Module Details

Module Code: EDUC N7009
Full Title Exploration of Emergent Numeracy and Literacy
Valid From: Semester 1 - 2019/20 ( June 2019 )
Language of Instruction:English
Duration: 1 Semester
Credits: 7.5
Module Owner: Lyn Bowers
Departments: Unknown
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.
Module Learning Outcome
On successful completion of this module the learner will be able to:
# Module Learning Outcome Description
MLO1 Discuss the emergent nature of Literacy and Numeracy dispositions from an early childhood context
MLO2 Evaluate Literacy and Numeracy content in National Policy Documents
MLO3 Explore the holistic nature of reading, writing & listening competency development
MLO4 Appreciate the mark making efforts of very young children
MLO5 Demonstrate emergent literacy, numeracy and mark making skill through enriching learning opportunities embedded in practice
Pre-requisite learning
Module Recommendations
This is prior learning (or a practical skill) that is strongly recommended before enrolment in this module. You may enrol in this module if you have not acquired the recommended learning but you will have considerable difficulty in passing (i.e. achieving the learning outcomes of) the module. While the prior learning is expressed as named DkIT module(s) it also allows for learning (in another module or modules) which is equivalent to the learning specified in the named module(s).
No recommendations listed
Module 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
Module Assessment
Assessment Breakdown%
Module Special Regulation


Part Time

No Course Work
Assessment Type Project % of Total Mark 100
Marks Out Of 0 Pass Mark 0
Timing n/a Learning Outcome 1,2,3,4,5
Duration in minutes 0
Assessment Description
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
No Practical
No Final 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

This module has no Full Time workload.
Workload: Part Time
Workload Type Contact Type Workload Description Frequency Average Weekly Learner Workload Hours
Lecture Contact An oral presentation used to convey information (overview of the main themes, supporting development of understanding of the issues) to a full class group Every Week 1.50 1.5
Practical Contact Arts based learning using creative activity to support theoretical understandings and provide practical ideas for implementation with young children Once per semester 0.27 4
Directed Reading Non Contact Students are guided to materials that provide additional relevant interpretation on topics covered in class and supplementary reading to enhance understanding. Every Week 2.00 2
Independent Study Non Contact Student responsibility to organise and manage Every Week 4.00 4
Total Weekly Learner Workload 7.77
Total Weekly Contact Hours 1.77
Module Resources
Recommended Book Resources
  • Dr Ann C Browne. (2009), Developing Language and Literacy 3-8, (3rd Ed). Sage Publications Ltd, UK, p.320, [ISBN: 978-1-84787-083-4].
  • Tina Bruce, Jenny Spratt. (2011), Essentials of Literacy from 0-7, Sage Publications Ltd, UK, p.152, [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. 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). David Fulton Publish, UK, p.144, [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
No Status Log Information