EDUC N7014 - Pedagogical Framing

Module Details

Module Code: EDUC N7014
Full Title Pedagogical Framing: Designing Effective Learning Spaces & Programmes
Valid From: Semester 1 - 2019/20 ( June 2019 )
Language of Instruction:English
Duration: 1 Semester
Credits: 7.5
Module Owner: Mary McSkeane
Departments: Unknown
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
Module Learning Outcome
On successful completion of this module the learner will be able to:
# 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).
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
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
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
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.
Module Assessment
Assessment Breakdown%
Course Work100.00%
Module Special Regulation


Part Time

No Course Work
Assessment Type Project % of Total Mark 100
Marks Out Of 100 Pass Mark 40
Timing End-of-Semester Learning Outcome 1,2,3,4,5,6
Duration in minutes 0
Assessment Description
Compile a portfolio of evidence to support understanding of the concepts inherent in Pedagogical Framing. This collection should include a range of material based on understandings of appropriate provision of materials, arrangement of spaces, and the establishment of programme/s to support a secure pedagogy for all children aged between 3 months and 6 years (prior to starting school) in an early childhood full day-care setting i.e. Crèche / Child-minding – home environment.
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

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 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
Recommended Book Resources
  • 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-].
  • Waite, S.. (2011), Children Learning Outside the Classroom _ From Birth to Eleven, SAGE Publications Ltd., London, [ISBN: 978-0-85702-048-2].
  • 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]].
  • McMonagle, A. (2012), Professional Pedagogy for Early Childhood Education, Donegal County Childcare Committee Ltd., Donegal, [ISBN: 978-1-907235-05-4].
  • 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
  • Paul Becker. (2009), Developing Quality Care for Young Children, Sage Publications, London, [ISBN: 9781412965668].
  • 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
Other Resources
No Status Log Information