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Professional Development

Since its inception, the Association has worked diligently to carve out its mission of promoting quality programmes for young children and families through professional development for early childhood educators. AECES promotes professional development through accredited professional development programmes, lifelong learning workshops and courses, practicum supervision, mentorship, research, journal and its website. 

Programmes

 Accredited Professional Development Programmes

Lifelong Learning Workshops and Courses

AECES Lifelong Learning Workshops 2010:

  • Sing, Listen, Move and Play
  • Pre-School Creative Music Education
  • Creative Music and Movement for Early Childhood Educators
  • Introduction to Storytelling for Early Childhood Educators
  • Musicianship for the Early Childhood Educators
  • Keyboard Class @ Hougang

     

  • Click here to see the Calendar (May to Sep)
  • Click here for the Registration Form (May to Sep)

Seminars

Practicum Supervision
  • Apart from running courses, AECES was also involved in overseeing the practicum attachment for students under the University of Melbourne’s Bachelor of Early Childhood Studies (International) Programme.

Mentorship
  • In 2007, AECES formed an affiliate with the Early Childhood (ECH) club of Ngee Ann Polytechnic, which consists of early childhood alumni and students. The purpose of the affiliate is to establish a link for the younger generation of early childhood teachers with the working professionals, and provide exposure for the next generation of ECE professionals. The representatives of the ECH club are invited to be in attendance at the Executive Committee meetings and attend events organised by the Association. The Association uses this as a strategy in nurturing and mentoring the younger leaders of the profession.

Research

 AECES played a facilitative role in the following research work with:

  • The University of Nebraska Research Topic: "Exploring teacher beliefs: Social and developmentally appropriate practices in early childhood programmes in Singapore"

    The University of Nebraska conducted a survey through random sampling. AECES was the coordinating body for the participating child care centres in Singapore. We disseminated the survey forms, called centres to follow up on their returns and mailed the completed forms to the University for analysis.
  • The University of Queensland Research Topic: "Understanding children’s social skills in their early childhood settings"

    The purpose of this research was to develop a robust assessment tool to determine children’s social skills. AECES’s role was to contact local child care centres and kindergartens to seek involvement in the research and disseminate the research documents.