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PO Domains
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Programme Learning Outcome
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PO1
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Knowledge - Breadth
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• in-depth understanding and practical application of inclusive practices relating to equality and diversity, additional needs, disability and EAL (English as an additional language)
• a clear knowledge of a child’s growth, development, health and nutrition from birth to six years
• an experienced comprehension of personal and professional development moving from fundamental to advanced practices
• an understanding of children’s rights and pertinent aspects of Early Childhood law; regulations; and policy
• proficient skills in creative and critical thinking; process led arts; learning through the arts and arts in the emergent curriculum
• the important role of play in a child’s learning and development particularly from birth to three years
• a specialised knowledge of curriculum and assessment; literacy and numeracy; outdoor learning; and ICT in ECEC from birth to six years
• the ability to discuss sociological aspects and themes as they relate to childhood, family, community and relevant social policy
• a confident comprehension of developmental and educational psychology
• the ability to design, implement and evaluate physical activity and movement plans; from general theory and practice to specialised adapted physical activity
• a proficiency in management; leadership; advocacy and facilitation in ECEC from theory to practice.
• a capacity to appraise key issues involved in enterprise creation; business and financial planning; and administration
• the skills to conduct research and compile a research dissertation
• a professional knowledge of national and international pedagogical approaches that guide Early Childhood Education and Care practice
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PO2
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Knowledge - Kind
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• an ability to discuss and evaluate current theory and pedagogical practice in ECEC, and an ability to integrate concepts across a variety of areas
• a capacity to link professional theory, skills and personal development toward becoming a reflective, skilled childcare practitioner
• the knowledge and skill to design, implement and evaluate inclusion, equality and diversity practices that positively support children with a range of abilities and additional needs across a variety of child care settings
• a detailed knowledge of the role of a child care practitioner and a capacity to understand and practically apply managerial; advocacy and leadership principles in ECEC
• a capability to utilize policy concepts already learned and extend his/her depth of understanding to appreciate the nature and extent of change on both the personal and social levels
• keen awareness and ability to create an environment that promotes critical thinking; exploration and comprehensive health and well-being
• the capacity to examine professional practice, analyse the component skills involved and experience these in practice
• an ability to objectively construe phenomena from a more conceptual rather than a purely applied stance.
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PO3
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Skill - Range
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• an analytical engagement with practice frameworks; curriculum design; differentiated learning and assessment
• an ability to understand the nature of practicing within a variety of ECEC settings
• a strong theoretical and practical knowledge to inform practice when working with children with additional needs or disabilities, for example, inclusion and equality strategies; social stories; adapted physical activity; PECS/LAMH, assistive technology and EAL
• ability to listen, track and explore narratives and be able to express difference and agreement in ways that can be processed by others
• a knowledge of sociological and psychological theory and its applications
• ability and confidence to use provocations and apply practical; creative and problem-solving skills
• capacity to devise and evaluate a range of health promoting strategies for use in a childcare setting
• expertise to foster and promote partnership with parent/s and relevant supporting agencies
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PO4
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Skill - Selectivity
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• necessary ICT communication and record keeping skills required in day-today practice
• ability to apply supervision frameworks to a variety of childcare settings
• accountability and performance evaluation of their own work
• able to respond to situations as they arise within a childcare setting while taking cognisance of policy and regulations
• capacity to identify and undertake, within a critically reflective process, personal and sectoral development actions in keeping with national and international best practice
• an understanding of skills commensurate with planning and implementing a research project
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PO5
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Competence - Context
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• a capability to create an environment of inclusion for all children
• a capacity to facilitate small as well as whole groups
• an ability to critically assess current childcare practices and policies and their implications
• adherence to professional and ethical codes of conduct and communication
• understanding of business theory and good practice to the design and delivery of programmes in ECEC
• an aptitude to apply taught concepts, theoretical perspectives, legislation and skills across a variety of childcare populations
• ability to assess own competence and set new goals
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PO6
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Competence - Role
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• ability to work autonomously
• understanding of how to supervise staff in childcare settings in accordance with good practice and lead a peer group session
• capacity to extend proficiency in using a variety of delivery methods to facilitate differentiated and inclusive learning
• aptitude to conduct research activities and reports in the context of practice and policy in ECEC
• capacity to take a leadership role with children and a team member role with co-workers and be fully aware of the variety of skills involved in each
• able to work effectively in a multidisciplinary context
• awareness of ethical practice and professional integrity and identity
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PO7
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Competence - Learning to Learn
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• ability to ascertain gaps in knowledge and skill and an awareness of the need to engage in on-going, professional development relating to all aspects of practice be it synchronous; asynchronous or blended learning
• a readiness to cultivate both self-directed and collective learning and contribute to the sector in a collaborative peer-based process
• greater ability to appraise critically; ability to give and receive constructive feedback and to use initiative
• capacity to keep abreast of emerging technology and incorporate ICT and assistive technology into ECEC practice where applicable
• capacity to embrace a range of opportunities that improve one’s practice and facilitate structured reflection
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PO8
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Competence - Insight
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• ability to compare, contrast and apply different theoretical perspectives to psychological and sociocultural phenomena in the context of becoming a leader and advocating on behalf of the child
• the ability to explore the dynamics of collaboration in the working environment
• capacity to create and consolidate working relationships with parent/s and relevant supporting agencies in the community and multidisciplinary field
• that s/he has become a reflective and holistic practitioner who is able to augment and expand their learning to inform practice
• empathy and solidarity with child groups
• insight into practical measures that can be taken to promote one’s own and children’s welfare
• capacity to use research and reporting skills to undertake significant research activities which will contribute to the development of policy and practice in the sector
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