Full Title:Reflective Pedagogy and the Professional Educator
Language of Instruction:English
Module Code:HLST N8161
Credits: 5
Valid From:Semester 2 - 2018/19 ( February 2019 )
Module Delivered in 1 programme(s)
Module Description:The aim of this module is to enable the learner to appreciate the need for reflective and reflexive practice in underpinning the work of the Professional Pedagogue.
Learning Outcomes:
On successful completion of this module the learner should be able to
  1. Demonstrate the value of both reflective and reflexive practice in the work of the Professional Pedagogue.
  2. Illustrate the importance of a flexible, intercultural and reflexive approach to working with parents in creating more positive relationships with families and children.
  3. Critically appraise effective pedagogy as a construct for young children's' holistic development.
  4. Demonstrate capacity to assimilate relevant documentation in the development of comprehensive policy documents that will inform high quality pedagogical praxis.

Module Content & Assessment

Indicative Content
Reflective and reflexive practice
Reflective Practice can enable practitioners to learn from experience about themselves, their mental health awareness, their work, and the way they relate to home and work, significant others and wider society and culture. Reflexivity is finding strategies to question our own attitudes, thought processes, values, assumptions, prejudices and habitual actions, to strive to understand our complex roles in relation to others. To be reflexive is to examine, for example, how we – seemingly unwittingly – are involved in creating social or professional structures counter to our own values.
Creating and sustaining positive relationships
Flexibility, open communication, reflective and reflexive practice and intercultural competence. Engage in authentic dialogue with children; ‘Real talk’ as the basis for this. The discussion in 'real talk' is directed by the interest of all the participants (children)– not just the educator or a designated discussion leader. Aistear on Interactions, Siolta on partnerships, Bronfenbrenner's bioecological model.
Effective pedagogy
Reflexive observational pedagogical practice infused with a deep integration of philosophical ideas, knowledge of human development and conceptualisations of children as ‘active agents’ in their learning. The essence of play as a construct for skill development; Is play really 'that' important? Emergent Curriculum.
Informing high quality pedagogical praxis
Understanding the process: Drawing on developmental theories, relevant documentation including Diversity, Equality and Inclusion Charter (2016), Aistear (2009) & Síolta (2006) frameworks, Childcare Act 1991 (Early Years Services) Regulations, 2016 (as examples). Understanding how to read the evidence from systematic reviews and meta-analysis. Ethical decision making. Policy Layout: purpose, principles, statement of intent, policies and procedures.
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
Continuous Assessment Presentation (i.e. poster / oral exposition) / Exemplar of practice - snapshots of learning that exemplify a larger experience or sequence of events. Sample of student work produced in response to a set task. Each exemplar illustrates student work based on a particular topic … related to learning outcome/s of the module Exemplars are examples of assessments that make visible learning that is valued so that the learning community (children, teachers, parents and others) can foster ongoing and diverse learning pathways 1,2,3,4 100.00 100 40 n/a 0
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

Workload: Full 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. 2.00 Every Week 2.00
Directed Reading Students are guided to materials that provide additional relevant interpretation on topics covered in class and supplementary reading to enhance understanding. 3.00 Every Week 3.00
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 3.00 Every Week 3.00
Total Weekly Learner Workload 8.00
Total Weekly Contact Hours 2.00
This course has no Part Time workload.
Recommended Book Resources
  • Chandler, Barbara, E. 1997, The Essence of Play: A Child's Occupation., American Occupational Therapy Association Pennsylvania State University [ISBN: 10: 156900106]
  • Arnold, C. 2012, Improving Your Reflective Practice Through Stories of Practitioner Research,, Routledge United Kingdom [ISBN: 10:0415697301]
Supplementary Book Resources
  • Howard, J. & McInnes, k. 2013, The Essence of Play: A Practice Companion for Professionals Working with Children and Young People, Taylor & Francis London [ISBN: 10: 041567813]
  • Freidman, D. 2011, Creating an Early Childhood Education Portfolio. A Reflective Approach,, Wadsworth Publishing California [ISBN: 10: 111134433]
Recommended Article/Paper Resources
  • Department of Children and Youth Affairs 2016, Diversity, Equality and Inclusion Charter and Gudelines for Early Childhood Care and Education
  • Department of Children and Youth Affairs 2016, Childcare Act 1991 (Early Years Services) Regulations, 2016
Other Resources

Module Delivered in

Programme Code Programme Semester Delivery
DK_NNLME_8 BA (Hons) in Leadership and Management for the Early Years Sector 1 Mandatory