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0D-A EARLY CHILDHOOD EDUCATION 0-5 YEARS

 

IISP-01 Early Childhood Education and Care (0-5 years) - Early Years Nursing/pre-school Teacher (P.G Certificate / P.G Diploma ECECT (0-5years ),
Early Childhood Education and Care (0-5) - Early Years Nursing/Teacher (P.G Diploma ECECT (0-5),)

Designed for a range of early childhood professionals including; early years practitioners pre primary school counselors Team members,, teachers, nursery nurses, preschool assistants, voluntary and independent providers, advisors, inspectors and managers working in areas relevant to early childhood. Students from around the world,

Educational Aims of the Program

This program will enable you to provide high quality nursing care in rapidly changing early years care and concern of children’ developmental needs. The program has been designed to reflect how current and future services will be managed and delivered including addressing the challenges of supporting the parents as well as providing and supporting care in a variety of environments, including school settings at primary/kindergarten upwards.

What are the career options with a degree in Early Childhood Studies?

Primary/Montessori Pre-school teacher and in Early Childhood Studies can lead to a range of careers in early year’s education across management, administration and research within a wide range of educational settings, as well as training organizations, charities, parents' advisory-support groups, local authorities, health authorities, charities, housing associations and day nurseries. It is also the ideal foundation to becoming an early year’s teacher/ NURSE WITH School counselors’ Specialists team. (SCST)

Children’s nursing is the ideal career choice for those whose interest is caring for children from premature babies to teenagers. Many of these children are in difficult and emotional circumstances requiring extraordinary nurses with high levels of emotional intelligence. 

 Early Childhood Education and Care (0-5) with Early Years Children ’Nursing,/ Nursing Teacher

Qualification, duration, mode

  • P.G Diploma ECECT (0-5), 12 Months, Distance mode-8 study modules

  • Months of entry-Preferably –REGISTRATION OPEN FORADMISSION.

  • Admission Subject to approval -true

Entry requirements

10+2 WITH BETTER GRADES./ STUDENTS OF UNDER GRADUATING IN ANY STREAM - IISP looks for motivated individuals with the necessary academic and non-academic preparation as detailed in the entry requirements for each course, who will benefit from the OUR DISTANCE MODE learning environment and demonstrate they can successfully complete the program of study. May be provided tailor-made  AND SUITABLE STUDY MODULES When assessing the academic suitability and potential of applicants we normally consider the following information:

 

  1. Prior achievement in awarded qualifications with an aptitude of caringand concern for thechildren
  2. Predicted achievement in qualifications currently being studied
  3. Personal statement or statement of purpose, for evidence of motivation and commitment to the chosen subject area(s)
Reference(s), for confirmation of academic potential and personal qualities –SELF DESCRIPTION.
Key points

• Prepare for roles in early years settings (0-5), including children's caches/, private nurseries, infant and primary schools. Nursing homes, NGOs working for health care and social sectors. It’s suitable for social workers, health visitors, doctors, nurses, SCST’MEMBER, NURSERY TEACHER and PRE-PRIMARY SCHOOL TEACHERS. Designed for a range of early childhood professionals are including; teachers, nursery nurses, preschool assistants, voluntary and independent providers, advisors, inspectors and managers working in areas relevant to early childhood. Students from around the worl

We can help you to:

Keep a clear focus on the needs of the child As school counselors’ specialist team member,

  • Enhance your professional skills to plan and lead changes to practice that improve outcomes for young children.

  • Develop your collaborative skills for working with parents, colleagues and staff from other sectors

  • Make clear and defensible assessment /judgments

  • Explore issues that relate to your job

  • Work with professionals from other disciplines

What will you study?

Children need Specialists in teaching, Counseling services, medical services and also nursing profession-Gen practitioner with M.A in psychology, G P.medical and teaching ,or nursing- are not trained professionals AND THEY HAVE PROVED INEFFECTIVE for them.

  • On this P.G Diploma in children nursing you will learn that children's bodies can behave very differently to those of adults.

  • Symptoms in children can often be sudden and extreme.

  • Also, illness or injury in children can have long-term consequences for their future development.

  • In addition, children generally cannot express themselves as clearly as adults, so good communication skills are central to doing well on the course.

  • Throughout this child nursing course you will benefit from high-tech facilities and top academics that will support you all the way to graduation.

  • You'll also benefit from the latest in scientific knowledge, thanks to the cutting-edge research that we conduct. But it doesn't end there...

  • All our courses are values-based, which means that you will be expected to identify closely with children in school settings, and work in collaborative services to parents and their children school wide approach. Your patients and their families; an attribute that is especially important in child nursing.

The students will be over 18 years of age and be admitted with following due IISP admissions procedures.

  • . The applicant has functional IT skills.

  • The applicant understands the academic requirements of the course.

  • The applicant understands the requirement to be working in an early years setting in a role of responsibility and trust.

  • The applicant understands the need to work as SCST member, when so placed.

  • Early Years Practice provides students with the opportunity of continuing their professional development, sharing and developing practice with other professionals.

  • The attributes and qualities required for successful teamwork within a multi-professional early childhood context in school setting.

  • Relevant policies, legislation and regulations for early year’s provision and the roles and responsibilities of all early years’ practitioners in following and implementing these requirements.

  • The skills of synthesis when exploring child development theory in relation to practice.

  • A multiple approaches to observation, with recognition of the value of observation in the study of children and as a tool to enhance children’s learning and development.

  • The pedagogic skills required to ensure effective delivery of the current early year’s framework through play.

  • The importance of continued self- reflection and evaluation and how to develop personal learning.

  • Ongoing and emerging theory and practice related to early years curriculum development for 0-5years..

The present mal adaptations and dismal policies in this regard, complexities of social policy and the impact on families and children. Inclusion, diversity, social justice and children’s rights

Indicative course structure

In Year 1 you will examine both historical and contemporary approaches to education policy development in the country and study an introduction to philosophy in relation to education. Alongside this, you will explore the psychological approaches to learning and also study an Early Childhood module (which includes the social construct of childhood and child development).

you will continue to broaden your knowledge of these key theoretical areas. You will also study the BSELD. And SpLDs Curriculum Foundation Stage and Key Stage mild to moderate alongside: special needs and inclusion, comparative education, equality issues and live case studies project work. / Methods.

You ,may select from a choice of modules to complement your learning, including: counseling children in early years settings, the social and emotional aspects of teaching and learning, children's rights, education and the law and children's literature.Year 1

  • An Introduction To Early Childhood Studies And Child Development – understanding of young children’s care and education within early year’s settings and the wider community.2 Study modules

  • Education Policy: Professional campus based counseling services Historical Perspectives in Indian context ,

  • Psychological Approaches to Learning and behavior modification through therapies appropriately, -

  • The philosophies and values underpinning early years care and education including diversity,

  • Social justice, children’s rights and ethical issues and professional ethics. and legislative framework of early years and the influence this has on young children and their families

  • Development and sustained collaborative efforts with parents, staff and teaching community.

  • Special Needs, Disability and Inclusion-The role of health and assessment in early years.

  • School counselors program and Multidisciplinary Roles in Early years Settings

  • The Social and Emotional Aspects of Teaching and Learning (30 Credits) –

  • Young children’s growth, development and learning with recognition of the socio cultural contexts in which they occur.

  • Current and emerging theory and practice related to child development and learning

  • Approaches to working in partnership with parents and the professional qualities and attributes required to promote and develop positive working relationships with them. .

  • The importance of self-reflection and evaluation and how to develop personal learning

Students who successfully meet this program will have:

1. Skills in approaches to observation from a range of perspectives and recognition of the value of observation in informing planning to meet individual needs and the study of young children.

2. Skills in approaches to the design, implementation and evaluation of planning to meet individual needs and learning programmes.

3. The ability to relate key principles and theoretical perspectives to practical application.

4. The ability to recognize and support individual needs and differences as well as developing tolerance and understanding of other professionals, colleagues within setting, families and children.

Young children’s earliest years are the foundation for their physical and mental health, emotional security, cultural and personal identity, and developing competencies. (United Nations Committee on the Rights of the Child, 2005, Paragraph 6(e))

The young cannot pull themselves up by their own bootstraps. It is primarily through observing, playing and working with others older

and younger than themselves that children discover both what they

can do and who they can become – that they develop both their ability and their identity.(after Bronfenbrenner, 1972, p. xv)

In sum , it is envisaged that pre-primary School counselors; Specialist team to work with the parents on facilitating nurture resources and “Handling children ’s developmental stages most appropriately ,train parents as Befrienders in the Special Needs as Parental partnership

Suggested composition School Counselors’ Specialist Team. And multi-agency working (To be provision need based)

  • Head teacher, class teacher, school counselor â—Ź Parenting Skills nursery teacher:, Specialist SEN, clinical nurse therapistsThis Parenting and nurturing child development counselling support curriculum includes a complex training scheme for staff, and parent participation TO BE CONDUCTED BY campus based PROFESSIONALLY TRAINED SCHOOL COUNSELLORS (PRIMARY SCHOOL

Philosophy

Children are the most important asset in our community, and building rapport with families is core to providing Early Year’s Schooling services. To provide effective support services, it is essential to have a trusting, non-judgmental, open, and empowering relationship with each participant.

The parenting resources and delivery through School counsellors’ Specialist Team are designed to encourage, strengthening parenting skills, and promoting family and community engagement. It is to provide a child-friendly learning environment that stimulates brain development. Children then learn to socialize, and acquire skills that help prepare them for life. Parents are encouraged to observe and participate in activities that assist appropriate counselling services for successful development in early years, and discover new ways to support their children’s learning at home.

Nursery workers, sometimes called nursery nurses, work with babies and young children from birth to five years in wchool settings childcare settings. They make sure that the children under their care develop and learn in a safe and supportive environment.

If you are committed to helping children thrive and get the best start in life, this could be the perfect career for you.

You will need a warm and positive approach, lots of creative ideas and a willingness to work as part of a team.

You do not always need formal qualifications to start training as a nursery worker, although a good standard of general education including English and math’s, would be helpful.

COURSE DURATION & FEE

We recommended you spend approximately 200 hours of your time studying for the course name. The pace of study is completely up to you. To give an example, if you dedicate 4 hours a week to the course it would take you a year to complete but if you could spare 8 hours a week you could complete it in six- 8 MONTHS. Get started today, and you can earn your P.G Diploma in Cognitive Behavioral Therapy in as little as six to eight months and join the rank of good CBT Professional Counselors, or take up to a year, if you prefer – the choice is yours.

Reduced fee Rs 28000/-+ REGISTRATIONRs 1500/- +COURIER CHG Rs 1200/-.