Module Details

Module Code: PROF N7002
Full Title: Applied Professional Practice 2
Valid From:: Semester 1 - 2022/23 ( September 2022 )
Language of Instruction:English
Duration: 2 Semesters
Credits:: 10
Module Owner:: Caroline McDonnell
Departments: Nursing Midwifery & Early Years
Module Description: The aim of this module is to provide opportunity to apply theoretical knowledge develop increased criticality and responsibility to professional practice as Lead Early Years Educator (Government of Ireland, 2021
 
Module Learning Outcome
On successful completion of this module the learner will be able to:
# Module Learning Outcome Description
MLO1 Identify personal and professional learning objectives, through the development of a continuous professional development (CPD) plan, CV design / update.
MLO2 Apply professional responses to work based challenges at Lead Educator level
MLO3 Demonstrate the skills and knowledge outlined in the Lead Educator profile.
MLO4 Demonstrate application of relevant theory in practice at Lead Educator level
MLO5 Engage in on-going reflective practice that supports personal and professional development
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
Professional Practice Preparation
CV Planning / update, career development, personal objectives
Reflective Practice
On-Going development of critical analysis skills and engagement with the literature pertinent to Early Learning and Care. Promote engagement in professional development in others (e.g., collaborating with team to support learning development plan). Utilising the use of self-evaluation to support quality improvements and ongoing team reflection.
National Regulations, Frameworks & Policy
Integrated use of Quality Regulatory Framework;, Siolta, Quality Framework; Aistear, Curriculum Framework; AistearSiolta Practice Guide and DiversIty, EquaIity and Inclusion Charter in professional practice; First 5 Strategy; Participation Framework.
Lead Early Years Educator Skills
Integrating practice at Intermediate practitioner level knowledge and values for Lead Educator under the key tasks and responsibilities outlined in the Role Profile for Lead Educator (PACG, 2018; Government of Ireland, 2021). Supporting the development of a ‘community of practice’ among learner group
Module Assessment
Assessment Breakdown%
Course Work60.00%
Practical40.00%
Module Special Regulation
 

Assessments

Part-time

Course Work
Assessment Type Portfolio % of Total Mark 60
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 develop/update CV, CPD plan/profile; demonstrate competencies, skills and knowledge in relation to the Intermediate Practitioner profile; and engage in the process of ongoing reflective practice on personal and professional experiences.
No Project
Practical
Assessment Type Practical/Skills Evaluation % of Total Mark 40
Marks Out Of 0 Pass Mark 0
Timing n/a Learning Outcome 2,3,4
Duration in minutes 0
Assessment Description
The students assessment, consultation and interview will be facilitated by a lecturer with experience in the Early Childhood sector.
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 Academic Preparation for the professional practice experience Once per semester 0.40 6
Practical Contact Professional Practice in the Field Once per semester 13.07 196
Practical Contact Practical/Skills Evaluation with development plan created on-site in collaboration with Academic Lecturer Once per semester 0.17 2.5
Total Weekly Learner Workload 13.63
Total Weekly Contact Hours 13.63
 
Module Resources
Recommended Book Resources
  • Brock, A., Doddes, S., Jarvis, P. & Olusoga, Y.. (2013), Perspectives on Play Learning for Life, Routledge, London.
  • Department of Education & Skills. (2017), Siolta. The National Quality Framework for Early Childhood Education, Early Years Education Policy Unit, Dublin.
  • Department of Education & Skills. (2015), AistearSiolta Practice Guide, DES, Dublin.
  • Department of Children & Youth Affairs. (2016), DIversIty, EqualIty AND InclusIon Charter, DCYA.
  • Department of Children, Equality, Disability, Integration and Youth. (2021), Participation Framework National Framework for Children and Young People’s Participation in Decision Making, Government of Ireland, Dubliln.
  • Government of Ireland. (2021), Nurturing Skills: The Workforce Plan for Early Learning and Care and School-Age Childcare 2022-2028, https://www.gov.ie/en/publication/97056-nurturing-skills-the-workforce-plan-for-early-learning-and-care-elc-and-school-age-childcare-sac-2022-2028/?referrer=http://www.gov.ie/nurturingskills.
  • Government of Ireland. (2018), First 5: A whole-of-government strategy for babies, young children and their families., Government Publications., Dubin.
  • Hallet, E.. (2013), The Reflective Early Years Practitioner, SAGE Publications Ltd, England, [ISBN: 9781446200568].
  • National Council for Curriculum and Assessment.. (2009), Aistear. The Early Childhood Curriculum Framework., The Stationery Office, Dublin.
Supplementary Book Resources
  • Fisher, J.. (2016), Interacting Or Interfering? Improving Interactions in the Early Years., Open University Press, UK, [ISBN: 978-033526256].
  • Sancisi, L. & Egdington, M.. (2015), Developing High Quality Assessment, Observation and Planning in the Early Years: Made to Measure, Routledge Taylor & Francis, [ISBN: 9781138808041].
  • Stacey, S.. (2018), Inquiry-Based Early Learning Environments: Creating, Supporting, and Collaborating, Redleaf Press, [ISBN: 9781605545813].
Recommended Article/Paper Resources
Other Resources