phd in early childhood education singapore

undefined Degrees in Education Early Childhood Education in Singapore for 2024

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Degrees in Education Early Childhood Education

Individuals who enjoy teaching and working with young children may be interested in pursuing a degree in early childhood education, a concentration that specializes in child development and learning strategies. Students may choose to work in a setting that focuses on child development and instruction.

Singapore (新加坡) is a city-state in Southeast Asia. Founded as a British trading colony in 1819, since independence it has become one of the world's most prosperous countries and boasts the world's busiest port. Singapore has six national universities and are generally well-regarded and attracts exchange students from all over the world.

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Diploma in Early Childhood Care & Education – Teaching (DECCE-T)

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About Course

Play a part in shaping the lives of young children and discover all about the physical, cognitive, social and emotional growth and development of children 18 months to 6 years old through the DECCE-T courses.

This course is available in Chinese  here . 

• Acquire observation techniques and skills for better understanding of young children and their learning. Learn how to choose children’s literature and play materials and the techniques of using these materials.

Apply Skills

• Acquire knowledge and skills to help young children develop perceptual, fine and gross motor skills and learn in the physical, cognitive and socio-emotional domains. Apply inquiry or process skills to explore the world around them, experience creative expressions, and create a sense of curiosity in young children.

Deeper Understanding

• This course is for existing and aspiring early childhood educators, who require an in-depth understanding of the principles and practices of early childhood care and education.

Find out more about the modules covered in this course  here .

Upon successful completion of the course, you will be conferred the DECCE-T by NIEC. Graduates will be eligible for L2 certification* by ECDA. You will be qualified to teach Playgroup, Nursery, K1 and K2 children from 18 months to 6 years old.

*To be granted certification to teach up to Kindergarten levels by ECDA, new teachers must have a minimum B4 grade for English Language (EL1). Applicants who do not possess a B4 or above in GCE O-level EL1 are given 2 years from the point of teacher registration to obtain a minimum band of 6.5 in IELTS (General) or other ELAA.

Enjoy full course fee sponsorship under the Career Conversion Programme (CCP)!

Under Workforce Singapore’s  CCP,  your employer may sponsor your training at NIEC and provide a monthly salary during your course.

Note: Only the day intakes (18 months) are eligible for sponsorship under CCP. Night intakes (30 months) are NOT eligible.

Here’s how it works:

• Secure sponsorship by an early childhood development centre (ECDC) licensed by the Early Childhood Development Agency (ECDA). You may need to fulfil a bond to work with your employer. Visit  the ECDA website  for job portals and contact the centres directly for CCP opportunities.
• Apply for our courses within 6 months of being hired. Upon successful enrolment, you will start your training at NIEC while working at the ECDC.
• Enjoy full course sponsorship and a monthly work salary, provided by your employer!

The CCP is open to all company-sponsored applicants who:

• Are Singapore Citizens or Permanent Residents aged 21 years and above;
• Graduated or completed National Service, whichever is later, for at least 2 years at the point of application;
• Are newly-hired by participating ECDA-licensed ECDCs;
• Are not in the same job role prior to joining the CCP.

To be eligible, you must be employed as a trainee teacher for no longer than 6 months from the course application date. Other terms and conditions apply.  Learn more.

This course is eligible under Union Training Assistance Programme (UTAP), click  here  to find out more.

Other funding support and financial schemes may be available. Find out more  here .

Entry Requirements

Local Qualification

GCE ‘O’ Level Certificate

• 5 GCE ‘O’ level credits including English Language (EL1); OR
• 5 GCE O-level credits and an English Language Acceptable Alternatives (ELAA)

Other Local Qualifications

• Higher Nitec Certificate with a minimum GPA of 3.0; OR
• Advanced Certificate in Early Childhood Care & Education [ACECCE] (or acceptable equivalent) with a minimum GPA of 3.5 and 3 GCE O-level credits;
• Minimum grade C6 in GCE ‘O’ level credit in English Language (EL1); OR an English Language Acceptable Alternatives (ELAA)

Note: In addition to the above qualifications, a minimum of 1-year work experience is preferred.

Foreign Qualification

• Completed 10 years of formal education (with English as the Medium of Instruction [MOI]) and obtain passes in at least 5 different subjects in the state exam; OR
• Degree (or above) with English as the Medium of Instruction (MOI) from a state-recognised university

Note: English Language Acceptable Alternatives (ELAA) is required if MOI is not proven to be in English.

Fees Payable

Download the 2024 course fee table below.

Note: The course fee shown is an estimate only. Course fees payable are subject to revision, funding eligibility and approval. Please contact us for details on course fees.

Registration Fee

$87.20 (inclusive of GST).

Note: The registration fee is non-refundable.

Course Schedule

30 months / 1200 hours.

Monday, Wednesday: 6.30pm to 9.30pm & Saturday: 9am – 3.30pm

18 months / 1200 hours

Monday to Friday:  2pm – 6pm

Please note:

• Course schedule and venue are subject to changes. NIEC reserves the right to reschedule/cancel any programme and amend information without prior notice.
• Classes will only commence if the minimum class size is met. A confirmation email will be sent to you at least 3 weeks before course commencement.
• Priority will be given to applicants enrolling under the Career Conversion Programme.
• Your learning is important to us, and we have designed our lessons to facilitate your optimal learning experience for this course. Our courses are largely conducted online and around 20% of lessons will be conducted face-to-face for effective learning across practice-oriented sessions, such as for child safety, child development and motor skills development. You will be expected to attend the face-to-face lessons physically. A schedule of upcoming modules will be provided to you in advance before course commencement.
• A course orientation will also be conducted face-to-face where you will be provided with important information about the course, NIEC’s academic policies, the support that you can expect to receive as a student and connect with your community of learning. You are required to attend this session and will be notified of the date and venue 2 to 3 weeks prior to the orientation.

Before You Apply

Here is a  checklist  for you to download to prepare your application.

Have questions? Connect with us!

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• Headquarter : National Institute of Early Childhood Development 1 Nanyang Walk, NIE-5-B2-06 Singapore 637616
• Operation Hour : Monday – Friday: 9am – 4pm (excluding Public Holidays)

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Doctor of Philosophy in Education (PhD), Early Childhood Education

Courses start every monday, take the first step in your national university journey, 240k+ alumni worldwide, doctor of philosophy in education (phd-ed) with a specialization in early childhood education.

For education professionals with a desire to be an active scholar in the field of education and make significant contributions to the existing body of knowledge, the Doctor of Philosophy (PhD) in Education program can take both your research skills and career options to a higher level. The program begins with a review of theoretical frameworks to support your understanding of the role of theory in a PhD degree. Coursework combines this strong base of theoretical knowledge with an individualized focus to conduct research in pre-K-12, post-secondary, and adult learning environments as you contribute new and innovative findings to advance your field of educational specialization.

Why Earn Your Doctor of PhD in Early Childhood Education with National University?

In the Early Childhood Education specialization, you’ll focus on research and theory that builds on the foundational principles of early childhood education. Areas of emphasis include curriculum, assessment, and program administration as they align with theories on the growth and development of young children. Additionally, you’ll investigate early childhood literacy and literature along with the roles of families, caregivers, schools, and communities. Throughout the program, you’ll have access to advisors, faculty, and tools to support you through your coursework, dissertation, and your future work as a researcher contributing to the body of knowledge surrounding early childhood education. 

Admission Requirements 

A conferred post-baccalaureate master’s degree or doctoral degree from a regionally or nationally accredited academic institution or an international institution determined to be equivalent through an approved evaluation service.

Dissertation Process

In addition to the foundational and specialization courses, each PhD student is required to complete a high-quality dissertation through a systematic process and sequential courses assisted by faculty. A PhD dissertation is a scholarly documentation of research that makes an original contribution to the field of educational study. The step-by-step process requires care in choosing a topic, documenting its importance, planning the methodology, and conducting the research. These activities lead smoothly into the writing and oral presentation of your dissertation.

Courses and Sequence

The PhD in Education program requires 60 credits for degree completion. Additional credit hours may be allowed as needed to complete your dissertation research. If granted, additional courses will be added to your degree program in alignment with the SAP and Academic Maximum Time to Completion policies. The estimated time needed to complete this program is 45 months.

Course Details

Course listings.

A PhD prepares you to make significant contributions to the body of literature within the education field. This course prepares you for understanding what theory is, recognizing theoretical frameworks within existing literature, connecting your research interests to existing theoretical frameworks, and justifying how your research will add to the wealth of current theories in the field.

Specialization Course 1

Your success as a scholarly professional will largely depend upon your communication skills, particularly in your written work. This course supports your development as a scholar who can publish in different types of research-based publications for a variety of audiences. You’ll practice synthesizing multiple sources, formulating arguments, and integrating feedback through iterative drafts of your work. These are key capabilities you’ll need as you submit your research in published manuscripts and presentations.

In this course, you’ll develop effective search and writing strategies to create a scholarly review of literature. The course emphasizes how to: (a) use effective literature search strategies; (b) develop a scholarly synthesis of research literature; (c) organize research literature around identified themes, including a study problem, purpose, and theoretical perspectives; and (d) focus on developing a scholarly exposition that reflects divergent viewpoints and contrasting perspectives. The overarching goal is for you to understand strategies for surveying scholarly literature that avoid bias, focus on educational, practice-based research problems, and address the requirements of a scholarly literature review.

Specialization Course 2

This course introduces you to the research process by exploring its underpinnings, examining its paradigms, and investigating the foundations of qualitative and quantitative methodologies used in educational studies. You’ll identify criteria for the development of quality research studies that are ethical, accurate, comprehensive, cohesive, and aligned. Specific course topics involve the ethics of conducting research; data collection and analysis techniques; and issues of feasibility, trustworthiness, validity, reliability, transferability, and rigor. The goal is to familiarize yourself with the concepts and skills associated with conducting theoretical and applied research.

Specialization Course 3

This course provides the foundational knowledge to become a critical consumer of statistical-based research and a skilled analyst of non-inferential quantitative data. Coursework focuses on understanding multivariate data, non-inferential and inferential statistical concepts, the conventions of quantitative data analysis, and interpretations and critical inferences in statistical results. You’ll use software applications to complete statistical computations and perform quantitative data analysis. The course culminates in a synthesis project to demonstrate your statistical skills and present your results using APA guidelines.

Specialization Course 4

Elective Course*

Specialization Course 5

A focus on qualitative research methodology and the designs and methods used to collect and analyze data in educational research. You’ll examine the principles of qualitative research and explore commonly used designs (also referred to as qualitative traditions or genres) with a focus on application and feasibility. Qualitative data collection and analysis methods will be examined for their suitability with regard to the research design selected. Alignment between qualitative designs and research methods, issues of trustworthiness, and the responsibilities of the qualitative researcher will also be explored.

Specialization Course 6

An exploration of quantitative research methodologies and associated designs and methods. You’ll examine paradigmatic perspectives along with the tenets and conventions of quantitative research. Topics for examination include feasibility, validity, reliability, variable operationalization, inferential designs, and analytic software applications used within the quantitative research paradigm. You’ll also look at the components of quantitative research designs that support meaningful studies within the field of education.

Select One of the Following Two Data Analysis Courses:

An exploration of advanced statistical principles and how to apply them to quantitative research. This course provides an overview of advanced statistical concepts used in empirical research, including inferential analyses. You’ll use SPSS software to perform advanced computations as you build independent, scholarly statistical skills. Coursework will emphasize multivariate data; the use, comprehension, and evaluation of sophisticated statistical concepts; and the proper presentation of statistical results.

This course builds on a foundational understanding of qualitative designs and measurements to focus on analyses of the data. Coursework takes you deeper into the skills and techniques necessary to ensure the appropriate analyses of qualitative data, including integrating relevant frameworks, verifying trustworthiness of the findings, and selecting suitable methods for presenting analyses and findings.

The doctoral comprehensive assessment is your opportunity to demonstrate your preparation for entering the dissertation phase as a PhD candidate. You’ll synthesize discipline-specific content with research designs and analysis methods to create a prospectus for a theoretically-based research study that focuses on furthering knowledge in the field of education. Whereas EdD research focuses on addressing a researchable problem with practical applications, PhD research has a focus on contribution to theory and the broader discipline of education. This course is begun only after all your foundation, specialization, and research courses have been completed, and your prospectus will likely become the foundation of your PhD dissertation. 

Students in this course will be required to complete chapter one of their dissertation proposal, including the following: a review of literature with substantiating evidence of the problem, the research purpose and questions, the intended methodological design and approach, and the significance of the study. A completed, committee-approved chapter one is required to pass the course. If you don’t receive approval to minimum standards, you’ll be able to take up to three supplementary eight-week courses to finalize and gain approval of chapter one.

In this course, you’ll work on completing chapters one to three of your dissertation proposal and receiving committee approval for the dissertation proposal (DP). Chapter two consists of the literature review, while chapter three covers the research methodology and design, including population, sample, measurement instruments, data collection and analysis, limitations, and ethical considerations. Completed, committee-approved chapters two and three are required to pass the course, as is a final approved dissertation proposal. If you don’t receive approval to minimum standards, you’ll be able to take up to three supplementary eight-week courses to finalize and gain approval of these requirements.

In this course, you’ll prepare, submit, and obtain approval of your Institutional Review Board (IRB) application. You’ll also collect data and submit a final study closure form to the IRB. If you’re still collecting data at the end of the 12-week course, you’ll be able to take up to three supplementary eight-week courses to complete data collection and file your IRB study closure form.

In this dissertation course, you’ll work on completing chapters four, five, and your final dissertation manuscript. Specifically, you’ll complete your data analysis, prepare your study results, and present your findings with an oral defense and a completed manuscript. A completed, committee-approved dissertation manuscript and successful oral defense are required to complete the course and graduate. If you don’t receive approval for either or both, you can take up to three supplementary eight-week courses to finalize and gain approval.

* The elective can be satisfied with any doctoral-level School of Education course. The course listed in the degree plan can be changed upon request. Contact your academic and finance advisor for assistance.

Specialization Courses

ECE-7010 Principles of Early Childhood Education

This course presents an overview of early childhood education, which includes children from pre-K through third grade. You’lll explore the basic tenets, theories, and standards relevant to the field, particularly developmentally appropriate practices and principles of diversity, equity, and inclusion. The important roles of parents, caregivers, and communities are also discussed. This course should be the first in the course sequence if you’re pursuing a specialization or post-master’s certificate in early childhood education.

ECE-7002 Topics in Early Childhood Growth, Development, and Educational Programs

In this doctoral-level course, you’ll explore theory and research related to the education of young children. Societal changes and their influence on early childhood programs, growth and typical and atypical development of young children, and methods of studying child behavior will all be examined. Emphasis will be placed on the intellectual, social, emotional, and physical development of infants, toddlers, and young children, and the impact of these factors on early childhood education instructional programs.  

ECE-7030 Topics in Early Childhood Program Administration

Here, you’ll examine program models, relevant theories, state expectations, educator competencies, and the role of leadership in developing and implementing early childhood programs. You’ll pay particular attention to diversity, equity, and inclusion in program administration, and demonstrate your ability to formulate administrative plans that synthesize your learning.

ECE-7005 Early Childhood Curriculum and Assessment

In this course, you’ll explore the theory, research, and trends related to the curriculum and assessment of young children enrolled in early childhood education programs. Developmentally appropriate early childhood lesson plans and activities will be explored and analyzed, and standardized and classroom assessments will be researched and evaluated.

ECE-7007 Early Childhood Literacy and Literature

This course examines literacy development in early childhood education. Balanced instruction and comprehensive strategies designed to meet individual needs will be discussed. Methods for creating developmentally appropriate reading and writing skills will also be investigated. Since knowledge of children’s literature is essential for any early childhood educator, you’ll determine ways to select appropriate and motivating materials to enhance early childhood literacy programs. Course emphasis will be placed on writing, spelling, and literacy development; motivating reading and writing; language and vocabulary development; the importance of family literacy partnerships; and analyzing, selecting, and responding to children’s literature.

ECE-7009 Families, Communities, and Schools as Partners in Early Childhood Education 

This course focuses on developing partnerships between early childhood educators and the other social environments children live in. Encouraging involvement and communicating with families and communities in early childhood education programs will be researched and analyzed. Topics include child abuse, child advocacy, formulating effective strategies for working with families of special needs children, and societal trends and issues specific to diversity.

Program Outcomes

The PhD in Education program prepares you for making significant contributions to the body of knowledge in the broad field of education as well as a more narrowed area of instructional specialization. Learning outcomes include the ability to:

• Develop deep knowledge of educational systems, theories, and research in an area of expertise
• Interpret theories, research, and ideas for different audiences through multiple methods of communication
• Integrate ethical principles and professional standards for a specific discipline within the field
• Conduct autonomous or collaborative research using high-level analytical skills
• Contribute to the body of knowledge specific to a discipline within the field

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Successful completion and attainment of National University degrees do not lead to automatic or immediate licensure, employment, or certification in any state/country. The University cannot guarantee that any professional organization or business will accept a graduate’s application to sit for any certification, licensure, or related exam for the purpose of professional certification.

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All prospective students are advised to review employment, certification, and/or licensure requirements in their state, and to contact the certification/licensing body of the state and/or country where they intend to obtain certification/licensure to verify that these courses/programs qualify in that state/country, prior to enrolling. Prospective students are also advised to regularly review the state’s/country’s policies and procedures relating to certification/licensure, as those policies are subject to change.

National University degrees do not guarantee employment or salary of any kind. Prospective students are strongly encouraged to review desired job positions to review degrees, education, and/or training required to apply for desired positions. Prospective students should monitor these positions as requirements, salary, and other relevant factors can change over time.

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• Master of Early C​hildhood Education, at Singapore University of Social Sciences [MECED]
• Professional Development Programme for Preschool Educators
• Professional Development Programme for Infant and Early Years Educators
• Professional Development Programme  for Centre Leaders and Lead Educators
• Professional Development Programme for Educators
• Professional Development Programme for Leaders
• ECDA Fellows Eligibility
• Master of Education (Early Childhood) at National Institute of Education [M Ed (EC)]
• Bachelor of Early Childhood Education with Minor, at Singapore University of Social Sciences [E​CE - MAJ]
• ​Bachelor of Early​ Childhood and Chinese Language Education​​, at Singapore University of Social Sciences [BECCE]

Master of Early Childhood Education

1 Please refer to the programme details  here​ . 2 Please refer to the Skills Map under the Skills Framework for Early Childhood ​ here . 3 Early childhood sector refers to ECDA-registered/licensed preschools or MOE Kindergartens.​ 4 Programme fees after MOE/SSG subsidies and SkillsFuture Mid-Career Enhanced Subsidy for Singapore Citizens aged > 40 years old (if applicable). Please visit the SkillsFuture website at  https://www.skillsfuture.gov.sg/enhancedsubsidy​​ ​ for more details​.

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MEC901 Child Development (0-8 years)

Course Provider

National Institute of Education (NIE)

Certification

FlexiMasters

Academic Unit

Introduction

The MEC901Course which is the first specialisation course in the MEd (EC) Program, provides the foundation for all the other specialisation courses. This course will help participants conceptualize children's development across infancy, pre-school and primary school years (birth to 8 years) through the critical review of/reflection on various developmental theories, models, approaches and scholarly works.

This course is part of: - Graduate Certificate in  Understanding Diverse Learners  -  Graduate Certificate in  Early Childhood Studies - FlexiMasters   in  Early Childhood Education - Master of Education in Early Childhood

Learners must complete this course to attain the Graduate Certificate in Understanding Diverse Learners (12 AU).

Learners must complete the following courses to attain the Graduate Certificate in Early Childhood Studies (12 AU):

Download Learning Pathway e-Guide

Course Availability

Date(s): 12 Aug 2024 to 11 Nov 2024

Time: Mondays, 5:30pm to 8:30pm

Registration is closed.

• Understand children’s development across infancy, pre-school and early primary school years (birth to 8 years) in the various domains (physical,cognitive, social & emotional)
• Understand children’s development utilizing a multidisciplinary &multicultural approach
• Understand how children think, learn & behave & the importance of playin the early years
• Undertake critical review of/reflection on various child developmenttheories, models & approaches
• Relate international literature, research & issues in child development tothe local context
• Study children in local centre-based programs utilizing appropriateobservation techniques & strategies

To meet the requirement of SkillsFuture Singapore, assessment(s) will be conducted during every course. The assessment(s) include:

• Individual Assignment
• Group Assignment
• Class Participation
• A teaching qualification such as the NIE's Postgraduate Diploma in Education and at least ONE year of teaching experience OR  
• Diploma in Early Childhood Care and Education approved by the Early Childhood Development Agency, Singapore and at least THREE years of teaching experience in pre-schools.

Standard Course Fee: S$4,490.80

• Standard course fee is inclusive of GST.
• NTU/NIE alumni may utilise their $1,600 Alumni Course Credits. Click  here  for more information.

 Graduate Certificate in Early Childhood Studies /  FlexiMasters   in Early Childhood Education

Graduate Certificate in Understanding Diverse Learners

Listed courses under Graduate Certificate in Early Childhood Studies / FlexiMasters   in Early Childhood Education are:

• Credit-bearing and stackable to  Master of Education in Early Childhood (30 AU).

Listed courses under Graduate Certificate in Understanding Diverse Learners are:

• Credit-bearing and stackable to  Master of Education in Special Education (30 AU) and Master of Education in High Ability Studies (30 AU).

*SSG funded and SkillsFuture Credit approved

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Continuing Education

Course Funding

• Convocation
• Graduate_Joleen-Chan

Finding Her Voice and Shaping the Future of Early Childhood Education

Joleen Chan, Bachelor of Early Childhood Education with Minor in Psychology (Full-time)

My journey as an early childhood educator has been transformative. While I’ve always known I wanted to work with young children, my early career was marked by a lack of confidence, and I often kept my thoughts to myself. It wasn’t until I enrolled at SUSS that I truly began to understand the importance of child-led inquiry and outdoor play.

At SUSS, I found my voice and grew more comfortable sharing ideas.

Alongside passionate peers, I co-founded the Early Childhood Education Interest Group (ECEIG), where we fostered a supportive community of learners. This group became a space for growth, collaboration, and mutual encouragement throughout our educational journey. My time at SUSS introduced me to fresh perspectives, including the concept of Japan's 'forest education'. This new approach made me reflect on my own practices and ask, “How can I expect children to feel comfortable in nature if I, as their educator, am not?” Inspired by this, I began immersing myself in outdoor environments with children, learning from their natural curiosity and ease with the world around them. These experiences motivated me to bring nature into the classroom. One particularly memorable experience during my practicum was introducing young children to a millipede. Although initially afraid, they gradually became comfortable handling it with care. This encounter demonstrated the profound role nature plays in children's development and opened my eyes to the value of risky play. I saw how these activities helped children connect with their bodies, emotions, and surroundings. I initially chose SUSS because it was the only autonomous university offering a degree in Early Childhood Education, but looking back, I hardly recognise the person I’ve become. My journey here has pushed me beyond my comfort zone, fostering both personal and professional growth. Co-leading the ECEIG remains one of my proudest achievements. Beyond the group's accomplishments, I deeply value the personal growth I experienced. I learned that the only limits in education are those we set for ourselves. By embracing challenges – whether messy, complex, or unconventional – we open new learning possibilities.

As part of my applied project, I conducted a study titled “Encouraging Outdoor Risky Play in Preschool Children through Learning Invitations,” which I presented at the PECERA Conference. Engaging with fellow researchers deepened my understanding of innovative early childhood practices and highlighted the value of diverse perspectives in education. Looking ahead, I am eager to shift perspectives on outdoor learning in preschools. While my contributions may seem small, I believe that each step I take will help drive a broader change in how early childhood education embraces the natural world.

Azmi Bin Tahir

Bachelor of Science in Information & Communication Technology (Part-Time)

Adam Jiffry

Juris Doctor (Part-time)

Bachelor of Science in Finance (Part-time)

*Please select at least 1 field

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