Module Details

Module Code: NURS N7004
Full Title: Leadership and the Reflective Practitioner for School Age Childcare
Valid From:: Semester 2 - 2021/22 ( January 2022 )
Language of Instruction:English
Duration: 1 Semester
Credits:: 5
Module Owner:: Myles Hackett
Departments: Nursing Midwifery & Early Years
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 school age childcare practitioner. Learners will also examine the role of the school age childcare practitioner in leading high quality, ethical school age childcare provision within contemporary society.
 
Module Learning Outcome
On successful completion of this module the learner will be able to:
# Module Learning Outcome Description
MLO1 Demonstrate the value of both reflective and reflexive practice in the work of the professional School Age Childcare Practitioner
MLO2 Identify the personal strengths, qualities and skills required to ensure effective leadership within the School Age Childcare sector
MLO3 Examine leadership theories and practices, while ensuring democratic governance in the context of policy making, regulation and provision in School Age Childcare.
MLO4 Illustrate and foster leadership qualities in others while being a strong advocate for children, supporting children’s participation and voice within school age childcare provision, supporting the rights of the child, partnership with families and ensuring equality, diversity and inclusive practices among all school age childcare team members.
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
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 – unwittingly – are involved in creating social or professional structures counter to our own values.
Leadership in School Aged Childcare
Theories and concepts of leadership; Leadership behaviours; vision, value, people & influence behaviours; emotional intelligence and leadership; fundamental capabilities; effective communicator; . teamwork and team stages; achieve the task, build & maintain the team, develop the individual; motivation; conflict management; negotiation; difficult and challenging conversations; focus on the share goals; trust, valuing and respecting each person’s experience and opinion. Democratic governance in sustaining the School Age Childcare context in relation to practice, national guidelines, regulation and funding (state schemes & parental fees)
Participation and Active Citizenship
Children and young people as agents of change, advocates and active citizens; promoting children’s citizenship in local, regional and national community. Supporting children’s involvement in partnerships with other services (e.g., visiting the local retirement home, fundraising for animal shelter, ecological projects, etc.). the concept of community, their social system, fostering both self and group identity. Examining strategies to ‘'hear' the voice of the child & young person with a focus on National Strategy on Children and Young People's Participation in Decision-Making 2015-2020. Exploring the role of the National Framework for Children and Young People’s Participation in Decision-Making 2021 and the Voice of the Child. Bringing theory in to practice by reviewing strategies which support a child-centred approach. Exploring the impact of adopting of a rights-based approach to SAC which values and encourages children’s & young people’s expression and participation.
Mentoring and the Adult Learner
Outline the development of mentoring within Irish practice; international perspectives; types and theoretical models of mentoring; characteristics of successful mentoring; mentoring vs coaching; theories of adult learning to include transformative practice/praxis; phases of mentoring relationships; limitations; constructive feedback; building a community of learners within the SAC sector
Module Assessment
Assessment Breakdown%
Course Work100.00%
Module Special Regulation
 

Assessments

Part-time

Course Work
Assessment Type Multiple Choice Questions % of Total Mark 20
Marks Out Of 0 Pass Mark 0
Timing n/a Learning Outcome 1,3
Duration in minutes 0
Assessment Description
Participation and meaningful engagement in online activities supporting peer learning and a community of practice (e.g.
discussion posts, Aistear/Síolta reflections,
document uploads, mini-quizzes, peer support).
Assessment Type Portfolio % of Total Mark 80
Marks Out Of 0 Pass Mark 0
Timing n/a Learning Outcome 1,2,3,4
Duration in minutes 0
Assessment Description
Using theory from LOs 1, 2,3, and 4, identify an area for improvement, implement a detailed programme of change and review which will include leadership skills and management of the planning, implementation and evaluation of the improved area while ensuring evidence of collaboration and partnership with all stakeholders, including staff team, children, parents and community. This will be a synoptic assessment with the other modules on this programme.
No Project
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
Online (Contact) Contact No Description Every Week 2.00 2
Tutorial Contact No Description Twice per semester 0.27 2
Directed Reading Non Contact No Description Once per semester 1.47 22
Independent Study Non Contact No Description Once per semester 5.00 75
Total Weekly Learner Workload 8.73
Total Weekly Contact Hours 2.27
 
Module Resources
Recommended Book Resources
  • Rodd, J. (2013), Leadership in Early Childhood: The Pathway to Professionalism, 4th. Open University Press, Buckingham.
  • Chandler, B. 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, UK.
  • Department of Children & Youth Affairs. (2020), National Quality Guidelines for School Age Childcare Services, Guidelines, Components and Elements, Government Publications, Ireland.
  • Department of Children, Equality, Disability, Inclusion and Youth. (2021), National framework for children and young people’s participation in decision-making, Government of Ireland, Dublin.
Supplementary Book Resources
  • Wong, D. and Waniganayake,M.. (2013), Mentoring as a Leadership Development, Researching Leadership in Early Childhood Education.
  • 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].
  • Moloney, M. & McCarthy, E.. (2018), INTENTIONAL LEADERSHIP FOR EFFECTIVE INCLUSION IN EARLY CHILDHOOD EDUCATION AND CARE, Routledge.
  • Freidman, D.. (2011), Creating an Early Childhood Education Portfolio. A Reflective Approach, Wadsworth Publishing, California, [ISBN: 10:111134433].
  • Siraj-Blatchford, I. and Hallet, E.. (2014), Effective and Caring Leadership in the Early Years., Sage Publications, London.
  • Department of Children & Youth Affairs. (2015), National Strategy on Children & Young People's Participation in Decision-making 2015-2020, Government Publications, Dublin.
Recommended Article/Paper Resources
  • Department of Children and Youth Affairs. (2016), Diversity, Equality and Inclusion Charter and Guidelines for Early Childhood Care and Education..
  • Government of Ireland. (2018), Child Care Act 1991 (Early Years Services) (Registration of School Age Services) Regulations 2018.
  • Lundy, L.. (2007), 'Voice' is not enough: conceptualising Article 12 of the United Nations Convention on the Rights of the Child,, British Educational Research Journal, 33:6, p.92794,
    https://doi.org/10.1080/0141192070165703 3
Other Resources
  • Report, Department of Children & Youth Affairs. (2016), REPORT OF CONSULTATIONS WITH CHILDREN ON AFTER-SCHOOL CARE.
  • Policy, Department of Children & Youth Affairs. (2017), ACTION PLAN ON SCHOOL AGE CHILDCARE.
  • Website, National Council for Curriculum and Assessment. (2015), Aistear / Siolta Practice Guide,
    http://aistearsiolta.ie