EDU 1003 Theories of Child Development (2-2-3)

This course explores foundational theories of child development across physical, cognitive, language, social, and emotional domains. It examines how growth and learning intersect to shape children’s holistic development. Emphasis is placed on understanding the types and stages of play, as well as the crucial role of relationships, social interactions, and play-based experiences in fostering development and learning. Through observation, reflection, and analysis, students gain knowledge and skills to support children’s growth and well-being in diverse early learning settings.

EDU 1123 Quantitative Reasoning for Education (6-0-3)

This course provides students with a basic understanding of the processes that make up quantitative reasoning. By the end of the course, students will be able to apply basic mathematics skills, such as algebra, measurement, geometry, probability, and statistics in authentic real-life scenarios and draw conclusions that are relevant in their daily lives.

EDU 1313 Health, Safety and Nutrition in Early Childhood (2-2-3)

This course explores how health, safety, and nutrition influence the growth, development, and overall well-being of young children from birth to age eight. Students examine how diseases affect early learning, create safe and inclusive environments, and apply preventive health practices. Emphasis is placed on the interconnected roles of educators, families, and communities in promoting wellness. Through case studies and applied tasks, students gain the knowledge and skills to design developmentally appropriate health and nutrition experiences aligned with UAE and international standards.

EDU 1503 Theories of Learning (2-2-3)

This course introduces students to the foundations of Behaviorism and Constructivism and their relevance to Early Childhood Education. Students explore key theorists, core principles, and modern applications of these approaches in classroom contexts. The course also examines neurocognitive processes such as memory and attention, highlighting their implications for instructional strategies. Through practicum experiences and microteaching, students apply theory to practice while building critical skills for supporting young learners.

Prerequisites: EDU 1003

EDU 2123 Introduction to Sustainability in Education (2-2-3)

This course introduces sustainability concepts in Early Childhood Education within the UAE context, aligned with UAE Vision 2031 and the UN Sustainable Development Goals (SDGs). Students define sustainability and its relevance to ECE, explore environmental, social, and economic dimensions, and analyze how early learning fosters lifelong sustainable values. Through reflection and practical application, students evaluate practices and design developmentally appropriate experiences integrating sustainability, promoting awareness, responsibility, and ethical engagement in early childhood settings.

EDU 2533 Artificial Intelligence in Education (2-2-3)

This course introduces future educators to the role of Artificial Intelligence (AI) in education. Students will explain key AI concepts and analyze their applications in early childhood and school contexts. They will evaluate the benefits and risks of AI integration, focusing on ethics, child safety, and equity. Through hands-on activities, students will demonstrate the use of AI tools for teaching, learning, and assessment. By the end of the course, students will design and create practical, ethically sound resources that support responsible AI implementation in educational practice.

EDU 2713 Principles of Arabic First Language Acquisition and Pedagogy (2-2-3)

This course examines theoretical foundations of first language acquisition with emphasis on Arabic. Students gain knowledge of factors influencing language development, build skills in oral communication, phonological and phonemic awareness, and emergent literacy practices. The course also develops competencies in applying instructional methods and strategies in early childhood education, including lesson planning, assessment, classroom support. Through interactive activities and applied tasks, students strengthen their ability to foster effective first language development in young children.

EDU 3033 Advanced Academic English for Pre-Service Teachers (2-2-3)

This course introduces key concepts of educational research grounded in reflective inquiry. Students examine, interpret, and critique academic and research literature from diverse sources while developing essential reading strategies such as skimming, scanning, and analysis. The course emphasizes understanding primary and secondary data sources in early childhood contexts. Students reflect on how experiences and a review of literature inform the development of an action research topic, fostering analytical and communication skills for professional growth in early childhood education.

EDU 3303 Principles of Second Language Acquisition and Pedagogy (2-0-3)

This course develops students’ understanding of the theoretical foundations and aligned research-based approaches to SLA in early childhood settings. Students will identify key theories and explain how learner characteristics and developmental stages influence language learning. Through a research-based poster, they analyze writing samples to identify language errors, developmental stages, and barriers that may affect progress. In the final oral presentation, students evaluate and demonstrate effective approaches and intervention strategies by planning and adapting instruction and activities.

Prerequisites: EDU 1713

EDU 4003 Research Methods and Reflective Practice in Early Childhood (2-0-3)

This course introduces the principles and practices of action research, emphasizing ethical considerations and systematic inquiry. Students explore data collection and analysis methods relevant to educational contexts. Through the Teaching Practicum, they engage as teacher-researchers, identifying and investigating a specific competency within their professional practice. The course fosters critical reflection, evidence-based decision-making, and research-informed teaching strategies. By the end, students will design an action research proposal to be implemented in EDU 4503.

Prerequisites: EDU 3033

EDU 4033 Global Education and Instructional Leadership (2-2-3)

This course clarifies the concepts, values, attitudes, qualities, and ethical principles needed for effective leadership. It examines analytical, transformational, and 21st- century skills required by educational leaders. It provides opportunities to apply effective instructional leadership in simulations and team-based practical activities that support reflection and self-discovery in Early Childhood Education. Student teachers will learn about different leadership styles and how to link them to their own qualities and leadership. This is a class-based course.

EDU 4203 Integrated Curriculum Mapping and Planning (2-2-3)

This course introduces the fundamental principles of curriculum mapping and planning in Early Childhood Education. It explores how curriculum frameworks, school-level plans, and syllabi align to create cohesive learning experiences. Students examine the key components of integrated unit plans, investigate factors influencing implementation and monitoring, and design developmentally appropriate units that promote inquiry, collaboration, and engagement. Emphasis is placed on connecting theory to practice and fostering reflective curriculum design for effective early learning outcomes.

EDU 4503 Capstone Research Project (2-0-3)

This course builds on prior learning from the Research Methods and Reflective Practice in Early Childhood Education course. It deepens students’ understanding of the action research process through collaborative planning, implementation, and analysis of a capstone project. Students examine findings to refine their professional practice and synthesize the action research cycle, considering its implications, limitations, and recommendations. Emphasis is placed on reflective inquiry, academic writing, and developing research suitable for publication and professional growth.

Prerequisites: EDU 4003

EDU 4603 Teacher Licensure and Employment Preparation (2-0-3)

The course prepares students to demonstrate competence in alignment with the UAE National Occupational Standards (NOS) for Early Childhood Educators. Builds self-awareness, professional identity, and career readiness through exploration of employment opportunities in both government and private sectors. Develops employability and communication skills through mock interviews, portfolio creation, and professional networking. Students will also learn to design a professional Curriculum Vitae and e-profile showcasing their achievements, qualifications, and readiness to begin their teaching career.

EDU 4803 Inclusive Strategies and Intervention for Early Childhood Education (2-2-3)

Develops further understanding of the current philosophies, structure, levels of support, methodologies, assistive technologies, and applications for People of Determination in Early Childhood Education. Explores a variety of inclusive practices and interventions in support of People of Determination with reference to local and international approaches.

Prerequisites: ECE 3103