Module Title:Professional Development for Early Childhood Education & Care
Credits: 10
NFQ Level:6
Module Delivered In 2 programme(s)
Teaching & Learning Strategies: The learning outcomes detailed above will be achieved through the following teaching methodologies: • Lectures - communication of knowledge and ideas from the lecturer to the student. • Problem Solving Exercises – students will work as part of a team and will work together to resolve various social care scenarios. • Class Discussion/Debate - Students will be encouraged to actively participate in the class sessions which will develop their analytical and communication skills. • E-Learning – It is envisaged that the module will be supported with on-line learning materials. • Self-Directed Independent Learning – the emphasis on independent learning will develop a strong and autonomous work and learning practices.
Module Aim: The aims of this module are to prepare students for professional social care work, to promote the self-development of student’s personal awareness and critiquing skills which will assist reflective practice.
Learning Outcomes
On successful completion of this module the learner should be able to:
LO1 Describe and discuss the role of the educator working as a professional in an Early Childhood setting.
LO2 Describe and discuss the purpose and use of reflection in Early Childhood practice.
LO3 Demonstrate an ability to use a variety of observations methods of babies, toddlers and young children.
LO4 Discuss how policy in the area of Early Childhood Education and Care in Ireland has developed.
LO5 Demonstrate an awareness and understanding of the of the current Pre-School Regulations
LO6 Demonstrate preparedness and fitness for professional practice.
Pre-requisite learning
Module Recommendations

This is prior learning (or a practical skill) that is recommended before enrolment in this module.

No recommendations listed
Incompatible Modules
These are modules which have learning outcomes that are too similar to the learning outcomes of this module.
No incompatible modules listed
Co-requisite Modules
No Co-requisite modules listed
Requirements
This is prior learning (or a practical skill) that is mandatory before enrolment in this module is allowed.
No requirements listed
 

Module Content & Assessment

Indicative Content
Features of Professional Practice – Core Value Statements
• Defining your role • Professional conduct • Confidentiality • Working as part of a team
The purpose and practice of reflection
n/a
Observation in Research & Practice
Purpose Observation guidelines Methods of observation • Time sampling • Naturalistic • Event sampling • Longitudinal • High/Scope process of record keeping • Play Ladders • All About me • Checklists • Introduction to Siolta Standards 8 Planning and Evaluation • Aistear: Supporting Learning and Development through Assessment
Introduction to Policy Developments in Early Childhood Education and Care
A history of policy development since 1996
The Pre-school Regulations (2006) and amendments
The Inspection Process
Assessment Breakdown%
Continuous Assessment100.00%
Continuous Assessment
Assessment Type Assessment Description Outcome addressed % of total Assessment Date
Other Learning Portfolio 1,2,3,4,5,6 100.00 n/a
No Project
No Practical
No End of Module Formal Examination

ITCarlow reserves the right to alter the nature and timings of assessment

 

Module Workload

Workload: Full Time
Workload Type Frequency Average Weekly Learner Workload
Tutorial 30 Weeks per Stage 0.50
Estimated Learner Hours 30 Weeks per Stage 5.67
Lecture 30 Weeks per Stage 0.50
Total Hours 200.00
Workload: Part Time
Workload Type Frequency Average Weekly Learner Workload
Lecture Every Week 0.50
Total Hours 0.50
 

Module Delivered In

Programme Code Programme Semester Delivery
CW_HHECE_B Bachelor of Arts (Honours) in Early Childhood Education and Care 1 Mandatory
CW_HWECE_B Bachelor of Arts (Honours) in Early Childhood Education and Care 1 Mandatory
Discussion Note: All students must have Garda Vetting clearance The programme board will decide on the preparedness of students for Supervised Professional Practice. Students deemed to be unprepared for Supervised Professional Practice will have to do additional preparatory work before going on Supervised Professional Practice.