Module Title: | Early Childhood Education and Practice |
Language of Instruction: | English |
Teaching & Learning Strategies: |
Lecture
Role Play
Case Study
Directed Reading
Self-directed learning
Blended Learning
Videos and podcasts |
Module Aim: |
This module aims to introduce learners to the foundational concepts, principles and traditions in early childhood education which have influenced contemporary practice with babies and young children. It also aims to provide students with a strong understanding of the themes, principles and aims of Aistear and the standards of Siolta. |
Learning Outcomes |
On successful completion of this module the learner should be able to: |
LO1 |
Outline the influence of European philosophers and education pioneers on the development of Early Childhood Education and Practice. |
LO2 |
Outline the history of Early Childhood Education and Practice from an Irish perspective |
LO3 |
Describe the influence of the UNCRC on contemporary Irish law, policy and early childhood practice. |
LO4 |
Explain the core principles of Early Childhood Education and Practice with reference to the national curricular and quality frameworks Aistear and Siolta |
LO5 |
Discuss the centrality of play for babies, toddlers and young children learning and development |
LO6 |
Reflect on the development of their professional identity as educators of babies, toddlers and young children. |
Pre-requisite learning |
Module Recommendations
This is prior learning (or a practical skill) that is recommended before enrolment in this module.
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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
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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 |
Influence of European Philosophers and Education Pioneers
Key philosophers and educational pioneers: Comenius, Locke, Rousseau, Pestalozzi, Froebal, Steiner, Susan Isaacs, Margaret and Rachel McMillan, Montessori, Malaguzzi. Influences on contemporary practice
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History of Early Childhood Education from an Irish Perspective
Influence of European ideas since 17th century on Irish Early Childhood provision. Changing constructions of the child and childhoods; debates and different curricular approaches for young children; evolution of early childhood education and care and influences on contemporary practice.
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Introduction to Children’s rights
Early children’s rights pioneers - Janusz Korczac, Ellen Key, Eglantyne Jebb. History of children’s rights movement in 20th century. Key principles and provisions of the UNCRC, influence on Irish law and policy, child-rights based approach in early childhood education and care contexts, models of child participation-Shier, Lansdown, Lundy, Lancaster. Participatory practices in early childhood settings. Connecting theory and practice.
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Learning through play for babies, toddlers and young children
Theories, types, stages, patterns and purposes of play both indoors and outdoors. Introduction to playful, nurturing interactions with babies; Magda Gerber, educare, Elinor Goldschmeid, treasure baskets, heuristic play, key person approach. Learning through play, Tina Bruce, loose parts play, early literacy and numeracy, the role of the adult (parent and early childhood educator).Connecting theory and practice
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Core Principles of Aistear and Siolta
Uniqueness and centrality of early childhood as a distinct phase; the individuality of the child; nurturing child’s sense of identity and belonging; child-centred learning; play and holistic learning and development; partnership with families, active hands-on learning, enquiry-based learning based on child’s interests, diversity, equality and inclusion, respectful, reciprocal relationships, safety, wellbeing and welfare of children; core themes, aims and goals of Aistear and application in practice; Core principles and standards of Siolta. Connecting theory and practice
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Introduction to Reflective practice
Introduction to code of professional responsibilities and ethics. Perspectives on high quality care, education and practice. Reflecting on the complex roles and responsibilities of the early childhood educator. Principles and functions of reflective practice; continuous review and evaluation of learning; theory, knowledge, practice, influence of Dewey; Application to practice using reflective practice cycles: Schon; Gibbs; Reflective writing style.
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Assessment Breakdown | % |
Continuous Assessment | 50.00% |
End of Module Formal Examination | 50.00% |
Continuous Assessment |
Assessment Type |
Assessment Description |
Outcome addressed |
% of total |
Assessment Date |
Project |
Group project and individual reflection |
4,5,6 |
50.00 |
n/a |
End of Module Formal Examination |
Assessment Type |
Assessment Description |
Outcome addressed |
% of total |
Assessment Date |
Formal Exam |
No Description |
1,2,3 |
50.00 |
End-of-Semester |
SETU Carlow Campus reserves the right to alter the nature and timings of assessment
Module Workload
Workload: Full Time |
Workload Type |
Frequency |
Average Weekly Learner Workload |
Lecture |
12 Weeks per Stage |
4.00 |
Project |
15 Weeks per Stage |
3.20 |
Independent Learning Time |
15 Weeks per Stage |
11.07 |
Total Hours |
262.00 |
Workload: Part Time |
Workload Type |
Frequency |
Average Weekly Learner Workload |
Lecture |
12 Weeks per Stage |
3.00 |
Project |
15 Weeks per Stage |
2.40 |
Independent Learning Time |
15 Weeks per Stage |
11.87 |
Total Hours |
250.00 |
Module Delivered In
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