Module Details
Module Code: |
HLST N8161 |
Full Title:
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Reflective Pedagogy and the Professional Educator
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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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Mary McSkeane
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Departments: |
Nursing Midwifery & Early Years
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Module Description: |
The aim of this module is to enable the learner to appreciate the need for reflective and reflexive practice in underpinning the work of the Professional Educator.
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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 |
Demonstrate the value of both reflective and reflexive practice in the work of the Professional Educator. |
MLO2 |
Illustrate the importance of a flexible, intercultural and reflexive approach to working with parents in creating more positive relationships with families and children. |
MLO3 |
Critically appraise effective pedagogy as a construct for young children's' holistic development. |
MLO4 |
Demonstrate capacity to assimilate relevant documentation in the development of comprehensive policy documents that will inform high quality pedagogical praxis. |
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 |
Reflective and reflexive practice
Reflective Practice can enable the educator to learn from experience about themselves, their mental health awareness, their work, and the way they relate to home and work, significant others and wider society and culture. Reflexivity is finding strategies to question our own attitudes, thought processes, values, assumptions, prejudices and habitual actions, to strive to understand our complex roles in relation to others. To be reflexive is to examine, for example, how we – seemingly unwittingly – are involved in creating social or professional structures counter to our own values.
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Creating and sustaining positive relationships
Flexibility, open communication, reflective and reflexive practice and intercultural competence. Models of effective partnership (national and international) multi-agency, that is, The Pen Green model, Early Learning Initiative - Parental Involvement in Children's Learning (PICL); Engage in authentic dialogue with children, that is, Aistear on Interactions, Siolta on partnerships, Bronfenbrenner's bioecological model.
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Effective pedagogy
Reflexive observational pedagogical practice infused with a deep integration of philosophical ideas, knowledge of human development and conceptualisations of children as ‘active agents’ in their learning. The essence of play as a construct for skill development; Is play really 'that' important? Emergent Curriculum.
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Informing high quality pedagogical praxis
Understanding the process: Drawing on developmental theories, relevant documentation including Diversity, Equality and Inclusion Charter (2016), Aistear (2009) & Síolta (2006) frameworks, Childcare Act 1991 (Early Years Services) Regulations, 2016. Ethical decision making. Policy Layout: purpose, principles, statement of intent, policies and procedures.
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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
Workload: Full-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 |
No Description |
Every Week |
1.00 |
1 |
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 |
3.00 |
3 |
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 |
Every Week |
3.00 |
3 |
Total Weekly Learner Workload |
9.00 |
Total Weekly Contact Hours |
3.00 |
This module has no Part-time workload. |
Module Resources
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Recommended Book Resources |
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Chandler, Barbara, E.. (1997), The Essence of Play: A Child's Occupation., American Occupational Therapy Association, Pennsylvania State University, [ISBN: 10: 156900106].
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Arnold, C.. (2012), Improving Your Reflective Practice Through Stories of Practitioner Research,, Routledge, United Kingdom, [ISBN: 10:0415697301].
| Supplementary Book Resources |
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Howard, J. & McInnes, k.. (2013), The Essence of Play: A Practice Companion for Professionals Working with Children and Young People, Taylor & Francis, London, [ISBN: 10: 041567813].
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Freidman, D.. (2011), Creating an Early Childhood Education Portfolio. A Reflective Approach,, Wadsworth Publishing, California, [ISBN: 10: 111134433].
| Recommended Article/Paper Resources |
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Department of Children and Youth Affairs. (2016), Diversity, Equality and Inclusion
Charter and Guidelines for Early
Childhood Care and Education.
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Department of Children and Youth Affairs. (2016), Childcare Act 1991 (Early Years
Services) Regulations, 2016.
| Other Resources |
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Website, (2015), Aistear / Siolta Practice Guide,
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Publication, Code of Professional Responsibilities
for Early Years Educators, https://www.researchgate.net/publication
/339200902_Code_of_Professional_Responsi
bilities.
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Regulations, Department of Children and Youth Affairs. (2016), CHILD CARE ACT 1991 (EARLY YEARS
SERVICES) REGULATIONS 2016, Dublin, Department of Children and Youth Affairs.
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Policy, 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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Quality Framework, Department of Education and Skills. (2017), Siolta - The national quality framework
for the early years, Dublin, Government Publications.
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Curriculum Framework, National Council for Curriculum and
Assessment (NCCA). (2009), Aistear: early childhood curriculum
framework, principles and themes, Dublin, National Council for Curriculum and
Assessment (NCCA).
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Practice Guide, National Council for Curriculum and
Assessment (NCCA). (2015), Aistear Siolta Practice Guide, https://www.aistearsiolta.ie/en/.
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Quality and Regulatory Framework, Tusla, Child and Family Agency. (2018), Quality and regulatory framework: full
day care service and part-time day care
services, Dublin, Tulsa, Early Years Inspectorate.
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