Module Details
Module Code: |
EDUC N7014 |
Full Title:
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Pedagogical Framing: Designing Effective Learning Spaces & Programmes
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Valid From:: |
Semester 1 - 2019/20 ( June 2019 ) |
Language of Instruction: | English |
Module Owner:: |
Mary McSkeane
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Module Description: |
This module introduces the principles and practices of designing spaces for young children and babies. It demonstrates how environmental factors can impact on children's development and learning potential. It also provides a comprehensive examination of relevant ideas, principles, and skills required to develop appropriate early childhood curricular programmes
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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 |
Critically evaluate some research on pedagogies of play and curriculum theory |
MLO2 |
Facilitate needs of babies and young children through the creative design of inclusive early years environments, both indoors and outdoors |
MLO3 |
Critically analyse how methodological practices influence early childhood environment and curricular design |
MLO4 |
Evaluate some key concepts that must be considered when designing for young children and babies |
MLO5 |
Assess how effectively environments support young children's learing and developmental needs |
MLO6 |
Critically examine the process of curricular programme design, implementation and assessment |
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 |
Pedagogies of play
Strategies of the theorists - transfer to practice.
Making provision for playful and play-based learning opportunities - inclusive pedagogical framing
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Key Concepts in Environ Design
The Childhood Landscape, Characteristics of Space, Dimensions, Power of the environment as third teacher – Reggio Emilio, Purpose, Aesthetics
Basic Design Aspects Constructing Spaces, Adapting Spaces, Building: interior walls, windows, doors and lighting. Exterior: space, maintenance
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Curriculum Planning
Planning cycle, observation, assessment, understanding children’s learning – consideration of multi theoretical perspectives, linking play to learning, cross curricular activity, Aistear and Siolta as core resources
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The role of the Educator
Flexible planner, skilled observer, active listener, good communicator, enthusiastic, supervision for safety – access – equal opportunities, researcher.
Supporting Developmental and Learning Goals, Infants and Toddlers, Impact of the Environment on Children’s Behaviour, Meeting the Needs of Children, Staff and Parents.
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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 On Campus
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 On Campus workload. |
Workload: Part Time On Campus |
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 |
1.50 |
1.5 |
Practical |
Contact |
PRACTICAL - Students will consider their pedagogical framing, techniques and strategies in the context of their work environs |
Once per semester |
0.27 |
4 |
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 |
7.00 |
7 |
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 |
Total Weekly Learner Workload |
11.77 |
Total Weekly Contact Hours |
1.77 |
Module Resources
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Recommended Book Resources |
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Greenman, J.. (2017), Caring Spaces, Learning Places: Children's Environments that Work, 3rd Ed.,. Exchange Press Inc, United States of America, [ISBN: 978-0-942702-].
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Waite, S.. (2011), Children Learning Outside the Classroom _ From Birth to Eleven, SAGE Publications Ltd., London, [ISBN: 978-0-85702-048-2].
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Becker, N. and Becker, P. 2009,. Developing Quality Care for Young Children: How to Turn Early Care Settings Into Magical Places, Corwin Press, London, [ISBN: [ISBN: 9781412965668]].
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McMonagle, A. (2012), Professional Pedagogy for Early Childhood Education, Donegal County Childcare Committee Ltd., Donegal, [ISBN: 978-1-907235-05-4].
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Mhic Mhathúna, M. & Taylor, M. (2012), Early Childhood Education & Care:An Introduction for Students in Ireland, Gill & Macmillan, Dublin, [ISBN: [ISBN: 9780717153244]].
| Supplementary Book Resources |
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Paul Becker. (2009), Developing Quality Care for Young Children, Sage Publications, London, [ISBN: 9781412965668].
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Hayes, N. & Kernan, M.. (2008), Engaging Young Children _ A Nurturing Pedagogy, Gill and Macmillan, Dublin, [ISBN: 978-0-7171-4457-0].
| Recommended Article/Paper Resources |
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Hayes, N.. (2007), Education and care, Research Paper _
Aistear,
| Other Resources |
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Website,
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Website,
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Website,
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