Module Details
| Module Code: |
EDUC N8102 |
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Full Title:
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Leadership, Governance & Regulation in Early Learning and Care
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| Valid From:: |
Semester 1 - 2022/23 ( September 2022 ) |
| Language of Instruction: | English |
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| Module Owner:: |
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Myles Hackett
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Caroline McDonnell
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| Departments: |
Nursing Midwifery & Early Years
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| Module Description: |
This module draws upon theoretical perspectives and concepts of effective leadership and democratic governance to support quality provision and practices in the context of early childhood education and care services and beyond. The module will examine regulations and policy directives to inform and facilitate methods to work in partnership with children, parents, colleagues, other organisation and the wider community. Critical examination of the role of the early years professional in leading ethical high-quality practice within a contemporary society.
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| Module Learning Outcome |
| On successful completion of this module the learner will be able to: |
| # |
Module Learning Outcome Description |
| MLO1 |
Critically analyse leadership by enhancing learners understanding of theories, practice and various models that can be applied in the Early Learning and Care setting |
| MLO2 |
Synthesise policy documentation for managing change to enhance high quality early childhood education and care practices |
| MLO3 |
Examine the nature and perspectives on change, creating change, resistance to change; evaluate strategies for leading and managing change with a view to enhancing quality and supporting an inclusive and democratic play-based curriculum within the Early Learning and Care sector |
| MLO4 |
Demonstrate a critical self-awareness of personal skills and competencies applied during democratic leadership and inclusive interactions |
| MLO5 |
Evaluate the importance of democratic governance in sustaining the Early Learning and Care context in relation to practice, regulation and funding |
| 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).
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| No recommendations listed |
| Module Indicative Content |
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Leadership:
The concepts of leadership within Early Childhood Education & Care (ECEC); contemporary issues including gender, working conditions, international perspectives; relationship between management, leadership and administration; driving forces for quality and change; leadership & mentoring within ECEC. Lead the development of policies, procedures and organisational documentation in early years’ settings
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Change:
Leadership and change; effective leadership in team building; ethics of leadership; nature of change; perspectives on change; resistance to change; strategies for leading and managing change; organisational culture and change; communication and change.
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Regulation and Policy for Quality Practice:
Learners will analyse, enhance and combine an in depth understanding and knowledge of quality provision, regulation, inspection, governance & organisational structures and systems required to ensure the effective compliance. Ethical strategic management of sustainable high quality Early Years organisations. Comprehensive knowledge of Síolta, Aistear and other current policy directives to support quality.
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Personal Strengths, Qualities and Skills 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 shared goals; trust, valuing and respecting each person’s experience and opinion
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Module Assessment
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| Assessment Breakdown | % |
|---|
| Course Work | 100.00% |
| Module Special Regulation |
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AssessmentsPart-time
| 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.
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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 leadership, governance ®gulation) to a full class group |
Every Week |
2.00 |
2 |
| Online (Contact) |
Contact |
No Description |
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 |
Learners are guided to materials that provide additional relevant information and key contextual literature |
Every Week |
8.00 |
8 |
| 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 |
15.33 |
230 |
| Total Weekly Learner Workload |
27.60 |
| Total Weekly Contact Hours |
4.27 |
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Module Resources
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| Recommended Book Resources |
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Moloney, M. & Petterson, P.. (2017), Early Childhood Education Management: Insights into business practice and leadership.,, Routledge, London & New York.
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Rodd, J.. (2013), Leadership in Early Childhood: The Pathway to Professionalism.,, 4th. Open University Press..
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Aubrey, C.. (2007), Leading and Managing in the Early Years, SAGE Publications, London.
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Wong, D. and Waniganayake, M. (2013), Mentoring as a Leadership Development, Researching Leadership in Early Childhood Education.
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Frontier Economics. (2020), Early Learning and Care in Ireland: OECD Country Background Report, Frontier Economics Ltd..
| | Supplementary Book Resources |
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Department of Children & Youth Affairs. (2020), Code of Professional Responsibilities & Code of Ethics for Early Years Educators., Government Publications.
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Department of Children & Youth Affairs.. (2016), Diversity, Equality and Inclusion Charter & Guidelines for Early Childhood Care and Education., Government Publications.
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Hayes, N. & Walshe, T.. (2022), Early Childhood Education and Care in Ireland: Charting a Century of Developments (1921-2021), Peter Lang Publications.
| | This module does not have any article/paper resources |
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| Other Resources |
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Department of Education and Skills. (2017), Síolta – The national quality framework
for Early Childhood Education and Care, Dublin, Government Publications.
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Government of Ireland.. (2018), First 5: A whole-of-government strategy
for babies, young children and their
families., Dublin, Government Publications.
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Government of Ireland. (2021), Nurturing Skills: The Workforce Plan for
Early Learning and Care (ELC) and
School-Age Childcare (SAC), 2022-2028, Dublin.
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National Council for Curriculum and
Assessment. (2009), Aistear: early childhood curriculum, Dublin.
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