Module Details

Module Code: NURS N7003
Full Title: Management & Business in the Early Years Sector (Level 7)
Valid From:: Semester 2 - 2020/21 ( February 2021 )
Language of Instruction:English
Duration: 1 Semester
Credits:: 7.5
Module Owner::
  • Geraldine O'Connor
  • Caroline McDonnell
Departments: Nursing Midwifery & Early Years
Module Description: The aim of this module is to provide students with a strong foundation of management theories & practices whilst exploring how these can be applied to early years settings. In addition, strategies & skills for the co-ordination of the effective operation of a sustainable, ethical and legislatively compliant Early Years setting will be examined and co-constructed.
Module Learning Outcome
On successful completion of this module the learner will be able to:
# Module Learning Outcome Description
MLO1 Apply relevant theories, functions & skills of management to deal with the co-ordination of a sustainable, ethical and legislatively compliant business of an early years' service.
MLO2 Develop technical skills to effectively manage budgets and daily operations and assess funding & financial mechanisms for the business.
MLO3 Employ the key functions, strategies & best practices of Human Resource Management & legislation in developing inclusive democratic and equitable practices while building a positive organisational culture within an Early Years context.
MLO4 Examine regulations, develop & implement innovative, evidence informed policies provision and practice to ensure compliance within a fast-changing landscape of the early years sector
MLO5 Organise & demonstrate the implementation of effective and democratic organisational structures and processes including appropriate and effective governance and management of the organisation.
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
Introduction to Management and Management Theories
Review historical perspectives of management. Outline the functions of management, to include planning, organising, staffing, leading, and controlling. Review skills, duties and responsibilities of room leaders, supervisors and managers. Act effectively in team roles and take responsibility for managing individuals and groups
Key Functions of Management and Human Resource strategies
Evaluate the key functions of management, legislation and appropriate Human Resource Management strategies; planning, organising, staffing, financing, support & supervision; appraisal procedures and practice; Reflection on leading, managing, resourcing, and developing people skills for pedagogical leadership; Management approaches to mentor and support early years professionals in continuous professional development. Social responsibility, strategic corporate philanthropy, corporate governance, whistle blowing, business ethics and sustainability strategy
Planning, Decision Making, Regulation and Policy for Quality Practice
Learners will demonstrate their understanding and knowledge of quality provision, regulation, inspection, organisational governance, structures and systems required to ensure the effective compliance with and the ethical strategic management of sustainable high quality Early Years organisations. Regulatory compliance including pedagogical paperwork. Planning process and identify effective means to strategic decision making, control and risk management. Comprehensive knowledge of Síolta, Aistear and other current policy directives will form the basis for this learning outcome. Organisational culture, diversity, equality, inclusion and change will be explored. Communicate information effectively, transfer one’s knowledge and skills, and justify decisions, to specialists and non-specialists, and all other professionals and relevant stakeholders.
Managing the Organisation’s Interpersonal & Cultural Environment
Effective communication lies in understanding the influence of perception, attitudes and developing communication techniques to both deliver the desired message and listen to the recipient. Explore and identify various human behaviours, interpersonal, subjectivity and intersubjectivity and its implications for the organisation and cultural environment. Group influences, group formation, group think, teams, work systems, managing change with a view to enhancing quality. Communication strategies and mechanisms in supporting communities of practice/learners. GDPR compliance in the Early Years setting.
Funding/Financial Mechanisms and Programmes within ECCE
Assess the range of the funding/financial mechanisms and programmes available to the Early Childhood sector and the implications for the strategic business management plan. Explore the various grants, applications, budgets and financial viability of same. Exploring publicly funded business models and private and social enterprise models. Financial management awareness, appreciate importance of good financial management, key financial performance indicators, cash flow forecasting, pricing strategies, techniques for securing funding & fee payments
Module Assessment
Assessment Breakdown%
Course Work70.00%
Module Special Regulation


Part Time On Campus

Course Work
Assessment Type Portfolio % of Total Mark 70
Marks Out Of 100 Pass Mark 40
Timing n/a Learning Outcome 1,2,3,4,5
Duration in minutes 0
Assessment Description
Professional Portfolio with content to include a
variety of material to support a sustainable
business plan, good governance & effective HR
Management: e.g. proposed business plan (new
set up or extended provision); process of
recruitment, induction, support & supervision of
staff, ensuring compliance with relevant
legislation, regulation, policy and best practice
No Project
Assessment Type Practical/Skills Evaluation % of Total Mark 30
Marks Out Of 100 Pass Mark 40
Timing n/a Learning Outcome 1,3,5
Duration in minutes 0
Assessment Description
Create and make presentation of a chosen area within HR Management/Leadership Skills and governance that can be role-played using various mediums to present same and include peer assessment
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 On Campus workload.
Workload: Part Time On Campus
Workload Type Contact Type Workload Description Frequency Average Weekly Learner Workload Hours
Lecture Contact This is predominately an online course, with some face to face delivery Every Week 2.00 2
Directed Reading Non Contact Students are guided to materials that provide additional relevant Once per semester 4.40 66
Independent Study Non Contact Student responsibility to organise and manage own study space and time and commitment to supplement classroom input with additional reading and interpretative reflection Once per semester 10.00 150
Total Weekly Learner Workload 16.40
Total Weekly Contact Hours 2.00
Module Resources
Recommended Book Resources
  • Moloney, M. & Petterson, P.. (2017), Early Childhood Education Management: Insights into business practice and leadership., Routledge, London & New York.
  • Aubrey, C.. (2007), Leading and Managing in the Early Years, SAGE Publications, London.
  • Daly, M., Byers, E., & Taylor, W.. (2009), Early years management in practice., 2nd. Essex: Heinemann..
  • Government of Ireland. (2019), First 5 A Whole of Government Strategy for babies, young children and families.
Supplementary Book Resources
  • Armstrong, M.. (2008), How to Be an Even Better Manager., 7th. London: Kogan Page.
  • Belbin, M.. (2010), Team roles at work,, Routledge.
  • Jablon, J., Donbro, A.L. and Johnsen, S.. (2016), Coaching with Powerful Interactions: A Guide for Partnering with Early Childhood Teachers., naeyc, Washington:.
  • Moloney, M. & McCarthy, E.. (2018), Intentional Leadership for Effective Inclusion in Early Childhood Education and Care : Exploring Core Themes and Strategies, Routledge, [ISBN: 9781138092884].
  • Robins, A. and Callan, S.. (2009), Managing Early Years Settings., SAGE Publications, London.
  • Share M., Kerrins, L. Green, S.. (2011), Developing Early Years Professionalism, Children's Research Centre, Dublin.
Supplementary Article/Paper Resources
  • Gotvassli, K. Å.. (2015), Management for Learning: Challenges in ECECs in Norway., Paper presented at the EECERA conference, Barcelona..
Other Resources