Full Title:Pedagogical Framing: Designing Effective Learning Spaces & Programmes
Language of Instruction:English
Module Code:EDUC N7014
 
Credits: 7.5
Valid From:Semester 1 - 2019/20 ( June 2019 )
Module Delivered in 1 programme(s)
Module Description:This module introduces the principles and practices of designing spaces for young children and babies. It demonstrates how environmental factors can impact on children's development and learning potential. It also provides a comprehensive examination of relevant ideas, principles, and skills required to develop appropriate early childhood curricular programmes
Learning Outcomes:
On successful completion of this module the learner should be able to
  1. Critically evaluate some research on pedagogies of play and curriculum theory
  2. Facilitate needs of babies and young children through the creative design of inclusive early years environments, both indoors and outdoors
  3. Critically analyse how methodological practices influence early childhood environment and curricular design
  4. Evaluate some key concepts that must be considered when designing for young children and babies
  5. Assess how effectively environments support young children's learing and developmental needs
  6. Critically examine the process of curricular programme design, implementation and assessment
 

Module Content & Assessment

Indicative Content
Pedagogies of play
Strategies of the theorists - transfer to practice. Making provision for playful and play-based learning opportunities - inclusive pedagogical framing
Key Concepts in Environ Design
The Childhood Landscape, Characteristics of Space, Dimensions, Power of the environment as third teacher – Reggio Emilio, Purpose, Aesthetics Basic Design Aspects Constructing Spaces, Adapting Spaces, Building: interior walls, windows, doors and lighting. Exterior: space, maintenance
Curriculum Planning
Planning cycle, observation, assessment, understanding children’s learning – consideration of multi theoretical perspectives, linking play to learning, cross curricular activity, Aistear and Siolta as core resources
The role of the Educator
Flexible planner, skilled observer, active listener, good communicator, enthusiastic, supervision for safety – access – equal opportunities, researcher. Supporting Developmental and Learning Goals, Infants and Toddlers, Impact of the Environment on Children’s Behaviour, Meeting the Needs of Children, Staff and Parents.
Assessment Breakdown%
Course Work100.00%

Part Time

No Course Work
Project
Assessment Type Assessment Description Outcome addressed % of total Marks Out Of Pass Marks Assessment Date Duration
Project Compile a portfolio of evidence to support understanding of the concepts inherent in Pedagogical Framing. This collection should include a range of material based on understandings of appropriate provision of materials, arrangement of spaces, and the establishment of programme/s to support a secure pedagogy for all children aged between 3 months and 6 years (prior to starting school) in an early childhood full day-care setting i.e. Crèche / Child-minding – home environment. 1,2,3,4,5,6 100.00 100 40 End-of-Semester 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 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 1.50 Every Week 1.50
Practical PRACTICAL - Students will consider their pedagogical framing, techniques and strategies in the context of their work environs 4.00 Once per semester 0.27
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 7.00 Every Week 7.00
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
Total Weekly Learner Workload 11.77
Total Weekly Contact Hours 1.77
Resources
Recommended Book Resources
  • Greenman, J. 2017, Caring Spaces, Learning Places: Children's Environments that Work, 3rd Ed., Ed., Exchange Press Inc United States of America [ISBN: 978-0-942702-]
  • Waite, S. 2011, Children Learning Outside the Classroom _ From Birth to Eleven, SAGE Publications Ltd. London [ISBN: 978-0-85702-048-2]
  • Becker, N. and Becker, P. 2009,, Developing Quality Care for Young Children: How to Turn Early Care Settings Into Magical Places, Corwin Press London [ISBN: [ISBN: 9781412965668]]
  • McMonagle, A 2012, Professional Pedagogy for Early Childhood Education, Donegal County Childcare Committee Ltd. Donegal [ISBN: 978-1-907235-05-4]
  • Mhic Mhathúna, M. & Taylor, M 2012, Early Childhood Education & Care:An Introduction for Students in Ireland, Gill & Macmillan Dublin [ISBN: [ISBN: 9780717153244]]
Supplementary Book Resources
  • Paul Becker 2009, Developing Quality Care for Young Children, Sage Publications London [ISBN: 9781412965668]
  • Hayes, N. & Kernan, M. 2008, Engaging Young Children _ A Nurturing Pedagogy, Gill and Macmillan Dublin [ISBN: 978-0-7171-4457-0]
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 5 Mandatory