Module Details

Module Code: SOCS N8026
Full Title: Children's Rights and the Voice of the Child in Social Policy
Valid From:: Semester 1 - 2022/23 ( September 2022 )
Language of Instruction:English
Duration: 1 Semester
Credits:: 10
Module Owner::
  • Myles Hackett
  • Tracey Monson
Departments: Nursing Midwifery & Early Years
Module Description: The aim of this module is to identify, and critically assess the evolution of social policy, the development of children’s rights and the implementation of the voice of the child in policy, legislation and practice with a specific focus on Early Childhood Education and Care in Ireland.
 
Module Learning Outcome
On successful completion of this module the learner will be able to:
# Module Learning Outcome Description
MLO1 Critically assess the development, implementation and evaluation of social policy in Ireland
MLO2 Interrogate the development of children’s rights in Ireland with a specific focus on the implementation of Article 12 UNCRC of the voice of the child concept in Irish legislation
MLO3 Recognise and critically evaluate the methodologies employed to hear the voice of the child in social policy.
MLO4 Evaluate the concept of ‘Child’ and ‘Childhood’ within social policy and its impact on ECEC in practice
MLO5 Appraise the development, implementation and evaluation of social policy in Ireland with a specific focus on the early childhood education and care sector
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
Introduction to Social Policy Learners will assess and evaluate the development and implementation of the inclusion of the child within social policy:
Examination of the meaning, sources, creation and implementation of social policy. Evaluation of the inclusion of children in social policy in Ireland. Identification of government departments responsible for oversight and implementation of children within social policy. Exploration of the Social Policy Cycle in relation to children.
The Child in the Irish Legal Framework and the Voice of the Child Learners will trace, assess and evaluate the inclusion of the child within the Irish legal framework and Article 12 UNCRC , voice of the child in Irish legislation.
Evaluating the meaning of the Voice of the of the Child concept. Examining the Voice of the Child in International Standards of Best Practice - UNCRC, ECHR. Examining he Voice of the Child in Irish Law – Constitutional Amendment, medical care, family law. Exploring the experience of other jurisdictions in implementing the Voice of the Child. Examining the Irish experience of implementing the Voice of the Child
Voice and Agency of the Child: The Voice of the Child In Irish Law
Learners will trace, assess and evaluate the methodologies employed in Ireland of the Article 12 UNCRC and the voice of the child in Irish legislation.
Children as consumers of Social Policy. Learners will evaluate the how children consume social policy and the social constructs of ‘child’ and ‘childhood’.
Examining Social understanding of Childhood and children as ‘Beings not Becoming’ and its implication in understandings and responses to children in ECEC Examining the social construct of Childhood as a transient process and the impact of advocacy and direct action by children; Examining Children as citizens; growing competencies of children. Examining Children as consumers of Social Policy which is created by adults – investigating if/how impactful the child’s voice is in the creation of social policy. Exploring the impact of adopting a democratic and inclusive (child, family, community) and anti-bias pedagogical approach which stems for the United Nations Convention on the Rights of the Child (UNCRC)
Policy development for Early Childhood, Care and Education
Examining National and International policy development for Early Childhood Education and Care, UNCRC, ECHR. Evaluating contemporary strategies and schemes as follows: - The National Policy Framework for Children & Young People 2014-2020: Exploring Better Outcomes, Brighter Futures; First 5, A Whole-of-Government Strategy for Babies, Young Children and their Families, 2019-2028, Early Education & Care: Government schemes to support children's early learning, care & development. Diversity, Equality and Inclusion Charter & Guidelines, 2016; Nurturing Skills: The Workforce Plan for Early Learning and Care and School-Age Childcare 2022-2028 National Framework for Children and Young People’s Participation in Decision-Making 2021. Looking towards the future of social policy as it pertains to young children.
Module Assessment
Assessment Breakdown%
Project100.00%
Module Special Regulation
 

Assessments

Part-time

No Course Work
Project
Assessment Type Project % of Total Mark 50
Marks Out Of 100 Pass Mark 40
Timing n/a Learning Outcome 1,2,4,5
Duration in minutes 0
Assessment Description
Essay
Assessment Type Project % of Total Mark 50
Marks Out Of 100 Pass Mark 40
Timing n/a Learning Outcome 3,4
Duration in minutes 0
Assessment Description
Reflective Journal
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 Oral lectures, in class discussion and small group working Every Week 2.00 2
Lecture 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 No Description Every Week 8.00 8
Independent Study Non Contact Independent study Once per semester 15.33 230
Total Weekly Learner Workload 27.60
Total Weekly Contact Hours 4.27
 
Module Resources
Recommended Book Resources
  • Dukelow, Fiona,Considine, Mairéad. (2017), Irish Social Policy (second Edition), 2nd. Policy Press, Dublin, p.480, [ISBN: 9781447329619].
  • Department of Children and Youth Affairs. (2016), Diversity, Equality and Inclusion Charter & Guidelines for Early Childhood Care and Education, Government Publications, Dublin.
  • Government of Ireland. (2016), ). Child Care Act 1991 (Early Years Services) Regulation, Government Publications, 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, Dublin, Government Publications.
  • U. Kilkelly. (2013), Children’s rights in Ireland: law, policy and practice, 2nd. Bloomsbury Publishing, London, [ISBN: 9871780432267].
  • A. McMonagle. (2012), Professional Pedagogy for Early Childhood Education, Donegal County Childcare Committee Ltd, Donegal, [ISBN: 8790857020482].
  • National Council for Curriculum and Assessment. (2009), Aistear: early childhood curriculum framework, principles and themes, NCCA, Dublin.
  • Tusla, Child and Family Agency. (2018), Quality and regulatory framework: full day-care services and part-time day-care services, Early Years Inspectorate, Tusla., Dublin.
  • Hazel R Wright. (2015), The Child in Society, SAGE Publications Limited, London, p.240, [ISBN: 9781446266335].
Supplementary Book Resources
  • Healy, S. and Reynold, B. (2006), Social policy in Ireland: principles, practice and problems, Liffey Press., Dublin.
  • Flood, E.. (2010), Assisting children with special needs, Gill and MacMillan, Dublin, [ISBN: 978717147588].
  • Nóirín Hayes,Margaret Kernan. (2008), Engaging Young Children, Gill & MacMillan, Dublin, p.227, [ISBN: 9780717144570].
  • Máire Mhic Mhathúna,Mark Taylor. (2012), Early Childhood Education and Care: An Introduction for Students in Ireland, Gill Education, Dublin, p.224, [ISBN: 9780717153244].
  • Quinn, S. (2005), Contemporary Irish social policy, 2nd. University College Dublin Press, Dublin.
  • Yeo, A. and Lovell, T. (2007), Sociology and social policy for the early years, Hodder Arnold, London.
  • Hayes, N. & Walshe, T.. (2022), Early Childhood Education and Care in Ireland: Charting a Century of Developments (1921-2021), Peter Lang Publications.
Supplementary Article/Paper Resources
Other Resources