Bachelor of Education (Early Childhood)
Admission to Program
Admission to the program is explained in the HCT Admission Policy described in the Academic Policies section of this Catalog.
Program Mission
The Bachelor of Education (Early Childhood) program produces future innovative educators who act as agents of change by applying new methodologies and paradigms in order to transform the delivery of instruction. Teaching practicum, learning by doing, and action research are the keystones of the curriculum, which ensures all graduates are highly employable, reflective practitioners able to apply theory and best practice within their own particular context.
Program Description
The Bachelor of Education (Early Childhood) program aims to produce teachers for UAE schools. The program offers students one of the most rewarding careers and an opportunity to shape the future of their country. Prepared with up-to-date knowledge of educational theory, HCT education students develop and practice their teaching skills in UAE government and private school classrooms. This hands-on approach to learning gives students the teaching skills they need to excel in their future careers.
Program Goals
1. To apply theoretical concepts of teaching, learning and research in early childhood education towards successful employment.
2. To demonstrate effective communication and collaboration with stakeholders to provide appropriate pedagogy, programs and services for each child.
3. To implement teaching, learning and assessment through developmentally, culturally, and linguistically appropriate practice, reflection and research.
4. To exhibit pedagogical leadership through innovative teaching that promotes holistic child development and learning.
5. To demonstrate professionalism in daily work with stakeholders in the Early Childhood context.
6. To act as change agents in the Early Childhood Education sector.
Program Learning Outcomes
Graduates will be able to:
- Demonstrate specialized factual and theoretical knowledge that underpins teaching and learning principles and concepts.
- Demonstrate an understanding of how educational and related theories have evolved and are applied to research and teaching.
- Demonstrate a variety of pedagogy, communication and technology skills required for teaching, learning and assessment processes.
- Evaluate and implement effective research, teaching, learning and assessment strategies within diverse educational contexts and tasks.
- Display leadership, effective classroom management, innovative teaching and learning that align to national values and social responsibility.
- Function independently as a professional teacher in the variety of roles required in educational settings.
- Display commitment to the profession through adherence to ethical standards, effective work and study skills, and engagement in continuous professional development.
Completion Requirements
Students must successfully complete a minimum of 120 credits, including:
| Code | Title | Credit Hours |
|---|---|---|
| Education Courses | 42 | |
| Education Practicum Courses | 21 | |
| Early Childhood Courses | 39 | |
| General Studies | 18 | |
| Total Credits | 120 | |
Note: All students must attain a Band 6 IELTS or EmSAT 1400 (or equivalent) to progress into the final year.
| Code | Title | Credit Hours |
|---|---|---|
| Education Courses | ||
| Required Credits : 42 | ||
| EDU 1003 | Theories of Child Development | 3 |
| EDU 1123 | Quantitative Reasoning for Education | 3 |
| EDU 1313 | Health, Safety and Nutrition in Early Childhood | 3 |
| EDU 1503 | Theories of Learning | 3 |
| EDU 2123 | Introduction to Sustainability in Education | 3 |
| EDU 2713 | Principles of Arabic First Language Acquisition and Pedagogy | 3 |
| EDU 3303 | Principles of Second Language Acquisition and Pedagogy | 3 |
| EDU 3033 | Advanced Academic English for Pre-Service Teachers | 3 |
| EDU 4003 | Research Methods and Reflective Practice in Early Childhood | 3 |
| EDU 4203 | Integrated Curriculum Mapping and Planning | 3 |
| EDU 4803 | Inclusive Strategies and Intervention for Early Childhood Education | 3 |
| EDU 4033 | Global Education and Instructional Leadership | 3 |
| EDU 4503 | Capstone Research Project | 3 |
| EDU 4603 | Teacher Licensure and Employment Preparation | 3 |
| Education Practicum Courses | ||
| Required Credits: 21 | ||
| EPC 1903 | Practicum 1 | 3 |
| EPC 2903 | Practicum 2 | 3 |
| EPC 3403 | Practicum 3a | 3 |
| EPC 3903 | Practicum 3b | 3 |
| EPC 4403 | Practicum 4a | 3 |
| EPC 4906 | Practicum 4b (Internship) | 6 |
| Early Childhood Courses | ||
| Required Credits : 39 | ||
| ECE 1203 | Guiding Children's Behaviour | 3 |
| ECE 1213 | Infant & Toddler Growth, Development and Care | 3 |
| ECE 2203 | Learning through the Creative Arts | 3 |
| ECE 2123 | Fundamentals of Mathematics and Science in Early Childhood | 3 |
| ECE 2223 | Arabic Language, Literacy and Cognition through Story-telling | 3 |
| ECE 2503 | Approaches to Teaching and Learning for the Early Childhood Curriculum | 3 |
| ECE 3003 | Literacies in Early Childhood | 3 |
| ECE 3103 | Foundations of Early Childhood Special Education | 3 |
| ECE 3203 | Learning through Literature | 3 |
| ECE 3213 | Teaching Science in Early Childhood | 3 |
| ECE 3403 | Teaching Mathematics in Early Childhood Education | 3 |
| ECE 3503 | Assessment in Early Childhood | 3 |
| ECE 4703 | Building Learning Communities in Early Childhood Education | 3 |
| General Studies | ||
| Required Credits : 18 | ||
| AES 1003 | Emirati Studies | 3 |
| LSS 1003 | Life and Future Skills | 3 |
| LSC 1103 | Professional Written Communication | 3 |
| LSC 1503 | Professional Spoken Communication | 3 |
| ECE 2413 | Computational Thinking, Innovation and Entrepreneurship for ECE | 3 |
| EDU 2533 | Artificial Intelligence in Education | 3 |
| Description | Data |
|---|---|
| Total Required Credits | 120 |
| Minimum Duration of Study | 4 years |
| Maximum Duration of Study | 6 years |
| Program Code | BAEDU |
| Major Code | EDU |
Recommended Sequence of Study
Bachelor of Education (Early Childhood)
| Year 1 | ||
|---|---|---|
| Semester 1 | Credit Hours | |
| AES 1003 | Emirati Studies * | 3 |
| LSS 1003 | Life and Future Skills | 3 |
| EDU 1003 | Theories of Child Development | 3 |
| EDU 1123 | Quantitative Reasoning for Education | 3 |
| EDU 1313 | Health, Safety and Nutrition in Early Childhood | 3 |
| Credit Hours | 15 | |
| Semester 2 | ||
| LSC 1103 | Professional Written Communication | 3 |
| ECE 1203 | Guiding Children's Behaviour | 3 |
| ECE 1213 | Infant & Toddler Growth, Development and Care | 3 |
| EDU 1503 | Theories of Learning | 3 |
| EPC 1903 | Practicum 1 * | 3 |
| Credit Hours | 15 | |
| Year 2 | ||
| Semester 3 | ||
| LSC 1503 | Professional Spoken Communication | 3 |
| ECE 2413 | Computational Thinking, Innovation and Entrepreneurship for ECE | 3 |
| ECE 2203 | Learning through the Creative Arts | 3 |
| EDU 2123 | Introduction to Sustainability in Education | 3 |
| EDU 2713 | Principles of Arabic First Language Acquisition and Pedagogy * | 3 |
| Credit Hours | 15 | |
| Semester 4 | ||
| ECE 2123 | Fundamentals of Mathematics and Science in Early Childhood | 3 |
| ECE 2223 | Arabic Language, Literacy and Cognition through Story-telling * | 3 |
| ECE 2503 | Approaches to Teaching and Learning for the Early Childhood Curriculum | 3 |
| EDU 2533 | Artificial Intelligence in Education | 3 |
| EPC 2903 | Practicum 2 | 3 |
| Credit Hours | 15 | |
| Year 3 | ||
| Semester 5 | ||
| ECE 3003 | Literacies in Early Childhood | 3 |
| ECE 3103 | Foundations of Early Childhood Special Education * | 3 |
| ECE 3203 | Learning through Literature | 3 |
| EDU 3303 | Principles of Second Language Acquisition and Pedagogy | 3 |
| EPC 3403 | Practicum 3a | 3 |
| Credit Hours | 15 | |
| Semester 6 | ||
| ECE 3213 | Teaching Science in Early Childhood | 3 |
| ECE 3503 | Assessment in Early Childhood | 3 |
| ECE 3403 | Teaching Mathematics in Early Childhood Education | 3 |
| EDU 3033 | Advanced Academic English for Pre-Service Teachers | 3 |
| EPC 3903 | Practicum 3b | 3 |
| Credit Hours | 15 | |
| Year 4 | ||
| Semester 7 | ||
| ECE 4703 | Building Learning Communities in Early Childhood Education * | 3 |
| EDU 4003 | Research Methods and Reflective Practice in Early Childhood | 3 |
| EDU 4203 | Integrated Curriculum Mapping and Planning | 3 |
| EDU 4803 | Inclusive Strategies and Intervention for Early Childhood Education | 3 |
| EPC 4403 | Practicum 4a | 3 |
| Credit Hours | 15 | |
| Semester 8 | ||
| EDU 4033 | Global Education and Instructional Leadership | 3 |
| EDU 4503 | Capstone Research Project | 3 |
| EDU 4603 | Teacher Licensure and Employment Preparation | 3 |
| EPC 4906 | Practicum 4b (Internship) | 6 |
| Credit Hours | 15 | |
| Total Credit Hours | 120 | |
* courses taught in Arabic
Additional courses may be offered in each Summer Semester at the discretion of the Academic faculty.
Some courses may not be offered in every semester or in every campus.
Adetomi Adetayo, Master of Arts (Early Years Education), Institute of Education, University College London, UK
Afra Al Khateri, Master in Public Policy (Education), Mohammed Bin Rashid School of Government in Dubai, UAE
Afra Al Mansoori, PhD (Management, Leadership and Policy), The British University in Dubai, UAE
Ahmet Konca, PhD (Early Childhood Education), Middle East Technical University, Turkey
Aisha Mohamed Zayed Khalifa Al Teneiji, Master of Science (Instructional Technology), New York Institute of Technology, USA
Aisha Saif Sultan Saeed Mukassah Al Samahi, Master of Education (Management and Policy), Higher Colleges of Technology, UAE
Amnah Humaid Ali Khalfan Al Kindi, Master of Education (Management and Policy), Higher Colleges of Technology, UAE
Amnah Mobarak Obaid Mobarak Salem Al Hmoudi, Master of Education (Information and Communication Technology), The British University in Dubai, UAE
Amy Reule, Master of Education (Early Childhood Special Education), Cal-State San Bernardino State University, USA
Angela Fitzgerald, PhD (Science Education), Edith Cowan University, Australia
Asma Jayyash, Master of Education (Educational Leadership), The American University in Ras Al Khaimah, UAE
Aysha Alnuaimi, PhD (Special and Gifted Education), United Arab Emirates University, UAE
Basel Badran, Master of Education (Information and Communications Technology), The British University in Dubai, UAE
Bashayer Alnuaimi, Bachelor of Education (Early Childhood Education), Higher Colleges of Technology, UAE
Basma Abdulla Ali Abri, Master of Science (Instructional Technology), New York Institute of Technology, USA
Britannie Diaz, Master of Education (Educational Leadership), Saint Leo University, USA
Cheantel Adams, PhD (Educational Leadership), Prairie View A&M University, USA
Claire Leyshon EdD (Gifted & Talented Education and Early Childhood Education), The University of Bath, UK
Ebtesam Al Zahmi, Master of Science (Instructional Technology), New York Institute of Technology, USA
Eleni Kanira, PhD (Education), Warwick University, UK
Elizabeth Taylor, Master of Arts (Education), Liverpool Hope University, UK
Erin Fitzgerald, Master of Education (Education), Georgia State University, USA
Evangelia Mastori, Master of Arts in Education (Education Leadership), University of Exeter, UK
Fatema Al Awadhi, Master of Education (Teaching English to Speakers of Other Languages), The British University in Dubai, UAE
Fatema Al Mansoori, Master of Education (Teaching English to Speakers of Other Languages), The British University in Dubai, UAE
Halima Hamed, Master of Arts (Second Language Education), McGill University, Canada
Hamda Faraj Marzooq Abdulla, Master of Education (Educational Management and Leadership Policy), Higher Colleges of Technology, UAE
Haya Alnuaimi, Master of Education (Teaching English to Speakers of Other Languages), The British University in Dubai, UAE
Hiea Mizyed, EdD (Mind, Brain and Teaching), The Johns Hopkins University, USA
Huda Abdulla Mohamed Abdulla Al Blooshi, Master of Education (Management and Policy), Higher Colleges of Technology, UAE
Hussam Alzeini, PhD Education (Curricula and Teaching Methods), Alexandria University, Egypt
Ian Parker, PhD (Education Administration & Policy), University of Georgia, USA
Jacqueline Lottin, PhD (Education), The British University in Dubai, UAE
Jaimiely Monedo Dionglay, Master of Education (Family Life and Child Development), University of the Philippines
Jennie Telus EdD (Doctor of Education in Special Education and Applied Behavior Analysis), Nova Southeastern University, USA
Jennifer Filinuk, Master of Education (Elementary Education - Curriculum and Instruction), California State University of Long Beach, USA
Julie Bright, Master of Education, Bath Spa University, UK
Kesha Oliver, Master of Education (Administration and Supervision), University of Houston, USA
Khadija Mohammed Saleh Ali Al Jasmi, Master of Education (Educational Studies), Higher Colleges of Technology, UAE
Laila Boisselle, EdD (Education, focus on Science Education), University of Sheffield, UK
LaToya Lewis, Master of Science (Education), Walden University, USA
Lavinia Tamarua, PhD (Education), University of Auckland, New Zealand
Maitha AlMarri, Master of Science (Teaching and Learning), Zayed University, UAE
Martha Banfa, PhD (Curriculum Development and Evaluation), University of Nottingham, UK
Marwa Eltanahy, PhD (Management and Leadership), The British University in Dubai, UAE
Maryam Al Sereidi, PhD (Curriculum and Instruction), UAE University, UAE
Maryam Saeed Majed Mohammed Al Shamsi, Master of Science (Instructional Technology), New York Institute of Technology, USA
Muna Mohammed Ali Khuzam Al Suwaidi, Master of Education (Management Leadership and Policy), The British University in Dubai, UAE
Nadya Moosa Abdulla Ali, Master of Science (Instructional Technology), New York Institute of Technology, USA
Neil Satoquia, PhD (Language Education), University of the Philippines, Philippines
Noura Alarafati, Master of Education (Education Studies), Deakin University, Australia
Osama Taani, PhD (Mathematics), New Mexico State University, USA
Paul Leslie, PhD (Educational Sciences), Vries University Brussel, Belgium
Ping Wang, PhD Education (Teacher Professional Development), The University of Queensland, Australia
Priti Verma, PhD (Child Development), Chaudhary Charan Singh Haryana Agricultural University, India
Rasha Obaid Ibrahim Abdulla Al Zaabi, Master of Science (Instructional Technology), New York Institute of Technology, USA
Robert Miles, PhD (e-Research and Technology Enhanced Learning), Lancaster University, UK
Robin Ogdol, PhD (School Leadership and Management), St. Dominic Savio College, Philippines
Sahbi Hidri, PhD (Applied Linguistics), Higher Institute of Language of Tunis, Tunisia
Sameirah Mohamed Rashed Ali Al Abdouli, Master of Education (Management and Policy), Higher Colleges of Technology, UAE
Sanché Oosthuysen, Master of Education (Curriculum and Instruction), American College of Education, USA
Sara Bihi, Master of Education (Early Years and Primary Education, University College London, UK
Sarah Hyde, EdD (Education), University of Liverpool, UK
Savita Parashar, Master of Education (Early Childhood Education), Nanyang technological University, Singapore
Shawn Bhutta, PhD (Education Leadership), Trident University International, USA
Slim Khemakhem, PhD (Applied Linguistics), University of the West of England, UK
Sylvia Sabal Ramos, Master of Education (Early Childhood Education), Wheelock College, Boston University, USA
Tania El Aghar, EdD (Teaching and Learning), University of Leicester, UK
Tarek Hamada, PhD Education (Curricula and Teaching Methods), Alexandria University, Egypt
Tasleem Kala, Master of Education, University of Pretoria, South Africa