2. Early Childhood Education at Institute of Education and Research
Early Childhood Education at Institute of Education and Research. University of the Punjab
Prof. Dr. Mumtaz Akhter

3. Early Childhood Education
The early years are critical for the acquisition of the concepts, skills and attitudes that lay the foundation of lifelong learning.
This include the acquisition of life skills such as self-awareness, critical thinking and conflict management, language, perception-motor skills required for learning to read and write and basic numeracy concepts and skills.
Children require opportunities to develop these skills and an excellent early childhood education can facilitate the development of these skills.
The studies shows that children who attend ECE have better chances to stay in education and produce better results.

4. Early Childhood Teacher
Holistic development of children in ECE requires teachers who are knowledgeable about children social, moral, cognitive and language development, the psychology of leaning, along with the process of curriculum development and assessment (National Curriculum for ECE, 2007, 2017). There is a need to have teachers who possess skills to develop age appropriate material for leaning, to engage children in activities which facilitate them to attain their full potential.

5. The objectives of ECE cannot be achieved without professionally trained teachers in the field of early childhood education.
The most significant resource for child optimal development are teachers who are capable of raising standards of education.
The quality of ECE depends upon the teachers who are highly skilled, well resourced, and motivated to perform at their best.
Teachers who can prepare responsible citizens to contribute positively in society.

6. In response to need of Early Childhood Education; Institute of Education and Research University of the Punjab took initiative to start professional ECE teacher training.
Master of Arts in Early Childhood Education Scheme of Studies was approved by Academic Council of University of the Punjab in a meeting held on 8th august 1997 under Agenda Item No 37 as self-supporting Evening Programme with effect from the session of

7. In 2001 it was decided to start MA Early Childhood Education as a regular program.
The Faculty Council approved the program on August 2001.
Approved by Vice Chancellor and Board of Governors in 2001.
The program was advertised for admission and commenced in session as regular program.

8. IER was the first teacher education institution to award MA ECE degree.
The program was introduced in pursuance of the Education Policy of Government of Pakistan for primary education.

9. The admission criteria for MA ECE
Fourteen years of education (Bachelors of Arts/ Science/Home Economics) or equivalent degree (with one or two elective subjects which are school subjects) at least 2nd division.
Candidates already holding Master Degree are eligible

10. Teacher Education
ECE is related to the development of teacher proficiency and competence that would enable and empower the teacher to meet the requirements of the profession and face the challenges therein
The program was designed to equip prospective teachers with the knowledge, attitudes, behaviors and skills requires to perform their tasks
effectively in the classroom, school and wider
community.

11. MA ECE Objectives
To provide students understanding of child development theories and research, including cognitive, social and emotional aspects of development
Enable students to create environment for holistic development of the child, which includes physical, social, emotional, cognitive and moral development
Provide skills to nurture a sense of identity and pride in being Pakistani and understanding of Islam and Islamic society
To provide students with a critical knowledge of pre-school children and the development of language and literacy, and development of numeracy.
To enable them to develop and choose appropriate activities for teaching various subjects.
To provide students with experience with a range of research methods used to explore issues in early childhood education.

12. Session-Wise List of Number of Students Passed M.A ECE
Number of Students (Regular)
Number of Students (Self Support) 32 - 29 38 24 28 34 35 42 31 36 33 43 25
 42
 40
 36
  om going

17. Scheme of Study 1. Foundations of Early Childhood Education 3
S.No. Course Title Credit Hour
1. Foundations of Early Childhood Education
2. Islamic Culture and Ideology of Pakistan
3. Psycho-Social Development in Early Childhood
4. Research Methods in Education
5. Curriculum in Early Childhood Education
6. Administration and Supervision in Early Childhood Education
7. Learning Theories and Models in Early Childhood Education
8. Children Literature

18. 9. Language Development 3 10. Teacher Education 3 11
9. Language Development Teacher Education Trends and Issues in Early Childhood Education Educational Assessment and Evaluation Instructional Application of Computer in Early Childhood Education Teaching of Mathematics in Early Childhood Education Teaching of Urdu in Early Childhood Education Teaching of Science in Early Childhood Education3 17. Teaching of English in Early Childhood Education Teaching of Art in Early Childhood Education 3

19. 19. Teaching of Social Studies & Islamiat in Early Childhood Education 3
20. Teaching Practice I
21. Teaching Practice II
22. Master’s Thesis in Early Childhood Education
The candidates are required to complete the following for Master of Arts in Education (Early Childhood ) degree.
All the above 22 courses of 3 credit hours each.
Pass Comprehensive Examination

20. The prospective teachers are not only provided with theoretical knowledge but also equipped with skills to work in real situations.
They are provided opportunities to design, prepare and implement various activities for
teaching different concepts for preschool children.
They practice theories both in simulation as well as in real situations in various ECE classes .
Research on ECE issues is an important aspect of the program where students can explore various problems scientifically and contribute in existing body of knowledge.

24. The Graduates
The Graduates of the program are serving in Public and Private sector as teachers and leaders of Education.
They are contributing for laying foundation to prepare educated, confident and self reliant future citizens.
They are working on key positions in education department for building a better and enlightened future of Pakistan.

25. Diploma in Montessori Method
In IER we also have one year diploma course in Montessori methods.
This is a skill based program where students do practical work along with teaching practice in Preschool classes.