Early Education Department

 

Undergraduate studies programs in the Department of Early Education

 

The department offers two bachelor's degree programs in Early Childhood Education and Primary Education.

 

Early Childhood Education

This major grants the graduate a Bachelor's degree in Early Childhood Education as a major, in addition to studying a set of courses related to teaching children with special needs. The program prepares teachers specialized in teaching children, and provides them with the necessary knowledge and skills to develop the various aspects of child development. It also provides students with observational skills and the use of evaluation tools in evaluating children's growth and development, and equipping them with the necessary skills to design appropriate learning environments for child. The program also provides students with the skills and teaching methods required for working with children with special needs.

The number of credit hours for the different specializations in the program is 126 credit hours distributed over eight semesters, in addition to two semesters within the foundation program. In addition, teaching and learning is carried out on a regular, full-time basis.

Degree Plans for Early Childhood Education:

 

Primary Education

 

The Primary Education Program seeks to keep pace with the requirements of the future of education in the Sultanate, which were drawn up by Sultan Qaboos University in its strategic plan, in line with international standards in teacher preparation. The program aims to provide teaching competencies qualified to work in teaching at the primary stage of basic education in the Sultanate, including the first cycle of basic education, and to prepare distinguished educational cadres capable of improving teaching, technical supervision, and educational research in accordance with the standards of teacher preparation and educational development witnessed by the Sultanate. Included in this program currently are two majors: Arabic - Islamic - Social Studies (Track One) and Primary Science and mathematics(Track two). 

The number of credit hours for the different specializations in the program is 126 credit hours distributed over eight semesters, in addition to two semesters within the foundation program. In addition, teaching and learning is carried out on a regular, full-time basis. 

Degree Plan for Primary Education Cohort 2022 and beyond:


Courses Descriptions
EAED 1030 - Theories and Applications in Early Childhood Education
This course offers an overview of the major theories in childhood education, and studies the various philosophies and approaches of childhood education, including the Islamic View, Montessori, Reggio Emilia, Head Start, etc. The focus will be on how the theories are transformed into actual practical classroom practices. The course will also acquaint the students with programs that are established based on the basics that relate to educating and caring of children with special needs such as Montessori, Head Start, and Early Head Start. .

 

EAED 2190 - Child Guidance in the Educational Environment
This course offers knowledge about the appropriate ways of interacting with young children and creating a positive classroom environment. Guiding the affective development of the child including self-esteem, self-control, and positive qualities, attitudes and behaviors and adapting the learning environment to guide children’s behaviors is also a main focus of the course.

 

EAED 4020 –Professional Ethics and Child Rights
This course concentrates on the core concepts and general principles of child rights that stem from understating the diversity of childhood, child development and life stages of children from an evolving capacity approach. In addition, it will establish the understanding of a child rights-based socialization process, involving children, parents, teachers, school management and the society as a whole. In addition, many daily decisions that are taken by those who work with young children require ethical consideration. Thus, this course is intended to enlighten students' understanding of the principles and guidelines pertaining to the National Association for the Education of Young Children’s (NAEYC) Code of Ethical Conduct. The course is not a generic one; it is a very practical course oriented for early childhood and aims to provide the students with hands-on experience in the area of upholding children’s rights and conforming to accepted professional ethical standards of conduct. Legislations and programs for children with special needs in Oman are also addressed in this course.

 

EAED 4060 – Learning through the Arts
This course is designed to introduce teachers to the role of the creative or expressive arts (Visual arts, drama) in the overall educational development of young children. The course is based on a review of learning theories and teaching methods that help future teachers understand the value of the arts and the role that the arts play as a catalyst for creativity, critical thinking, problem solving, communication and the whole child in terms of cognitive, linguistic, emotional, social, cultural, and physical developments in childhood. The course also focuses on introducing the student to the role of the arts in forming inclusive and just societies through which a child can express himself in a safely.

 

EAED 4080 - Creating Materials for the use of Young Children
This course reviews the learning theories and instructional methodologies of using manipulates with young children that have been introduced in other subject specific courses. Manipulative materials help young learners with concept formation, growth of thinking skills, and small muscle development. During the ‘make and take’ sessions, participants will construct work jobs, games, matching and sequencing boards, graphic organizer, comparison charts, and concept displays. Materials will be systematical planned and economically designed with the aim of creating enduring learning tasks.

 

EAED3080 - Play, Movement and Music in Early Childhood
This course tackles definitions of play, movement and music and its importance in the lives of young children up to age ten. This course addresses the characteristics of play, the objectives and theories of play and movement, what motivates children to play, and how play and movement foster child development. The course will emphasize the different kinds of play, how children's play progresses as children develop, and how play and movement affect the various domains of children's development. It also focuses on the physical and psychological components of developmentally appropriate play environment, how to select toys and play materials, and how to interact with children to facilitate their learning through play, and movement; and the role of music in providing a rich playful atmosphere. The course will also introduce ways to facilitate play of children with special needs.

 

EAED 2030 - Assessment and Evaluation of the Young Child.
This course focusses on the procedures and practices used in the assessment and evaluation of young children up to age ten, including observing and documenting children’s skills and progress. The course also addresses the assessment tools which can be used to assess children with and without disabilities and take into considerations some variables in application.
EAED 1031 - Theories and Applications in Early Childhood Education.
This course offers an overview of the major theories in childhood education, and studies the various philosophies and approaches of childhood education, including the Islamic View, Montessori, Reggio Emilia, Head Start, etc. The focus will be on how the theories are transformed into actual practical classroom practices. The course will also acquaint the students with programs that are established based on the basics that relate to educating and caring of children with special needs such as Montessori, Head Start, and Early Head Start.

 

EAED 2191 - Child Guidance in the Educational Environment
This course offers knowledge about the appropriate ways of interacting with young children and creating a positive classroom environment. Guiding the affective development of the child including self-esteem, self-control, and positive qualities, attitudes and behaviors and adapting the learning environment to guide children’s behaviors is also a main focus of the course.

 

EAED 4021 –Professional Ethics and Child Rights
This course concentrates on the core concepts and general principles of child rights that stem from understating the diversity of childhood, child development and life stages of children from an evolving capacity approach. In addition, it will establish the understanding of a child rights-based socialization process, involving children, parents, teachers, school management and the society as a whole. In addition, many daily decisions that are taken by those who work with young children require ethical consideration. Thus, this course is intended to enlighten students' understanding of the principles and guidelines pertaining to the National Association for the Education of Young Children’s (NAEYC) Code of Ethical Conduct. The course is not a generic one; it is a very practical course oriented for early childhood and aims to provide the students with hands-on experience in the area of upholding children’s rights and conforming to accepted professional ethical standards of conduct. Legislations and programs for children with special needs in Oman are also addressed in this course.

 

EAED 4061 – Learning through the Arts
This course is designed to introduce teachers to the role of the creative or expressive arts (Visual arts, drama) in the overall educational development of young children. The course is based on a review of learning theories and teaching methods that help future teachers understand the value of the arts and the role that the arts play as a catalyst for creativity, critical thinking, problem solving, communication and the whole child in terms of cognitive, linguistic, emotional, social, cultural, and physical developments in childhood. The course also focuses on introducing the student to the role of the arts in forming inclusive and just societies through which a child can express himself in a safely.

 

EAED 4081 - Creating Materials for the use of Young Children
This course reviews the learning theories and instructional methodologies of using manipulates with young children that have been introduced in other subject specific courses. Manipulative materials help young learners with concept formation, growth of thinking skills, and small muscle development. During the ‘make and take’ sessions, participants will construct work jobs, games, matching and sequencing boards, graphic organizer, comparison charts, and concept displays. Materials will be systematical planned and economically designed with the aim of creating enduring learning tasks.

 

EAED3081 - Play, Movement and Music in Early Childhood
This course tackles definitions of play, movement and music and its importance in the lives of young children up to age ten. This course addresses the characteristics of play, the objectives and theories of play and movement, what motivates children to play, and how play and movement foster child development. The course will emphasize the different kinds of play, how children's play progresses as children develop, and how play and movement affect the various domains of children's development. It also focuses on the physical and psychological components of developmentally appropriate play environment, how to select toys and play materials, and how to interact with children to facilitate their learning through play, and movement; and the role of music in providing a rich playful atmosphere. The course will also introduce ways to facilitate play of children with special needs.

 

EAED 2031 - Assessment and Evaluation of the Young Child.
This course focusses on the procedures and practices used in the assessment and evaluation of young children up to age ten, including observing and documenting children’s skills and progress. The course also addresses the assessment tools which can be used to assess children with and without disabilities and take into considerations some variables in application.

 

EAED 3056 -Methods of Teaching Arabic Language, Islamic Studies and Social Studies (1)
The aim of this course is to provide the student with a range of knowledge, skills and values related to teaching Arabic in the first cycle of basic education (grades 1-4) through the introduction to modern theories in learning languages, the characteristics of the Arabic language teacher at this stage, and modern methods and strategies to teach some of the Arabic language skills: listening, reading, language patterns, learning vocabulary, and the difficulties faced by the students studying them. The course also aims to provide the students with the ability to connect the theoretical and practical aspects by providing them with the opportunity to practice the skills of planning, teaching and evaluation in the small teaching laboratory. This course also deals with the concept of Islamic education, its sources, objectives and characteristics. Teacher recipes Islamic education (faith, psychological, mental, social), and professional competencies. And the nature of the curriculum of Islamic education, foundations and starting points, and objectives in the first cycle of basic education (grades 1-4). And preparing the annual, quarterly and daily plans for Islamic education classes with their various components. And the teaching procedures of branches of the forensic science (recitation and recitation, and interpretation, and the Hadith, the Prophet's biography, jurisprudence, doctrine, ethics). And the principles of teaching each branch. The course also introduces students to the nature and characteristics of social studies, the prescriptions and competencies of the social studies teacher, the skills of lesson planning, the method of constructing concepts, generalizations and facts in social studies, and learning about general teaching methods such as: The course aims to develop the student's research abilities, the ability to think creatively and critically, and raise his motivation to teach the students of this stage.

 

EAED 4056 - Methods of Teaching Arabic Language, Islamic Studies and Social Studies (2)
This course aims at providing students with a wealth of knowledge, skills and values related to the teaching of Arabic in the first cycle of basic education (grades 1-4) through introducing modern methods, methods and strategies for teaching the skills of speaking, writing and children's literature in all its fields. The course aims to provide the student with the ability to connect the theoretical and practical aspects by providing him with the opportunity to practice planning, teaching and evaluation skills. This course also deals with authentic teaching methods derived from the Qur'aan and Sunnah. And methods of teaching Islamic education in the first cycle of basic education (story, simulation, learning by playing ...). And practical applications on the methods of teaching Islamic education branches. Educational activities for students of the first cycle of basic education. And assessment of learning for students of the first cycle of basic education. This course will also discuss ways of developing trends and values in social studies, how to develop loyalty and belonging to the homeland, and learn about some modern methods of teaching such as conceptual maps, brainstorming, use of multiple intelligences strategy and learning about the use of methods based on modern technology, as well as some active learning strategies and how they are applied in practice. Finally, this course aims at developing students' research abilities, their ability to think creatively and critically, and their motivation to teach students of this stage.

 

EAED 3106 – Educational Curriculum for Arabic Language, Islamic Studies and Social Studies
This course aims to identify the concept of the school curriculum, its elements and foundations. It also aims to study the characteristics of the curriculum of the Arabic language, Islamic education, the social studies in the primary stage. The course will also deal with the curriculum processes: design, implementation, evaluation and development. Moreover, the concept, steps, content of the Arabic language curriculum, Islamic studies and social studies, activities, components, selection criteria and principles of organization will be presented. Also, the implementation of the curriculum at this stage, the new technologies assigned to its implementation, and the role of the teacher in the implementation of the content will be given.

 

EAED 4436 - Professional Practices for Arabic Language, Islamic Studies and Social Studies
This course aims at providing candidates with direct practical experiences in the teaching field at the elementary level. The course will provide students with opportunities to observe the teaching process and the learning environment at school and learn about the facilities, human and financial resources, the administrative rules and regulations and the school’s organizational structure. The course, hence, enables the candidates to get to know the components of the school, its organization and its working mechanisms, which will give them practical experience and skills that will enable them to practice entrepreneurship in the future. They will be assigned to prepare a report to highlight the skills acquired in managing entrepreneurship through this course. The course also aims at developing candidates’ knowledge of the learners’ cognitive, physical, social and affective characteristics. Candidates will have the opportunity to observe professional practices of school teachers such as lesson planning and preparation, instruction, assessment and reflection. The course will focus on the relation between the written curriculum and the practiced curriculum in order to bridge the gap between theory and practice. The candidates will analyze the different components of curriculum as practiced in schools such as the general outcomes and their relation to behavioral objectives of teaching; the content and its relation to teaching methods; and assessment and its relation to curriculum components in general. The course will also focus on the relation between the College of Education Conceptual Framework and professional practices by involving the candidates in tasks that address the issues of specialized knowledge, diversity in teaching methods, use of technology and values and dispositions. At the end of the course, candidates will submit a final report on their field experiences.

 

EAED 4400- Graduation Project
This course enables candidates to conduct action research that addresses an important educational topic in the education field. Candidates will identify a problem-based research topic that is linked to their professional experiences in the accompanying course (EAED4600) and propose solutions to it based on data they gather. Candidates will use various research instruments for data collection such as questionnaires, interviews, observations and tests and will take measures to check the reliability and validity of these tools. The action research project will be submitted at the end of the semester as part of the Comprehensive Portfolio and will include the following main sections: Title of the project, abstract, introduction, literature review, methodology and procedures, data analysis, results and discussion, conclusions and recommendations and a list of references that follow the APA style.

 

 

EAED 4600 - Student Teaching
The student teaching course aims at enabling candidates to apply and demonstrate the specialized knowledge they obtained so as to strengthen their professional practices and their young learners teaching competencies since these candidates are considered as resident teachers in partner schools. The course provides candidates with opportunities to apply, the components of the conceptual framework of the college. The components of the conceptual framework are: academic capability, variation of teaching, attitudes and values, research culture, life-long learning and technological skills. Student teaching period lasts for a whole semester (16 weeks) and it often takes place in the spring of every academic year. Candidates go to schools for five days every week. Students also hold conferences with their cooperative teachers and college supervisors so as to raise the candidates' competencies through direct training on professional practices in the education sector in the Sultanate of Oman. Student teaching is based on several pillars to secure success of the program. These pillars are partnership, cooperation, integration, commitment, accountability and sustainable development. Candidates are expected to use different teaching strategies that support young learners learning and meet their needs for which the candidates are already prepared. Candidates are also directed during this period towards bearing responsibility of their students' learning and attainment as well as all other professional responsibilities during the student teaching period.

 

 

EAED 2015 – Teaching Arabic to Children
This course aims to identify the concept of reading and writing, learn about the nature of the linguistic growth of the primary school students. It also aims to study the characteristics of Arabic writing, its nature, its types (writing, spelling and written expression), and create a clear idea about the stages of literacy learning. Furthermore, it aims to study the main skills and processes of reading and writing which are suitable for primary school students. Moreover, it focuses on the modern teaching strategies and new techniques which related to these aspects. It also studies the teacher's role in promoting and encouraging these skills among these students.

 

 

EAED 2025 –Children’s Literature
This course tackles various types of early childhood literature including stories, drama, rhymes, and chanting, as well as the criteria of choosing developmentally appropriate literature for young children. It also covers the skill of analyzing the arts of early childhood literature and their teaching methods and training on how to write for children and how to prepare different stories and their storytelling. It also tackles the importance of books in children's lives and what make books more appropriate for children. It also focuses on the role of literature in the development of children language skills, their altitudes and values as well as the various aspects of the children development. The students will also be acquainted with stories to raise awareness about children with special needs.

 

 

EAED 1030 - Theories and Applications in Early Childhood Education
This course offers an overview of the major theories in childhood education, and studies the various philosophies and approaches of childhood education, including the Islamic View, Montessori, Reggio Emilia, Head Start, etc. The focus will be on how the theories are transformed into actual practical classroom practices. The course will also acquaint the students with programs that are established based on the basics that relate to educating and caring of children with special needs such as Montessori, Head Start, and Early Head Start.

 

 

EAED 2190 - Child Guidance in the Educational Environment
This course offers knowledge about the appropriate ways of interacting with young children and creating a positive classroom environment. Guiding the affective development of the child including self-esteem, self-control, and positive qualities, attitudes and behaviors and adapting the learning environment to guide children’s behaviors is also a main focus of the course.

 

 

EAED 4020 –Professional Ethics and Child Rights
This course concentrates on the core concepts and general principles of child rights that stem from understating the diversity of childhood, child development and life stages of children from an evolving capacity approach. In addition, it will establish the understanding of a child rights-based socialization process, involving children, parents, teachers, school management and the society as a whole. In addition, many daily decisions that are taken by those who work with young children require ethical consideration. Thus, this course is intended to enlighten students' understanding of the principles and guidelines pertaining to the National Association for the Education of Young Children’s (NAEYC) Code of Ethical Conduct. The course is not a generic one; it is a very practical course oriented for early childhood and aims to provide the students with hands-on experience in the area of upholding children’s rights and conforming to accepted professional ethical standards of conduct. Legislations and programs for children with special needs in Oman are also addressed in this course.

 

 

EAED 4060 – Learning through the Arts
This course is designed to introduce teachers to the role of the creative or expressive arts (Visual arts, drama) in the overall educational development of young children. The course is based on a review of learning theories and teaching methods that help future teachers understand the value of the arts and the role that the arts play as a catalyst for creativity, critical thinking, problem solving, communication and the whole child in terms of cognitive, linguistic, emotional, social, cultural, and physical developments in childhood. The course also focuses on introducing the student to the role of the arts in forming inclusive and just societies through which a child can express himself in a safely.

 

 

EAED 4080 - Creating Materials for the use of Young Children
This course reviews the learning theories and instructional methodologies of using manipulates with young children that have been introduced in other subject specific courses. Manipulative materials help young learners with concept formation, growth of thinking skills, and small muscle development. During the ‘make and take’ sessions, participants will construct work jobs, games, matching and sequencing boards, graphic organizer, comparison charts, and concept displays. Materials will be systematical planned and economically designed with the aim of creating enduring learning tasks.

 

 

EAED3080 - Play, Movement and Music in Early Childhood
This course tackles definitions of play, movement and music and its importance in the lives of young children up to age ten. This course addresses the characteristics of play, the objectives and theories of play and movement, what motivates children to play, and how play and movement foster child development. The course will emphasize the different kinds of play, how children's play progresses as children develop, and how play and movement affect the various domains of children's development. It also focuses on the physical and psychological components of developmentally appropriate play environment, how to select toys and play materials, and how to interact with children to facilitate their learning through play, and movement; and the role of music in providing a rich playful atmosphere. The course will also introduce ways to facilitate play of children with special needs.

 

 

EAED 2030 - Assessment and Evaluation of the Young Child
This course focusses on the procedures and practices used in the assessment and evaluation of young children up to age ten, including observing and documenting children’s skills and progress. The course also addresses the assessment tools which can be used to assess children with and without disabilities and take into considerations some variables in application.

 

 

EAED 3057 - Methods of Teaching Science and Mathematics (1)
This course aims to introduce the candidate in modern ways in the teaching of science and mathematics in primary school. The course includes the planning and organization of scientific and sports activities, and the integration of technology in the teaching of science and mathematics. The course also contributes to the candidate's ability to think critically and think creatively and reflectively about children's education. The course also helps train the candidate on how to design safe learning environments.

 

 

EAED4057 - Methods of Teaching Science and Mathematics (2)
This course aims to provide the candidate with the knowledge, skills and trends that help him/her in planning and teaching in accordance with the objectives of teaching science and mathematics in primary school. The course includes basic scientific and mathematical concepts, and discuss the different ways children think about these concepts and how to learn them effectively. It also helps the candidate to use a variety of teaching tools and activities in teaching, assessing children's understanding and performance.

 

 

EAED 3107 - Educational Curriculum for Science and Mathematics
This course aims at providing the candidate with the necessary knowledge and skills to design and implement the science and mathematics curriculum at the primary school. It also aims to identify the elements of the curriculum and to help learn about the relationship between theories of curriculum development and their classroom applications in education, science and mathematics in primary school.

 

 

EAED 4437 - Professional Practice for Science and Mathematics
This course aims at providing candidates with direct practical experiences in the teaching field at the elementary level. The course will provide students with opportunities to observe the teaching process and the learning environment at school and learn about the facilities, human and financial resources, the administrative rules and regulations and the school’s organizational structure. The course, hence, enables the candidates to get to know the components of the school, its organization and its working mechanisms, which will give them practical experience and skills that will enable them to practice entrepreneurship in the future. They will be assigned to prepare a report to highlight the skills acquired in managing entrepreneurship through this course. The course also aims at developing candidates’ knowledge of the learners’ cognitive, physical, social and affective characteristics. Candidates will have the opportunity to observe professional practices of school teachers such as lesson planning and preparation, instruction, assessment and reflection. The course will focus on the relation between the written curriculum and the practiced curriculum in order to bridge the gap between theory and practice. The candidates will analyze the different components of curriculum as practiced in schools such as the general outcomes and their relation to behavioral objectives of teaching; the content and its relation to teaching methods; and assessment and its relation to curriculum components in general. The course will also focus on the relation between the College of Education Conceptual Framework and professional practices by involving the candidates in tasks that address the issues of specialized knowledge, diversity in teaching methods, use of technology and values and dispositions. At the end of the course, candidates will submit a final report on their field experiences.

 

 

EAED 4400 - Action research Project
This course enables candidates to conduct action research that addresses an important educational topic in the education field. Candidates will identify a problem-based research topic that is linked to their professional experiences in the accompanying course (EAED4600) and propose solutions to it based on data they gather. Candidates will use various research instruments for data collection such as questionnaires, interviews, observations and tests and will take measures to check the reliability and validity of these tools. The action research project will be submitted at the end of the semester as part of the Comprehensive Portfolio and will include the following main sections: Title of the project, abstract, introduction, literature review, methodology and procedures, data analysis, results and discussion, conclusions and recommendations and a list of references that follow the APA style

 

 

EAED 4600 - Student Teaching
The student teaching course aims at enabling candidates to apply and demonstrate the specialized knowledge they obtained so as to strengthen their professional practices and their young learners teaching competencies since these candidates are considered as resident teachers in partner schools. The course provides candidates with opportunities to apply, the components of the conceptual framework of the college. The components of the conceptual framework are: academic capability, variation of teaching, attitudes and values, research culture, life-long learning and technological skills. Student teaching period lasts for a whole semester (16 weeks) and it often takes place in the spring of every academic year. Candidates go to schools for five days every week. Students also hold conferences with their cooperative teachers and college supervisors so as to raise the candidates' competencies through direct training on professional practices in the education sector in the Sultanate of Oman. Student teaching is based on several pillars to secure success of the program. These pillars are partnership, cooperation, integration, commitment, accountability and sustainable development. Candidates are expected to use different teaching strategies that support young learners learning and meet their needs for which the candidates are already prepared. Candidates are also directed during this period towards bearing responsibility of their students' learning and attainment as well as all other professional responsibilities during the student teaching period.

 

 

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