Module Details

Module Code: EDUC N8103
Full Title: Pedagogy, Curriculum and 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
  • Gillian Powell
Departments: Nursing Midwifery & Early Years
Module Description: The module identifies and critically examines the relationships between the child, the environment and the adult in early learning and care settings. It also provides a comprehensive examination of relevant theories, principles, values and skills required to develop an inclusive early childhood curriculum. Emphasis will be placed on how learners can enhance their knowledge to teach ELC students in the Further Education and Training Sector.
 
Module Learning Outcome
On successful completion of this module the learner will be able to:
# Module Learning Outcome Description
MLO1 Examine the importance of play in both historic and current contexts of ELC and explain how play is supported by the current national curriculum and quality frameworks.
MLO2 Evaluate a range of philosophical approaches and pedagogical practices in curricula that contribute to an inclusive, nurturing and child-centred environment.
MLO3 Appraise the role of the educator and the prepared learning environments of ELC settings, in contributing to children’s play-based and social learning opportunities, supported by individual and collective reflection and engaging pedagogical practices. Emphasis will be placed on adapting and enhancing existing and new knowledge for teaching in the Further Education and Training Sector.
MLO4 Critically analyse the importance of creativity and the creative arts for babies and young children.
MLO5 Compare examples of inclusive learning opportunities grounded in theory appropriate to children’s emerging interests in the learning environments.
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 & Philosophical Approaches
Learners will assess the strategies of the theorists - transfer to practice. Learners will consider the image of the child and conceptualisations of early childhood over time. Learners will explore the current national curriculum and quality frameworks and make provision for playful and play-based learning opportunities and inclusive pedagogical framing. Learners will research the philosophy and vision of First 5 and provide insightful practice for others.
Providing an inclusive childhood landscape - Key Concepts in Environmental Design
Learners will explore & enhance their knowledge and understanding of pedagogical models which integrate play, playfulness and play types and develop their ability to design play spaces and support play experiences to develop confidence and competence in designing learning spaces. Impact of the Environment on Children’s Behaviour. Exploring the Childhood Landscape, Characteristics of Space, Dimensions, Power of the environment as the third teacher – Reggio Emilio, Purpose, Aesthetics Basic Design Aspects Constructing Spaces, Adapting Spaces, Building: interior walls, windows, doors, and lighting. Exterior: Space - Safety and maintenance.
The role of the Educator - Reflective Practitioner - Applied Professional Skills
The role of the educator will be explored in relation to encouraging, pedagogical techniques and strategies e.g sustained shared thinking, modelling, and extending children’s thinking and learning. The role of the educator will be considered in relation to the following professional skills: Reflective Practitioner, Flexible planner, Meeting the Needs of Children, Staff and Parents, skilled observer, active listener, good communicator, enthusiastic, supervision for safety – access – equal opportunities, researcher. Supporting the developmental and Learning Goals of all children in early learning and care settings. Emphasis will be placed on how learners can adapt their existing knowledge, enhance & co-construct new knowledge to teach in the Further Education Sector.
Role of the creative arts
The learner will appraise the value and role of the creative arts: - art, dance, music drama and storytelling in the holistic development of young children.
Curriculum Planning and Pedagogical Practices
Learners will examine and reflect on the planning cycle, observation, assessment, understanding children’s learning – consideration of multi-theoretical perspectives, linking play to learning, cross-curricular activity. Learners will explore key elements of an emergent and inquiry-based curriculum, STEAM, the role of partnership with parents to support the emergent curriculum.
Module Assessment
Assessment Breakdown%
Course Work100.00%
Module Special Regulation
 

Assessments

Part-time

Course Work
Assessment Type Portfolio % of Total Mark 60
Marks Out Of 100 Pass Mark 0
Timing n/a Learning Outcome 1,2,3,4,5
Duration in minutes 0
Assessment Description
A synoptic assessment with the Learning, Teaching and Assessment in FET (Part 1 of 2)
Assessment Type Other % of Total Mark 40
Marks Out Of 100 Pass Mark 0
Timing n/a Learning Outcome 1,2,3,4,5
Duration in minutes 0
Assessment Description
Participation in peer learning and discussion forums
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 Synchronous contact 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 No Description Once per semester 15.33 230
Total Weekly Learner Workload 27.60
Total Weekly Contact Hours 4.27
 
Module Resources
Recommended Book Resources
  • Nettie Becker,Paul Becker. (2008), Developing Quality Care for Young Children, Corwin Press, p.167, [ISBN: 9781412965668].
  • (2012), Professional Pedagogy for Early Childhood Education, Donegal Childcare Committee, Ireland, [ISBN: 978-1-907235-05-4].
  • Ann Epstein. (2007), The Intentional Teacher Choosing the Best Strategies for Young Children's Learning., NAEYC, Washington, U.S.A., [ISBN: 019864].
  • National Childhood Network. (2019), Explore, Play and Learn through the Arts in Pre-school Settings, 1st. Barnardos, Dublin.
  • Máire Mhic Mhathúna,Mark Taylor. (2012), Early Childhood Education and Care, Gill Education, Ireland, p.224, [ISBN: 9780717153244].
  • Susan Waite,. (2011), Children Learning Outside the Classroom, SAGE Publications, p.264, [ISBN: 978-0-85702-048-2].
Supplementary Book Resources
  • James T. Greenman,Jim Greenman. (2005), Caring Spaces, Learning Places, Ingram, U.S.A, p.358, [ISBN: 978-0-942702-33-0].
  • Nettie Becker,Paul Becker. (2008), Developing Quality Care for Young Children, Corwin Press, Sage Publications, U.K., p.167, [ISBN: 9781412965668].
  • Nóirín Hayes,Margaret Kernan. (2008), Engaging Young Children, Gill & MacMillan, Ireland, p.227, [ISBN: 978-0-7171-4457-0].
  • Botrill, G. (2018), Can I go play now?, 1st. Sage Publications, London., [ISBN: 139781526423276].
  • Gaffney, M. (2015), Flourishing, 1st. Penguin, U.K., [ISBN: 1526423278-139781526423276].
  • Hayes, N. & Walshe, T. (2022), Early Childhood Education and Care in Ireland: Charting a Century of Developments (1921-2021), Peter Lang Publications.
Recommended Article/Paper Resources
Other Resources
  • Book, Thomson, S & Thomson N. (2018), The Reflective Practitioner, McMillian International Higher Education..
  • Book, Griffin S & Shevlin M. (2011), Responding to Special Eduucational Needs - An Irish Perspective, Ireland, Gill Education.
  • Website, Department of Children & Youth Affairs. (2020), Code of Professional Responsibilities & Code of Ethics for Early Childhood Educators. (Professionalisation Sub-Group of the Early Years Forum),
    http://5383_DCYA_CoPR_A4_v10_Web.pdf