Module Details

Module Code: HLST N8161
Full Title: Reflective Pedagogy and the Professional Educator
Valid From:: Semester 1 - 2022/23 ( September 2022 )
Language of Instruction:English
Duration: 1 Semester
Credits:: 5
Module Owner::
  • Myles Hackett
  • Mary McSkeane
Departments: Nursing Midwifery & Early Years
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.
 
Module Learning Outcome
On successful completion of this module the learner will be able to:
# 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).
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.
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.
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.
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.
Module Assessment
Assessment Breakdown%
Course Work100.00%
Module Special Regulation
 

Assessments

Part-time

Course Work
Assessment Type Continuous Assessment % of Total Mark 100
Marks Out Of 100 Pass Mark 40
Timing n/a Learning Outcome 1,2,3,4
Duration in minutes 0
Assessment Description
Presentation (i.e. poster / oral exposition) / Exemplar of practice - snapshots of learning that exemplify a larger experience or sequence of events. Sample of student work produced in response to a set task. Each exemplar illustrates student work based on a particular topic … related to learning outcome/s of the module Exemplars are examples of assessments that make visible learning that is valued so that the learning community (children, teachers, parents and others) can foster ongoing and diverse learning pathways
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

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
Recommended Book Resources
  • Chandler, Barbara, E.. (1997), The Essence of Play: A Child's Occupation., American Occupational Therapy Association, Pennsylvania State University, [ISBN: 10: 156900106].
  • Arnold, C.. (2012), Improving Your Reflective Practice Through Stories of Practitioner Research,, Routledge, United Kingdom, [ISBN: 10:0415697301].
Supplementary Book Resources
  • 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].
  • Freidman, D.. (2011), Creating an Early Childhood Education Portfolio. A Reflective Approach,, Wadsworth Publishing, California, [ISBN: 10: 111134433].
Recommended Article/Paper Resources
  • Department of Children and Youth Affairs. (2016), Diversity, Equality and Inclusion Charter and Guidelines for Early Childhood Care and Education.
  • Department of Children and Youth Affairs. (2016), Childcare Act 1991 (Early Years Services) Regulations, 2016.
Other Resources
  • Website, (2015), Aistear / Siolta Practice Guide,
    http://aistearsiolta.ie/en/
  • Publication, Code of Professional Responsibilities for Early Years Educators, https://www.researchgate.net/publication /339200902_Code_of_Professional_Responsi bilities.
  • Regulations, Department of Children and Youth Affairs. (2016), CHILD CARE ACT 1991 (EARLY YEARS SERVICES) REGULATIONS 2016, Dublin, Department of Children and Youth Affairs.
  • Policy, Government of Ireland. (2018), First 5 - A whole-of-government strategy for babies, young children and their families, Dublin, Government Publications.
  • Quality Framework, Department of Education and Skills. (2017), Siolta - The national quality framework for the early years, Dublin, Government Publications.
  • 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).
  • Practice Guide, National Council for Curriculum and Assessment (NCCA). (2015), Aistear Siolta Practice Guide, https://www.aistearsiolta.ie/en/.
  • 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.