Pre-Tertiary Certificate for the Early Years Educator MQF Level 4

Overall Course Description

This programme aims to prepare students with the knowledge, skills and professional competencies required to work competently as Early Years Educators in childcare centres and other early childhood education and care settings in the public and private sectors. The curriculum will provide students with a sound understanding of child development, early childhood education, health and safety, safeguarding, inclusive practice and the importance of play as the foundation for children’s holistic learning and wellbeing.

The course covers a wide range of topics relevant to modern early childhood practice. These include child development theories, curriculum planning, observation and assessment, positive behaviour support, communication with children and families, safeguarding, regulatory requirements and the development of safe, healthy and inclusive learning environments. Learners will also gain an awareness of professional ethics, reflective practice, working with families and communities and the appropriate use of digital technology in early childhood settings.

In real-life childcare settings, students use theory in professional practice through a structured 500-hour supervised practice placement that combines theoretical learning with practical application. Throughout the program, learners are encouraged to develop reflective evidence-based practices that support children’s learning, development and well-being while encouraging continued professional development.

Upon successful completion, graduates will be equipped to:

1. Plan, implement and evaluate developmentally appropriate, inclusive and child-centred learning experiences for children from birth to eight years of age.
2. Apply child development theories and contemporary pedagogical approaches to support children’s cognitive, physical, social, emotional and language development.
3. Create safe, healthy, secure and inclusive learning environments that comply with legislative and regulatory requirements.
4. Observe, assess and document children’s learning and development to inform planning and support individual learning needs.
5. Promote positive behaviour through supportive strategies that encourage children’s self-regulation, confidence and social competence.
6. Communicate effectively with children, families, colleagues and other professionals while recognising and respecting cultural, linguistic and individual diversity.
7. Work collaboratively with families, multidisciplinary teams and community agencies to promote children’s holistic development and well-being.
8. Demonstrate professional, ethical and reflective practice while contributing to continuous quality improvement within early years settings.
9. Integrate appropriate digital technologies to support learning, communication, assessment and administrative responsibilities within early childhood education.
10. Apply evidence-based practice and critical thinking to respond effectively to the diverse needs of children and families.
11. Demonstrate the professional competence required to work confidently and responsibly within a range of early childhood education and care settings.

Overall, the curriculum prepares learners to become competent, reflective, and inclusive Early Years Educators capable of promoting children’s holistic development while also positively contributing to high-quality early childhood education and care. Furthermore, the programme is delivered via synchronous online lectures, interactive discussions, case studies, independent learning activities, and a supervised practice placement, ensuring that students have an engaging learning experience that combines academic knowledge with authentic professional practice.

Target Audience

This curriculum is intended for individuals who want to pursue or advance their careers in early childhood education and care by learning the information, skills, and professional competencies required to work as Early Years Educators. It is intended for learners seeking employment in childcare centers and other early childhood settings in both the public and private sectors, as well as those who are already working in the sector and want to obtain a recognised MQF Level 4 qualification to improve their professional practice and career prospects.

The program is suitable for school leavers, adult learners, job changers, and practitioners who are committed to promoting the holistic development, learning, and well-being of children aged newborn to eight years old. Individuals who want to learn about child development, inclusive practice, curriculum planning, safeguarding, behaviour management, and collaboration with families and multidisciplinary professionals would benefit the most from it.

The curriculum is entirely taught online, making it accessible to students who need flexible study schedules to balance work and personal obligations. A supervised practice placement allows students to apply theoretical knowledge in real-world early childhood settings while also developing the practical skills required of professional practitioners.

Applicants are expected to meet the programme entry requirements, including possession of a School Leaving Certificate, a minimum age of 17 years, and the submission of a recent Police Conduct Certificate in accordance with the National Standards for Child Day Care Facilities.

Programme Learning Outcomes

Upon successful completion of the Pre-Tertiary Certificate for the Early Years Educator, graduates will have developed the professional knowledge, practical skills and competencies required to support the holistic development, learning and well-being of children from birth to eight years of age. They will be equipped to plan, implement and evaluate developmentally appropriate and inclusive learning experiences by applying contemporary theories of child development, early childhood education and play-based pedagogies within a variety of early years settings.

Graduates will be able to create safe, healthy, secure and nurturing learning environments that comply with legislative, regulatory and safeguarding requirements while promoting children’s physical, cognitive, emotional, social and language development. They will demonstrate the ability to observe, assess and document children’s learning and development, using assessment information to plan responsive learning opportunities that meet individual needs and promote positive outcomes for every child.

Throughout the programme, learners will develop effective communication and interpersonal skills that enable them to build positive relationships with children, families, colleagues and other professionals. They will be able to promote positive behaviour through supportive and developmentally appropriate strategies, foster inclusive learning environments that respect diversity and individual differences, and work collaboratively with families and community agencies to enhance children’s learning and well-being.

The programme also develops learners’ understanding of professional ethics, reflective practice and continuous professional development, enabling them to evaluate and improve their own practice while contributing positively to the quality of early childhood education and care services. Graduates will demonstrate the ability to integrate appropriate digital technologies to support learning, communication, assessment and administrative functions within early years settings while ensuring the safe and responsible use of technology.

Overall, the programme prepares graduates to become competent, reflective and inclusive Early Years Educators who are capable of applying evidence-based practice, critical thinking and professional judgement to support children’s holistic development and to meet the evolving needs of contemporary early childhood education and care environments.

Module Learning Outcomes

D.1 Develop and Promote Positive Relationships – 3 ECTS | MQF Level 4

This module equips learners with the knowledge, skills and professional competences required to establish, maintain and promote positive relationships with children, families, colleagues and other professionals working within early years settings. Learners will develop an understanding of the importance of secure attachments, effective communication and respectful interactions in supporting children’s emotional well-being, learning and development. The module enables learners to apply positive behaviour management strategies, recognise and respond appropriately to children’s individual communication needs, and promote anti-discriminatory and inclusive practice in everyday interactions. Throughout the module, learners will strengthen their ability to work collaboratively with families and multidisciplinary teams, demonstrate professional conduct, reflect critically on their own practice, and utilise digital communication and documentation tools appropriately to support relationship-building and professional collaboration.

D.2 Pedagogies of Early Years Education – 5 ECTS | MQF Level 4

This module enables learners to develop a comprehensive understanding of the major theories, philosophies and pedagogical approaches that underpin contemporary early childhood education. Learners will critically examine the contributions of influential theorists and educational pioneers, including Montessori, Froebel, Reggio Emilia, Piaget and Vygotsky, while exploring the role of play, inquiry and child-centred learning in promoting children’s holistic development. The module develops learners’ ability to design, implement and evaluate developmentally appropriate learning experiences that respond to children’s individual needs, interests and cultural backgrounds. Learners will also strengthen their observation, assessment and curriculum planning skills, apply reflective practice to improve educational provision, integrate appropriate digital technologies into teaching and learning, and work collaboratively with families and colleagues to enhance educational outcomes within inclusive early years environments.

D.3 The Emergent Curriculum in Early Years: Preparation and Application – 5 ECTS | MQF Level 4

This module develops learners’ understanding of emergent curriculum principles and their application within contemporary early childhood education settings. Learners will explore child-centred, inquiry-based and project-based approaches that recognise children’s interests, experiences and developmental needs as the foundation for curriculum planning. The module enables learners to observe, document and interpret children’s learning, using these observations to design flexible and responsive learning experiences that encourage curiosity, creativity, exploration and collaboration. Learners will also develop the skills required to create stimulating learning environments, engage families and colleagues in curriculum development, and evaluate the effectiveness of learning experiences through reflective practice. Emphasis is placed on inclusive practice, collaborative planning and the effective use of digital technologies to document children’s learning and support curriculum design in early years settings.

D.4 Develop and Maintain a Healthy, Safe and Secure Environment for Children – 3 ECTS | MQF Level 4

This module equips learners with the knowledge, skills and professional competences required to create and maintain safe, healthy and secure environments that promote children’s well-being and development. Learners will develop an understanding of current health and safety legislation, safeguarding procedures, risk assessment processes and regulatory requirements applicable to early years settings. The module enables learners to identify potential hazards, implement appropriate preventative measures and respond effectively to emergencies while promoting children’s physical and emotional safety. Learners will also examine the importance of hygiene, nutrition, infection prevention and child protection, developing the ability to establish environments that support children’s health and welfare. Throughout the module, emphasis is placed on professional responsibility, reflective practice and collaborative working to ensure high standards of care that safeguard every child within an inclusive and nurturing learning environment.

D.5 Promote Children’s Development – 6 ECTS | MQF Level 4

This module provides learners with a comprehensive understanding of children’s holistic development from birth to eight years of age and the factors that influence their learning and well-being. Learners will explore the physical, cognitive, language, emotional and social aspects of child development while examining contemporary developmental theories and their practical application within early childhood education. The module develops learners’ ability to observe, assess and monitor children’s progress, identify individual developmental needs and plan appropriate interventions that support positive learning outcomes. Learners will also strengthen their skills in designing stimulating, play-based and inclusive learning experiences that encourage independence, creativity and resilience while recognising the importance of family involvement in children’s development. Through reflective practice and evidence-based approaches, learners will develop the professional competence required to support every child’s potential within a diverse range of early years settings.

D.6 Reflect on and Develop Practice – 2 ECTS | MQF Level 4

This module enables learners to develop reflective practice as a fundamental component of professional growth and continuous improvement within early childhood education. Learners will examine a range of reflective models and techniques, applying them to evaluate their own professional experiences, identify strengths and areas for development, and establish realistic professional development goals. The module encourages learners to use feedback from colleagues, mentors and families to enhance their effectiveness while promoting ethical decision-making and accountability in professional practice. Learners will also develop an understanding of continuing professional development, quality improvement and evidence-informed practice, recognising the importance of lifelong learning in maintaining high standards of early years education and care. By the end of the module, learners will be equipped to reflect critically on their own practice and contribute positively to the ongoing improvement of early years provision.

D.7 Protect and Promote Children’s Rights – 2 ECTS | MQF Level 4

This module develops learners’ understanding of children’s rights and their application within early childhood education and care settings. Learners will examine national legislation, international conventions, and professional frameworks that safeguard children’s rights, with particular emphasis on the principles of the United Nations Convention on the Rights of the Child (UNCRC). The module enables learners to recognise the importance of advocating for children’s best interests, promoting equality, inclusion and participation, and ensuring that every child is treated with dignity and respect. Learners will develop the skills required to identify situations where children’s rights may be compromised, respond appropriately to safeguarding concerns, and contribute to creating environments where children feel valued, listened to and empowered. Throughout the module, emphasis is placed on ethical practice, professional responsibility and collaborative working with families and other professionals to uphold children’s rights and promote their overall well-being.

D.8 Support Children with Disabilities or Special Educational Needs and Their Families – 2 ECTS | MQF Level 4

This module equips learners with the knowledge and practical skills required to support children with disabilities and special educational needs within inclusive early years settings. Learners will explore a range of developmental needs, disabilities and additional learning requirements while examining legislation, policies and inclusive practices that promote equitable access to education and care. The module develops learners’ ability to identify potential barriers to participation, adapt learning environments and activities to meet individual needs, and implement appropriate strategies that foster children’s independence, confidence and active engagement. Learners will also strengthen their communication and partnership-working skills by collaborating effectively with families, multidisciplinary professionals and external support agencies to ensure coordinated and child-centred provision. Reflective practice and person-centred planning are emphasised throughout the module to enable learners to provide high-quality support that respects each child’s unique strengths, abilities and potential.

D.9 Meet Regulatory Requirements in the Childcare Setting – 2 ECTS | MQF Level 4

This module enables learners to develop a thorough understanding of the legislative, regulatory and professional requirements governing early childhood education and care services. Learners will examine the responsibilities of early years practitioners in maintaining compliance with national standards, organisational policies and statutory regulations relating to safeguarding, health and safety, data protection, confidentiality and quality assurance. The module develops learners’ ability to implement effective administrative procedures, maintain accurate records and documentation, and contribute to inspections, monitoring processes and continuous quality improvement initiatives. Learners will also explore the importance of professional accountability, ethical practice and collaborative working in maintaining high-quality childcare provision. By the end of the module, learners will be able to apply regulatory requirements confidently within their daily practice while contributing to safe, effective and legally compliant early years environments.

D.10 Plan and Implement Positive Environments for Babies and Children Under 3 Years – 2 ECTS | MQF Level 4

This module equips learners with the knowledge and practical skills required to plan, implement and evaluate safe, stimulating and nurturing environments that meet the developmental needs of babies and young children under the age of three. Learners will explore the significance of responsive caregiving, secure attachments and child-centred learning experiences in supporting early development during this critical stage of life. The module develops learners’ ability to organise age-appropriate indoor and outdoor learning environments that encourage exploration, sensory development, play and independence while ensuring children’s safety and well-being. Learners will also examine the role of observation, assessment and reflective practice in planning meaningful learning experiences that respond to each child’s individual interests, abilities and developmental milestones. Emphasis is placed on creating inclusive environments that promote children’s emotional security, curiosity and holistic development while fostering positive partnerships with families.

D.11 Provide Physical Care that Promotes the Health and Development of Babies and Children Under 3 Years – 2 ECTS | MQF Level 4

This module enables learners to develop the professional knowledge and practical competence required to provide high-quality physical care for babies and young children while promoting their health, safety and overall development. Learners will examine best practices relating to personal care routines, nutrition, hygiene, sleep, feeding, infection prevention and the promotion of healthy lifestyles. The module develops learners’ ability to recognise children’s individual physical and developmental needs, respond appropriately to signs of illness or distress and implement care routines that support children’s comfort, dignity and emotional well-being. Learners will also explore the importance of establishing trusting relationships with children and families, maintaining accurate records and following organisational policies and legislative requirements relating to children’s health and welfare. Through reflective practice and evidence-based approaches, learners will develop the confidence to provide safe, responsive and developmentally appropriate care within a range of early years settings.

D.12 Create Environments that Promote Positive Behaviour – 2 ECTS | MQF Level 4

This module develops learners’ understanding of children’s behaviour and equips them with the skills required to create positive, inclusive and emotionally supportive learning environments. Learners will examine the factors that influence children’s behaviour, including developmental stages, relationships, communication, emotional well-being and environmental influences, while exploring contemporary approaches to positive behaviour guidance. The module enables learners to implement proactive strategies that encourage cooperation, self-regulation, resilience and respectful interactions while responding appropriately to behaviours that may challenge learning or social participation. Learners will develop the ability to establish consistent expectations, model positive behaviour and build trusting relationships that promote children’s confidence and sense of belonging. Throughout the module, emphasis is placed on reflective practice, partnership working with families and colleagues, and the creation of environments that foster children’s social, emotional and behavioural development through positive and respectful interactions.

D.13 Maintain and Develop a Registered Childcare Service – 2 ECTS | MQF Level 4

This module equips learners with the knowledge and practical skills required to contribute effectively to the management, organisation and continuous improvement of registered childcare services. Learners will develop an understanding of the operational, legal and ethical responsibilities associated with delivering high-quality early childhood education and care, including compliance with national standards, quality assurance processes and regulatory requirements. The module enables learners to apply effective administrative procedures, maintain accurate documentation, support policy implementation and contribute to the efficient management of resources within childcare settings. Learners will also explore the principles of leadership, teamwork and professional accountability while recognising the importance of reflective practice and continuous quality improvement in enhancing service provision. By the end of the module, learners will be able to contribute confidently to the effective operation and ongoing development of childcare services that promote children’s safety, learning and well-being.

D.14 Deliver Services to Children and Families who are Bilingual or Whose Preferred Language is not Maltese or English – 2 ECTS | MQF Level 4

This module develops learners’ understanding of linguistic diversity and equips them with the knowledge and skills required to provide inclusive and culturally responsive services to bilingual children and families whose preferred language is not Maltese or English. Learners will examine the principles of multicultural education, language acquisition and effective communication within diverse early years settings while recognising the value of children’s home languages and cultural identities. The module enables learners to adapt communication strategies, learning experiences and classroom environments to promote meaningful participation, inclusion and equal opportunities for all children. Learners will also strengthen their ability to establish positive partnerships with families, collaborate with other professionals and implement inclusive practices that respect cultural, linguistic and individual diversity. Throughout the module, emphasis is placed on creating welcoming environments that foster belonging, promote effective communication and support every child’s learning, development and well-being.

D.15 Practice Placement – 20 ECTS | MQF Level 4

The Practice Placement provides learners with the opportunity to apply the knowledge, skills and professional competences acquired throughout the programme within authentic early childhood education and care settings. Under appropriate supervision, learners will plan, implement and evaluate developmentally appropriate learning experiences while demonstrating professional practice, effective communication and ethical conduct in accordance with sector standards and organisational policies. The placement enables learners to strengthen their ability to observe and assess children’s learning and development, establish positive relationships with children, families and colleagues, promote inclusive practice, and create safe, healthy and stimulating learning environments that support children’s holistic development. Learners will also engage in reflective practice, evaluate their own professional performance and identify areas for continued professional growth. Successful completion of the placement demonstrates that learners have achieved the practical competence, confidence and professional responsibility required to work effectively as Early Years Educators within a variety of early childhood education and care settings.

Programme Structure

Hours of Total Learning

The programme carries 60 ECTS, equivalent to 1,500 total learning hours, based on the principle that 1 ECTS equals 25 hours of learning. The total learning hours comprise 300 contact hours, 615 hours of supervised and independent self-study, 85 hours of assessment, and a 500-hour supervised Practice Placement, ensuring learners acquire both the theoretical knowledge and practical competence required to work effectively as Early Years Educators.

Overall Programme

Breakdown by Module