Full Title:Exploration of Emergent Numeracy and Literacy
Language of Instruction:English
Module Code:EDUC N7009
Credits: 7.5
Valid From:Semester 1 - 2019/20 ( June 2019 )
Module Delivered in 1 programme(s)
Module Description:The aim of this module is to develop the students' knowledge and understanding of how very young children acquire numeracy and literacy dispositions, knowledge and skills in the early years. It aims to enrich the pedagogical practices of the EC Educator to support children in their emergent literacy and numeracy development.
Learning Outcomes:
On successful completion of this module the learner should be able to
  1. Discuss the emergent nature of Literacy and Numeracy dispositions from an early childhood context
  2. Evaluate Literacy and Numeracy content in National Policy Documents
  3. Explore the holistic nature of reading, writing & listening competency development
  4. Appreciate the mark making efforts of very young children
  5. Demonstrate emergent literacy, numeracy and mark making skill through enriching learning opportunities embedded in practice

Module Content & Assessment

Indicative Content
Introducing Essentials of Literacy
Context, enabling environment, key moments, sustained shared thinking, responding to children’s cues, constructing knowledge, emergent skills development, nurturing dispositions, encouraging children to share their thoughts and develop active listening skills.
Methods to Develop Reading for Meaning
Concepts about print, consolidating letter recognition and identification, developing phonological awareness, developing grapheme/phoneme association, formal and informal strategies to scaffold children's learning, reading for a purpose
National Documents
Examine and identify key concepts and discuss main ideas, Apply core principles to practice with children. National Strategy to Improve Literacy and Numeracy among Children and Young People 2011 – 2020. Aistear & Síolta Frameworks. Diversity, Equality & Inclusion Charter 2016.
Emergent Writing Skills
Context, Mark making, Functions, the Process, Educator Role, Print Medium, Importance of indoor and outdoor Environment, Writing to convey meaning, formal and informal strategies.
Children Thinking Mathematically
Awareness of number, awareness of quantity, linking quantity with numeral, awareness of shape, pattern and measurement. Problem solving, Reasoning, Numeracy in the indoor and outdoor environment, Context for learning / understanding, Formal and informal strategies
Assessment Breakdown%

Part Time

No Course Work
Assessment Type Assessment Description Outcome addressed % of total Marks Out Of Pass Marks Assessment Date Duration
Project Students are required to produce a substantial piece of work that meets the learing outcomes for this module, This will incorporate both written and practical elements 1,2,3,4,5 100.00 0 0 n/a 0
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 An oral presentation used to convey information (overview of the main themes, supporting development of understanding of the issues) to a full class group 1.50 Every Week 1.50
Practical Arts based learning using creative activity to support theoretical understandings and provide practical ideas for implementation with young children 4.00 Once per semester 0.27
Directed Reading Students are guided to materials that provide additional relevant interpretation on topics covered in class and supplementary reading to enhance understanding. 2.00 Every Week 2.00
Independent Study Student responsibility to organise and manage 4.00 Every Week 4.00
Total Weekly Learner Workload 7.77
Total Weekly Contact Hours 1.77
Recommended Book Resources
  • Dr Ann C Browne 2009, Developing Language and Literacy 3-8, (3rd Ed) Ed., Sage Publications Ltd UK [ISBN: 978-1-84787-083-4]
  • Tina Bruce, Jenny Spratt 2011, Essentials of Literacy from 0-7, Sage Publications Ltd UK [ISBN: 9781849205986]
  • Grugeon, E. and Gardner, P. (2000), The Art of Storytelling for Teachers and Pupils: Using Stories to Develop Literacy in Primary Classrooms, David Fulton Publishers London [ISBN: 9781853466175]
  • French, G. 2012, Early Literacy and Numeracy Matters: Enriching Literacy and Numeracy Experience in Early Childhood, Barnardos Dublin
  • Whitehead, M 2012, Language and Literacy in the Early Years, 4th Ed., SAGE Publishing [ISBN: 9781849200080]
Supplementary Book Resources
  • Callander, N; Nahmad-Williams, L. 2010, Communication, Language and Literacy - Supporting Development in the Early Years Foundation Stage, Continnum [ISBN: 9781441128980]
  • Nigel Hall 2003, Exploring Writing and Play in the Early Years, (2nd Ed) Ed., David Fulton Publish UK [ISBN: 1-84312-010-0]
  • P. Beckley, 2012, Learning in Early Childhood, SAGE Publications Ltd London [ISBN: 978-1-84920-405-7]
  • Maureen Lewis & Susan J Ellis 2006, Phonics: Practice, Research and Policy, Paul Chapman Educational Publishing London [ISBN: 978-1-4129-3086-4]
  • Caroline McGrath 2010, Supporting early mathematical development, Routledge New York, NY [ISBN: 978-0-415-49161-7.]
  • Baldwin, P. and Fleming, K. (2003), Teaching Literacy through Drama: Creative Approches, RoutledgeFalmer
  • Toye, N; Prendiville, F. 2000, Drama and Traditional Story for the Early Years, Routledge Falmer [ISBN: 9780415195362]
  • Lawrence, L 1998, Montessori Read and Write: A Parents' Guide to Literacy for Children, Ebury Press [ISBN: 9780091863517]
Recommended Article/Paper Resources
Other Resources

Module Delivered in

Programme Code Programme Semester Delivery
DK_NNAEC_7 Bachelor of Arts in Applied Early Childhood Studies 3 Mandatory