T&L Strategies include • Workshop discussion- Communication of knowledge and ideas between the
lecturer and students • Problem Solving Exercises and Case Studies– Learners will work both individually
and as part of a group to resolve a variety of scenarios relating to early childhood practice. • Class
Discussion/Debate - Learners 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 aim of this module is to assist learners to develop personally and professionally through advanced practice opportunities and critically reflecting on changes in their practice in light of current research, theory and policy. Learners will be aware of the relevant tasks, responsibilities, skills and knowledge required of emerging professionals in the field. This module aims to bring together, in a supervised professional practice setting, accumulated programme learning.
Learning Outcomes
On successful completion of this module the learner should be able to:
LO1
Show, through participatory practice how to support children's learning using an emerging interest and inquiry based curriculum
LO2
Promote children’s development and wellbeing by planning appropriate and inclusive learning environments (indoor and outdoor)
LO3
Participate in peer learning and group discussion regarding professional issues that emerge from practising in diverse contexts with babies, toddlers, young children and school aged children.
LO4
Take a critical and self-reflective approach to their own professional practice, examining the social, ethical and political implications of their role.
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
Workshop participation and discussion
Workshops to provide a space for discussion and peer-learning before and after supervised professional practice placement in relation to professional issues
Emerging interest and inquiry based curriculum (EIBC)
• Using the Aistear Síolta Practice Guide, theory and research to inform EIBC practice
• Pedagogical framing
• Cycle of Planning and Assessing
• Invitations and provocations
• Pedagogical documentation
Learning environments
• Role of the adult in creating a learning climate that fosters wellbeing and involvement
• Potentiating learning environments- ‘The Third Teacher’
Critically reflective practice
• Examining our assumptions, beliefs and values in relation to our practice.
• Professional judgement and self efficacy
Assessment Breakdown
%
Continuous Assessment
100.00%
Continuous Assessment
Assessment Type
Assessment Description
Outcome addressed
% of total
Assessment Date
Other
Learners are assessed via three components. These components are i) Minimum 80% attendance at SPP2 workshops; ii) A ‘Pass’ in relation to professional practice placement; iii) A mark of not less than 40% in the SPP2 portfolio.
The portfolio consists of reflective activities, to be submitted at regular intervals throughout the placement.
1,2,3,4
100.00
n/a
No Project
No Practical
No End of Module Formal Examination
SETU Carlow Campus reserves the right to alter the nature and timings of assessment