Module Details
Module Code: |
EDUC N8104 |
Full Title:
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Diversity, Equality and Inclusive Education in Early Learning and Care
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Valid From:: |
Semester 1 - 2022/23 ( September 2022 ) |
Language of Instruction: | English |
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 will explore the complexities of diversity, equality, and inclusion in the context of children’s access, participation, and engagement in an Early Learning and Care setting. The learner will enhance the knowledge, practices, and values to support democratic and inclusive approaches to the education and care of young children and families.
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Module Learning Outcome |
On successful completion of this module the learner will be able to: |
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Module Learning Outcome Description |
MLO1 |
Examine historical and current context of inclusion, diversity, and equality in Early Learning and Care |
MLO2 |
Analyse policy and initiatives in Early Learning and Care to support a strength-based approach |
MLO3 |
Explain the theoretical underpinnings of common supports and interventions for children with additional needs, socio-disadvantage, cultural diversity, and how to ensure the process involving a programme, curriculum or educational environment is in place where each child is welcomed and included on equal terms, can feel they belong, and can progress to his/her full potential in all areas of development. environment & educational practices to provide inclusive experiences. |
MLO4 |
Appraise collaborate practices to support partnership with parents, agencies, and a variety of stakeholders to support inclusive practice for children in Early Learning and Care |
MLO5 |
Explore the role of the adult in adopting inclusive practices, examining ones own biases, challenging exclusion and discrimination as a critical thinker and advocate for children’s rights and participation |
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 |
Historical Context of Education & Care for Children with Additional Needs in ELC
Inclusive & Specialist provision. Policy and initiative developments, e.g., Diversity, Equality & Inclusion Charter, Access & Inclusion Model (AIM) and Leadership for Inclusion Co-ordinator in ELC settings.
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Approaches and strategies to supporting an inclusive culture
Supporting a strengths based approach to fostering resilience, seeking opportunities to complement and support existing strengths and capacities of children. Personalising learning to meet the needs of the individual child. Facilitating the philosophy and vision of First 5, providing insightful practice for others. Explore a variety of pedagogical strategies to support children with additional needs.
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Multidisciplinary Approaches
Roles and responsibilities with the multidisciplinary team. Providing an inclusive and diverse approach to catering and supporting children with additional needs. Challenging normative and deficit models of children and childhood, in favour of Aistear’s view of children as competent and confident learners
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Collaboration & Communication
Working in partnership with parents; Examining collaborative practices to support engagement with a variety of stakeholders, agencies, and wider community. Transitions to, within and from ELC settings; AIM My Inclusion Plan; Mo Sceal
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Leadership for Inclusion:
Unique role of Early Years Educators to make a positive difference in children’s lives; critically engage with children about diverse issues, including exclusion and discrimination. Importance of Ethics for Early Years Educators, including reflective and reflexive practice, examining values, attitudes and biases.
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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 the complexities & concepts information (overview of supporting the development of knowledge & understanding of Diversity, Equality & Inclusive Education & practices in ELC) to a full class group |
Every Week |
2.00 |
2 |
Online (Contact) |
Contact |
Supporting practices, skills and values to support democratic and inclusive approaches to the education and care of young children & families. |
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
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Recommended Book Resources |
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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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Department of Children & Youth Affairs. (2020), Code of Professional Responsibilities & Code of Ethics for Early Years Educators.
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Graham, I.. (2017), Realising Potential: Equality, Diversity and Inclusive Practice in Early Years, Barnardos.
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Ring, E., O’Sullivan, L., Ryan, M., & Daly, P.. (2021), Leading inclusion from the inside out: A handbook for parents and early childhood teachers in early learning and care, primary and special school settings., Eds.. ProQuest Ebook.
| Supplementary Book Resources |
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Department of Education and Skills. (2017), Siolta The Quality Framework for Early Childhood, Government Publications.
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National Council for Curriculum and Assessment. (2009), Aistear, The Curriculum Framework for Early Childhood Care and Education.
| Recommended Article/Paper Resources |
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(2012), Strength-based approach – A guide to
writing Transition Learning and
Development Statements. Communications
Division for Early Childhood Strategy
Division, Department of Education and Early
Childhood Dev.,
| Supplementary Article/Paper Resources |
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Epstein, J. L. & Salinas, K. C. (2004), Partnering with Families and
Communities., Schools as Learning Communities, 61(8), p.1218.
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James, C. R., Dunning, G., Connolly, M.
& Elliott, T.. (2007), ‘Collaborative practice: a model of
successful working in schools’, Journal of Educational Administration,, 45(5), p.541.
| Other Resources |
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Website, Government of Ireland. (2020), Access and Inclusion Model,
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Website, Start Right LImerick. (2015), Building Partnerships: A Start Right
Approach to Mentoring in the Early Years,
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