Module Details

Module Code: EDUC N7014
Full Title: Pedagogical Framing: Designing Effective Learning Spaces & Programmes
Valid From:: Semester 1 - 2022/23 ( September 2022 )
Language of Instruction:English
Duration: 1 Semester
Credits:: 7.5
Module Owner::
  • Mary McSkeane
  • Gillian Powell
Departments: Nursing Midwifery & Early Years
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 Learning Carecurricular programmes
Module Learning Outcome
On successful completion of this module the learner will be able to:
# Module Learning Outcome Description
MLO1 Critically evaluate some research on pedagogies of play and curriculum theory
MLO2 Facilitate needs of babies and young children through the creative design of appropriate Early Learning Care environments, both indoors and outdoors
MLO3 Critically analyse how methodological practices influence early childhood environment and curricular design
MLO4 Evaluate some key concepts that must be considered when designing for young children and babies
MLO5 Assess how effectively Early Learning Care environments support young children's learning and developmental needs
MLO6 Critically examine the process of curricular programme design, implementation and assessment
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
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
Providing for an inclusive and diverse childhood landscape, 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 inclusive and multi theoretical perspectives, linking play to learning, cross curricular activity. Partnership with parents and stakeholders. Aistear and Siolta as core resources
The role of the Early Years 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. Facilitating the philosophy and vision of First 5, providing insightful practice for others.
Module Assessment
Assessment Breakdown%
Module Special Regulation


Part Time On Campus

No Course Work
Assessment Type Project % of Total Mark 100
Marks Out Of 100 Pass Mark 40
Timing End-of-Semester Learning Outcome 1,2,3,4,5,6
Duration in minutes 0
Assessment Description
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.
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 On Campus workload.
Workload: Part Time On Campus
Workload Type Contact Type Workload Description Frequency Average Weekly Learner Workload Hours
Lecture Contact 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 Every Week 1.50 1.5
Online Contact Contact No Description Every Week 1.00 1
Practical Contact PRACTICAL - Students will consider their pedagogical framing, techniques and strategies in the context of their work environs Once per semester 0.27 4
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 Every Week 7.00 7
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 3.00 3
Total Weekly Learner Workload 12.77
Total Weekly Contact Hours 2.77
Module Resources
Recommended Book Resources
  • Bottrill, G.. (2018), Can I Go and Play Now?, 1st Ed.. Sage, London.
  • 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]].
  • DCYA. CHILD CARE ACT 1991. (2016), (EARLY YEARS SERVICES) REGULATIONS 2016,, Department of Children and Youth Affairs (2016), Dublin.
  • Government of Ireland.. (2018), First 5: A whole-of-government strategy for babies, young children and their families, Government Publications, Dublin.
  • Government of Ireland. (2010), Síolta – The national quality framework for the early years, Government Publications., Dublin.
  • 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]].
  • NCCA/National Council for Curriculum and Assessment. (2009), Aistear: early childhood curriculum framework, principles and themes., NCCA, Dublin.
  • NCCA/National Council for Curriculum and Assessment.. (2015), Aistear Siolta Practice guide, NCCA,
  • Tusla, Child and Family Agency.. (2018), Quality and regulatory framework: full day care service and part-time day care services, Early Years Inspectorate, Tusla, Dublin.
  • Waite, S.. (2011), Children Learning Outside the Classroom _ From Birth to Eleven, SAGE Publications Ltd., London, [ISBN: 978-0-85702-048-2].
Supplementary Book Resources
  • Paul Becker. (2009), Developing Quality Care for Young Children, Sage Publications, London, [ISBN: 9781412965668].
  • Epstein, Ann S.. (2007), The Intentional Teacher (2007) Choosing the Best Strategies for Young Children's Learning, National Association for the Education of Young Children., Washington, DC.
  • Greenman, J. (2007), Caring Spaces, Learning Places: Children's Environments that Work,, 3rd Ed.,. Exchange Press Inc, United States of America, [ISBN: 978-0-942702-].
  • Hayes, N & Kernan, M.. (2008), Engaging Young Children, Gill & MacMillan, p.227.
  • Hayes, N. & Kernan, M.. (2008), Engaging Young Children _ A Nurturing Pedagogy, Gill and Macmillan, Dublin, [ISBN: 978-0-7171-4457-0].
  • Thompson, S. and Thompson, N.. (2018), The critically reflective practitioner, Macmillan International Higher Education.
Recommended Article/Paper Resources
Supplementary Article/Paper Resources
  • National Children's Nurseries Association. (2005), Guidelines for Best Practice in the Design of Childcare Facilities, Building Guidelines “We Like this Place,
Other Resources