United College of Education
P. O. Box 1156
Bulawayo
info@uce.ac.zw
ucecollege@yahoo.com
+263 9 201162
+263 9 211163
+263 9 210319

EARLY CHILDHOOD DEVELOPMENT

The aim of the course is to expose students to a full understanding of knowledge on developing children from 0-8 years, socially, emotionally, physically, intellectually and spiritually.

The following are key components of the ECD Course

1.1   Theory of Early Childhood Development (TECD)

The  aims of  (TECD) is to exposé students to a vast body      of theoretical knowledge in philosophy, sociology and psychological foundations of ECD in order to equip the students with skills and knowledge which should inform        educational practices in any childhood setting.

1.1.1. Philosophy of ECD

The subject seeks to equip students with the philosophical background of ECD in Zimbabwe and abroad. The subject area covers some of  the following topics:-Pre and post-independence education; pioneers of infant education and early childhood philosophers.

1.1.2   Psychology of ECD

The subject seeks to help students to acquire sound knowledge of child growth and development. The subject area covers some of the following topics:-Physical development; socio-emotional development; moral development; cognitive development and language development.

1.1.3  Sociology of ECD

The subject intends to assist students gain and understanding of how society and family groupings affect the young learner. The subject area covers some of the following topics:-Culture and education; child rearing patterns; ECD social stratification and mobility; socialization of the baby; play in ECD and effects of poverty on ECD learners.

1.2   Professional Studies Syllabus ‘A’ (PSA)

The subject aims to equip students with educational management skills, develop knowledge and skills in teaching methods and to become resourceful and innovative in designing, implementing and evaluating ECD programmes.

The subject area covers some of the following topics:-Introduction to Professional Studies syllabus ‘A’; curriculum theory and practice and school management.

 

1.3   Professional Studies Syllabus ‘B’ (PSB)

This aims to equip students with appreciation skills, develop moral values, scientific skills and language structures skillfully. It consist of four clusters namely:-

  • Expressive Arts
  • Language Arts
  • Sciences
  • Social Science

1.3.1    Expressive Arts

The subject area covers some of  the following topics:-Rationale for teaching Expressive Arts; theories of teaching Expressive Arts; teaching strategies; cultural aspects; production of traditional musical instruments and    modern ones; percussion instruments and appreciation.

1.3.2     Language Arts

The subject area covers some of  the following topics:-Rationale for teaching Language Arts; theories of Language Arts; language experience approach; phonics approach; sentence method; eclectic method; educational media and technology; literacy skills; culture, norms and values and contemporary issues.

1.3.3   Social Sciences

The subject area covers some of  the following topics:-Interpretation of Social Science syllabus; cultural values; theories of social environment; role play in developing       learning of Social Science; child abuse; gender issues and human rights.

1.3.4    Sciences

The subject area covers some of  the following topics:-Interpretation of Science syllabus; managing natural resources; scientific skills; theories of natural sciences; experiments; excursion; problem solving; climate change; communicable diseases; balanced diet and preserving natural resources.

1.4   Professional Studies Syllabus ‘C’

The component aims at exposing students to basic research knowledge and skills, while at the same time fostering a positive attitude towards research work. Students choose a topic related to their area of specialization and should investigate using an appropriate approach.

The following are some of the topics covered:-Introduction to Educational Research; Action Research and methodology.