Module Details

Module Code: EDUC N8106
Full Title: Contemporary Practice in Early Learning and Care
Valid From:: Semester 1 - 2022/23 ( September 2022 )
Language of Instruction:English
Duration: 1 Semester
Credits:: 10
Module Owner::
  • Myles Hackett
  • Carol Hickey
Departments: Nursing Midwifery & Early Years
Module Description: This module considers and debates some of the most dominant discourses on major contemporary issues that impact on the professional role of the early years educator and the further education and training teacher.
 
Module Learning Outcome
On successful completion of this module the learner will be able to:
# Module Learning Outcome Description
MLO1 Debate skillfully on contemporary issues influencing the Early Learning and Care policy agenda
MLO2 Evaluate and consider the teaching of significant contemporary pedagogical trends in Early Learning and Care
MLO3 Critically analyse contrasting perspectives affecting pedagogical practices and the teaching of EYEs
MLO4 Examine the contribution of the FET to the development and enhancement of professional identity and practice within the contemporary Early Learning and Care sector
MLO5 Engage in the process of individual and group reflection to explore ways in which boundaries of early childhood studies and practices are expanding and the role for FET
MLO6 Analyse constructed and contested understandings of quality in early years provision
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
The policy agenda
Evolving landscape of national and international Early Learning and Care provision, relevant policy development to include stakeholder legislative requirements, compliance, funding (CORE), OECD reports and conceptualisations of children and early childhood.
Contemporary pedagogical trends
Informed practice, methodological perspectives, the international picture, multi-disciplinary teams, diversity and inclusion, respecting the voice of the child, gender, social justice, team work, working conditions, curricular and quality issues, anti-bias curriculum, pedagogical voice of the educator.
Expansion of boundaries
Research spaces, differing perspectives, analytical thinking, impact of technology, emerging issues, driving forces for quality and change, contradictions and possibilities.
Identity and professional Practice:
Teaching EYEs to critically evaluate the perceptions of professional identity in contemporary society. Building a community of learners within the ELC sector.
Quality Agenda:
Analyse constructed and contested understandings of quality in early years provision and the driving forces for quality and transformative practice within the contemporary ELC sector. Engaging with ECEC reports from the Organisation for Economic Co-operation and Development (OECD) the international organisation that works to build better policies for better lives.
Module Assessment
Assessment Breakdown%
Course Work100.00%
Module Special Regulation
 

Assessments

Part-time

Course Work
Assessment Type Written Report % of Total Mark 40
Marks Out Of 100 Pass Mark 0
Timing n/a Learning Outcome 1,2,4,5,6
Duration in minutes 0
Assessment Description
Critically analyse the role of the FET in supporting contemporary professional practice and identity within ELC sector. (2,500 words)
Assessment Type Presentation % of Total Mark 60
Marks Out Of 100 Pass Mark 0
Timing n/a Learning Outcome 2,3,4,6
Duration in minutes 0
Assessment Description
Choose a contemporary issue within the ELC sector that may present a challenge to the ELC educator or the FET role. Make an oral presentation on the chosen contemporary topic with exposition supported by current and appropriately synthesised research. Each group will make a 15-minute presentation.
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
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 2.00 2
Online (Contact) Contact Asynchronous contact Every Week 2.00 2
Tutorial Contact 2 workshops per semester: 2 hours per workshop Twice per semester 0.27 2
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 8.00 8
Independent Study Non Contact Student responsibility to organize and manage own study space and time and commitment to supplement classroom input with additional reading and interpretative reflection. Once per semester 15.33 230
Total Weekly Learner Workload 27.60
Total Weekly Contact Hours 4.27
 
Module Resources
Recommended Book Resources
  • Gillian Pugh,Bernadette Duffy. (2014), Contemporary Issues in the Early Years, 6th. SAGE Publications Limited, p.320, [ISBN: 9781446266410].
  • Hayes, N. & Walshe, T. (2022), Early Childhood Education and Care in Ireland: Charting a Century of Developments (1921-2021), Peter Lang.
Supplementary Article/Paper Resources
Other Resources