Full Title:Contemporary Practice: the early years perspective
Language of Instruction:English
Module Code:HLST N8163
Credits: 5
Valid From:Semester 1 - 2018/19 ( September 2018 )
Module Delivered in 1 programme(s)
Module Description:This module considers some of the most dominant discourses on major contemporary issues that impact on the work of early years educators.
Learning Outcomes:
On successful completion of this module the learner should be able to
  1. Debate skilfully on contemporary issues influencing the early years policy agenda
  2. Evaluate the significance of contemporary pedagogical trends in early years education and care
  3. Critically analyse contrasting perspectives affecting pedagogical practices
  4. Explore ways in which boundaries of early childhood studies and practices are expanding

Module Content & Assessment

Indicative Content
The policy agenda
Changing Landscape of Early Childhood service provision in Ireland, pertinent policy developments to include stakeholder and legislative requirements, compliance, conceptualisations of children and childhood
Contemporary pedagogical trends
Informed practice, methodical perspectives, the international picture, multidisciplinary teams, diversity and inclusion, respecting the voice of the child, social justice, team working, curricular and quality issues, anti-bias curriculum: pedagogical voice of the educator, leadership and entrepreneurial roles.
Expansion of boundaries
Research spaces, differing perspectives, analytical thinking, digital age: impact of technology on development of the child, emerging issues, contradictions and possibilities
Assessment Breakdown%
Course Work100.00%

Part Time

Course Work
Assessment Type Assessment Description Outcome addressed % of total Marks Out Of Pass Marks Assessment Date Duration
Written Report Choose a contemporary practice that may present a challenge to professionals working in the early years sector. Submit an abstract (400 to 450 words) of the topic which will be presented (Symposium style) at a later stage in the semester. 2,3,4 40.00 100 40 n/a 0
Presentation The student will make an oral presentation based on their chosen contemporary topic, with exposition supported by current and appropriately synthesised research. 1,4 60.00 100 40 n/a 15
No Project
No Practical
No End of Module Formal Examination
Reassessment Requirement
No repeat examination
Reassessment of this module will be offered solely on the basis of coursework and a repeat examination will not be offered.

DKIT reserves the right to alter the nature and timings of assessment


Module Workload & Resources

This course has no Full Time workload.
Workload: Part Time
Workload Type Workload Description Hours Frequency Average Weekly Learner Workload
Lecture Mix of oral presentation, DVD clips, discussion and small group work used to convey critical information (overview of the main themes, supporting development of understanding of the issues) to a full class group. Lectures will be delivered using a combination of face to face and on-line delivery. 1.00 Every Week 1.00
Directed Reading Students are guided to materials that provide additional relevant interpretation on topics covered in class and supplementary reading to enhance understanding. 38.00 Once per semester 2.53
Independent Study Student responsibility to organise and manage own study space and time and commitment to supplement classroom input with additional reading and interpretative reflection 75.00 Once per semester 5.00
Total Weekly Learner Workload 8.53
Total Weekly Contact Hours 1.00
Supplementary Book Resources
  • Pugh, G. & Duffy, B. 2013, Contemporary Issues in the Early Years, 6th Edition Ed., Sage Publishing United Kingdom [ISBN: 9781446266410]
Recommended Article/Paper Resources
  • Department of Children and Youth Affairs 2016, Diversity, Equality and Inclusion Charter and Guidelines for Early Childhood
  • University of East London, Cass School of Education and University of Ghent 2011, CoRe. Competence requirements in Early Childhood Education and Care
  • Urban, M., Robson, S., Scacchi, V. University of Roehampton. Early Childhood Research Centre (ECRC). 2017, Review of Occupational Role Profiles in Ireland in Early Childhood Education and Care
Other Resources

Module Delivered in

Programme Code Programme Semester Delivery
DK_NNLME_8 BA (Hons) in Leadership and Management for the Early Years Sector 2 Mandatory