – PRS401C | |||
|---|---|---|---|
| Under Graduate Degree | Year module | NQF level: 7 | Credits: 12 |
| Module presented in English | |||
| Co-requisite: BPT1501(HEC101V), PRS302A & PRS304C or PRS3019, PRS302A, PRS303B & PRS304C | |||
| Purpose: To gain insight into foundational perspectives; number sense, number concept and number development; spatial orientation and spatial insight. | |||