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SEED Institute > Courses > Certificate in Early Childhood Care and Education [CECCE] (English)

Certificate in Early Childhood Care and Education [CECCE] (English)


[WSQ Advanced Certificate in Early Childhood Care & Education]

 Course Description

This course is equivalent to the Certificate Care and Education (CECCE) under MOE/MSF PQAC guidelines. The Certificate in Early Childhood Care and Education (CECCE) course is an 800-hour programme specially designed for staff working with pre-schoolers to expand their specific teaching skills and knowledge required for both kindergartens and childcare settings. Upon successful completion of the programme, graduates will be awarded with a certificate from SEED Institute.


They will also be awarded the WSQ Advanced Certificate in Early Childhood Care & Education.



About Singapore Workforce Skills Qualifications (WSQ)


WSQ, or the Singapore Workforce Skills Qualifications, is a national credentialing system that trains, develops, assesses and recognises adult workers for competencies they need to stay employable. Based on standard developed by the Singapore Workforce Development Agency (WDA) and various industry partners, WSQ ensures workers acquire skills needed by employers at the workplace. With clear progression pathways, workers can also use WSQ to upgrade their skills and advance in their careers. The quality of WSQ is assured by WDA, from the development of competency standards, accreditation of training providers to the award of its qualifications.




  • Provide trainees with an understanding of early childhood education and child development, as presented in the context of the trainee’s work experience in Singapore

  • Present trainees with skills and practical knowledge to facilitate lesson-planning

  • Stimulate and bring trainees’ attention to the important aspects and value of their work in relation to their contribution to the future of the Singapore society

  • Inform trainees of the approaches in early childhood education which provide for an interactive and developmentally appropriate learning environment

  • Enable trainees to collaborate with fellow colleagues, parents and other professionals in supporting children’s cognitive and affective development



The part time course duration is about 24 months. Students are also required to complete 560 classroom hours and 240 practicum hours.



  • For part time courses, students are strongly encouraged to satisfy a Minimum Service Period ("MSP") of 6 month by working in the Early Childhood Sector upon course completion.


Course Content

Modules Synopsis

Principles and Practices in Early Childhood Care and Education 

This module is designed to provide the students with an overview of the development of and perspectives on Early Childhood Care and education, both globally and locally. Students will gain an overall understanding of the historical and current perspectives of Early Childhood Care and Education. The module will also raise their awareness of the rights of the Child (UN-CRC) and introduce them to the Code of Ethics for Early Childhood educators locally. It will also include identifying appropriate practices for local Early Childhood Care and Education.

Human Growth and Development, 0-8 Years

This module focuses on the development of the young children, ages 0 – 8 years, in the major areas of functioning. Including physical, cognitive, language, social and emotional development. Students will be introduced to the key theories in child development to facilitate their understanding of how children learn and develop.

Observation and Assessment

This module introduces the student to the practice of objective observation of child behaviour and development. The students will gain an understanding of the various observation and recording methods. They will begin to develop skills in conducting observations and recording as well as learn to interpret the observations in relation to the developmental theories.

Play and its Role in Children’s Development

The module aims to provide students with an understanding of play and its importance in the children’s development, in particular the physical, social-emotional and cognitive dimensions. Students will be introduced to the theoretical perspectives underlying the development of play in the preschool years. They will gain an insight of their role, as a teacher, in supporting and facilitating play.  This will include creating conducive play environments, interacting with children and selecting materials for play.

Guiding and Managing Behaviours

This module provides students with the knowledge and understanding of children’s behaviour. It helps them identify the common behavioural issues and their possible underlying causes. This include understanding and working with new children. It also seeks to equip them with appropriate strategies for individual guidance to help the child develop mature and socially acceptable behaviour.

Children with Special Needs

This module introduces students to special needs and learning difficulties in young children. It is designed to increase the student’s understanding of the range of difficulties and needs of these children in the physical, intellectual, emotional and social domains of development. Students will gain an understanding of their role as a pre-school teacher in the process of early identification and intervention. They will learn how to manage and make adaptations so as to accommodate the needs of the children. They will also be given an overview of the support services, available locally, for children with special needs.

Creativity and the Young Child

This module introduces the students to creativity and how it is displayed in young children. Students will learn to identify children’s creative behaviours and the conditions that nurture creative thinking and expression.

Introduction to Quality Environments and Resources

The module is designed to raise the student’s awareness of the importance of the learning environment on children’s behaviour and learning.  Students will acquire basic skills and knowledge to create, organize, select and equip the indoor and outdoor environment with appropriate resources and materials to facilitate structured and unstructured play and learning. They will be introduced to a variety of media and IT supported resources that are relevant to Early Childhood Education.


Students will have the opportunity to put their new skills and knowledge to practice as they plan and set up engaging learning centres. Ways to organize the classroom environment to facilitate classroom management will also be discussed.

Language and Literacy

This module introduces the students to the components of language arts and provides an overview of how they are incorporated to facilitate the development of language & literacy in young children.  Students will gain an understanding of the goals and phases of language development. They will also acquire skills to carry out different activities to facilitate speaking and listening skills in young children. This will include story-telling techniques using props.


The module will also provide an introduction to how children develop literacy skills. Students will be introduced to the various types of books suitable for young children and learn how to make suitable selections for children 0 – 8 years old. They will also learn how to support young children in their development of literacy skills including the foundational skills. This will include the use of approaches such as the Shared Book Approach and the Language Experience Approach as well as the setting up of a print-rich environment in the classroom.

Numeracy Skills

This module introduces the students to the mathematical content and methodology for teaching Numeracy to Preschoolers.  They will learn about how young children develop mathematical understandings and skills as well as the processes involved. They will also learn how to plan and implement appropriate experiences and activities to facilitate the development of the mathematical understandings and skills across the curriculum. 

Environmental Awareness

This module introduces the students to the way preschoolers develop their knowledge and understanding of the world they live in. It includes the processes, concepts and contents involved in the scientific, sociological, historical and geographical dimensions. Students will learn to plan and implement appropriate experiences to facilitate Environmental Awareness in preschoolers. This includes setting up a discovery centre in the classroom and integrating the processes and contents of Environmental Awareness across the curriculum areas.

Visual Arts for Young Children

This module aims to equip students with the knowledge of art elements and apply strategies to develop interesting and developmentally appropriate visual arts experiences for young children. They also learn to create an environment to foster aesthetic appreciation in the early childhood setting.

Performing Arts for Young Children

This module is designed to equip candidates with the necessary skills and knowledge to enable them to provide enjoyable performing arts activities (music, movement and drama) for young children.  Students will acquire basic performing arts vocabulary and skills. Students will also begin to understand the role that the performing arts play in the creative development of young children.

Physical Education for Young Children

This module introduces students to the value of physical play and sports in the early years. Students will be equipped with the knowledge and skills to plan enjoyable movement and simple sports–related activities to promote the development of both gross and fine motor as well as perceptual skills in young children.

Development of Self and Social Awareness in Young Children

This module is designed to help students become aware of the development of self and social skills in the early years. Students will acquire basic skills and knowledge to help children develop self-awareness, social competence and skills for relationship building. Students will also acquire skills to develop appropriate strategies and activities to promote social skills and foster the development of coping mechanisms in young children.

Programme Planning and Transition to Primary 1

This module aims to increase the students’ understanding of the guidelines for developmentally appropriate practice. Students will be equipped with the knowledge and skills needed to develop plan integrated learning experiences that are culturally and developmentally appropriate. This includes developing curriculum webs and integrated lesson plans. The module will also examine the importance of and ways to facilitate a smooth transition of the Kindergarten children into the Primary school.

Classroom Management/ Discipline

This module provides students with strategies for managing children’s behaviour within a classroom setting. It includes the use of specific communication strategies, planning of the space, time and resources in the environment and the setting of rules and limits to as ways to manage and facilitate effective learning in a group of children.

Personal and Professional Growth of an Early Childhood Educator

This module is designed to increase teachers’ awareness of their self development and professional development. Students will explore issues related to the personal and professional lives and acquire communication and interpersonal skills that will serve them as they work in partnership with fellow professionals and the community. 

Speech and Language Studies

This module is designed to help students become more aware of themselves as speakers. Students will be assisted to speak more effectively and confidently through a series of skill-building activities that will enhance voice production, pronunciation and articulation. Students will also learn the technique of breathing for speech. The fostering of these skills will help students develop a positive sense of identity and self-confidence in teaching.

Safety, Health, Hygiene and Nutrition

This module provides students with the knowledge and skills to care for children in the areas relating to safety, health, hygiene and nutrition. It includes the basic skills and knowledge in first aid and emergency management. It will provide the students with an understanding of child abuse and neglect, learn how to detect and deal with it.

Working with the Parents, Families and the Community

This module provides students with an understanding of the interdependence between home and school. The emphasis is on the building of a positive and effective home-school partnership that will benefit both parties. Ways to involve parents, to build and maintain effective communication channels will be explored. Students will be introduced to the resources and support network available in the community that supports the need of the children and their families.

Supervised Teaching Practice

The supervised teaching practicum is designed to help students gain their practical teaching skills in preschool classrooms with a focus on supporting the very young children (18 months to 4 years old). Students will design and implement activities that are appropriate for this particular age group. In addition, they also acquire skills in supporting children’s growth and learning. Students will also apply the theories and principles in their respective pre-school classrooms and experience guided supervision by mentors, lecturers and field supervisors.




A range of assessment tasks will be utilized that relate to the diverse individual and team-based conceptual and problem solving tasks typically encountered in the pre-school environment.  All modules will be assessed throughout the duration of the course. Each module requires either a written examination and/or a classroom assignment (individual and/or group).


Candidates must score at least 50% in each area of assessment to successfully complete the course. If a candidate fails in any module, he/she is allowed one supplementary examination.  After which, the candidate is expected to repeat the module.


The Certificate in Early Childhood Care and Education (CECCE) will be awarded to candidates who successfully complete all the modules in the course and obtain 80% attendance per module.



Part-time students will have to find their own practicum centres (at registered childcare centres or kindergartens)when they have received the letter of acceptance from SEED Institute. 



Applicants can try approaching the principals/supervisors to seek approval in doing practicum at their centres. Please note that practicum cannot be done in Playgroup, enrichment centres, tuition centres and international schools.

Admission Requirements

English Course

Local Qualifications

Overseas Qualifications (from English speaking countries, e.g. USA, UK)

Overseas Qualifications (from other countries, e.g. India, Philippines)

  • Minimum 3 GCE 'O' level credits including EL1


* Those without a credit in EL 1 would need to obtain minimum IELTS (General Training) band 5.5

  • Undergone at least 10 years of formal education,
  • 3 credits in a national/state examination including English as first language 


*Those without a credit in EL1 would need to obtain minimum IELTS (General Training) band 5.5

  • Undergone at least 10 years of formal education,
  • 3 credits in a national/state examination including English as first language 
  • Medium of instruction for formal education in English (otherwise,applicants will need to have a Bachelor Degree with the medium of instruction in English)
  • IELTS (General Training) band of 5.5




NOTE: This CECCE cannot be used to enter the DECCE-T course unless the applicant has attained 5 GCE 'O' level credits including EL1.


HEALTH CLEARANCE Requirement: Please refer to the following link under childcare link for health clearance requirement: (Refer to page 12 of document)


Course Code

  • CECCE-E (English) 



CECCE-EP09 (English - PART TIME)

13 Oct 2014 - 30 Sep 2016



CECCE-EP09 (English - PART TIME)

Mon, Wed & Fri: 6.30pm - 9.30pm / 10pm




CECCE-EP09 (English - PART TIME)

SEED Institute (City Campus) | NTUC Trade Union House, 73 Bras Basah Road #07-01



Course Fees

For Singaporeans & PRs only
  • Course fee (after 90% WDA Funding) - $706.20 (includes 7% GST; Applicable for Singaporeans & PRs)

  • Course fee after 95% WTS Scheme - $353.10 (includes 7% GST; Only applicable for employed Singaporeans aged 35 yrs old & above + earning $1,900 & below per month)

Note:Up to 95% Funding applicable (Terms and Conditions Apply)


Application Deadline

CECCE-EP09 (English - PART TIME)

12 Sep 2014


Other Charges / Fees

Late Payment Charges

S$200 + GST
Course Deferment Fee S$200 + GST
Module Deferment Fee S$200 + GST
Sit-in module Fee S$200 + GST
Repeat(Fail) Module Fee S$200 + Module Fee (approx S$300) + GST

As and when required by lecturers



  • Funding will be available for all Singaporeans / PRs.
  • Workfare Training Support (WTS) Scheme is only available for Singaporeans aged 35 years & above, and who are earning $1,900 & below per month. (This scheme is currently applicable to employed applicants only.)
  • With effect from 1 Jan 2013, NTUC members enjoys 50% claim on unfunded course fee capped at $250 per year. Conditions apply.


Refund Policy

REFUND POLICY % of the aggregate amount of the Course Fees and Additional Fees paid

If Student’s written notice of withdrawal is received
 100% 30 days or more before the Commencement Date 
75% 14 days to 29 days before the Commencement Date
0% Less than 14 days before the Commencement Date





Click here to download the application form



All submitted applications are subjected to approval by SEED Institute. SEED Institute reserves the right to cancel or delay class commencement date without prior notice.