Module Details
Module Code: |
HLST N8163 |
Full Title:
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Contemporary Practice: the early years perspective
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Valid From:: |
Semester 1 - 2022/23 ( September 2022 ) |
Language of Instruction: | English |
Module Owner:: |
Myles Hackett
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Module Description: |
This module considers some of the most dominant discourses on major contemporary issues that impact on the work of early years educators.
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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 |
Debate skilfully on contemporary issues influencing the early years policy agenda |
MLO2 |
Evaluate the significance of contemporary pedagogical trends in early years education and care |
MLO3 |
Critically analyse contrasting perspectives affecting pedagogical practices |
MLO4 |
Explore ways in which boundaries of early childhood studies and practices are expanding |
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 |
The policy agenda
Changing Landscape of Early Childhood service provision in Ireland, pertinent policy developments to include stakeholder and legislative requirements, compliance, conceptualisations of children and childhood
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Contemporary pedagogical trends
Informed practice, methodical perspectives, the international picture, multidisciplinary teams, diversity and inclusion, respecting the voice of the child, social justice, team working, curricular and quality issues, anti-bias curriculum: pedagogical voice of the educator, leadership and entrepreneurial roles.
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Expansion of boundaries
Research spaces, differing perspectives, analytical thinking, digital age: impact of technology on development of the child, emerging issues, contradictions and possibilities
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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 critical information (overview of the main themes, supporting development of understanding of the issues) to a full class group. Lectures will be delivered using a combination of face to face and on-line delivery. |
Every Week |
1.00 |
1 |
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. |
Once per semester |
2.53 |
38 |
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 |
Once per semester |
5.00 |
75 |
Total Weekly Learner Workload |
9.53 |
Total Weekly Contact Hours |
2.00 |
Module Resources
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Supplementary Book Resources |
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Pugh, G. & Duffy, B.. (2013), Contemporary Issues in the Early Years, 6th Edition. Sage Publishing, United Kingdom, [ISBN: 9781446266410].
| 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.
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University of East London, Cass School
of Education and University of Ghent. (2011), CoRe. Competence requirements in Early
Childhood Education and Care.
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Urban, M., Robson, S., Scacchi, V.
University of Roehampton. Early
Childhood Research Centre (ECRC).. (2017), Review of Occupational Role Profiles in
Ireland in Early Childhood Education and
Care.
| Other Resources |
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Journal, Contemporary Issues in Early Childhood,
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Journal, Early Childhood Research & Practice, University of Illinois.
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