Module Details

Module Code: EDUC6016
Title: Pers & Prof Dev: Fundamental
Long Title: Pers & Prof Dev: Fundamental
NFQ Level: Fundamental
Valid From: Semester 1 - 2022/23 ( September 2022 )
Duration: 1 Semester
Credits: 5
Field of Study: 1420 - Education Studies
Module Delivered in: 1 programme(s)
Module Description: This module is designed to support the student in developing the fundamental skills, attitudes, dispositions, understanding and knowledge(s) required for their future role as an early childhood professional. Learning will be experiential in nature.
 
Learning Outcomes
On successful completion of this module the learner will be able to:
# Learning Outcome Description
LO1 Identify the key professional skills required for working as an early childhood practitioner.
LO2 Discuss the core dispositions and attitudes required for working as an early childhood practitioner.
LO3 Apply the 'theory to practice process' as related to the early childhood education and care profession through selected portfolio work.
LO4 Develop core intrapersonal and interpersonal skills and apply them effectively in relevant and appropriate settings.
LO5 Examine and practice a range of skills, relevant to the early childhood education and care profession, during small group interactions in class.
Dependencies
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 MTU module(s) it also allows for learning (in another module or modules) which is equivalent to the learning specified in the named module(s).
Incompatible Modules
These are modules which have learning outcomes that are too similar to the learning outcomes of this module. You may not earn additional credit for the same learning and therefore you may not enrol in this module if you have successfully completed any modules in the incompatible list.
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. You may not enrol on this module if you have not acquired the learning specified in this section.
No requirements listed
 
Indicative Content
Professional skills, dispositions and attitudes
Professional attitude, awareness and conduct; self-assessment; personal and professional responsibilities; recognising and managing stress; core dispositions of an early childhood practitioner; becoming a team player; basic observational skills; basic conflict resolution skills; reflective practice; applying theory to practice through portfolio work.
Professional conduct in the workplace.
Expectations; roles and boundaries; ethical and professional conduct; confidentiality; purpose of policies and procedures.
Communication
Communication basics; barriers to communication; listening skills; communication styles; conversation skills; fitting in and getting along; public speaking - voice control, visual aids, oral presentations.
Social Skills
Exploring and developing awareness of self and other; improving confidence in interactions with others; communication and relationship building skills; teamwork; problem solving; personal conflicts and how to manage them.
Personal development
Self-esteem; self-development; attitude; image; growth mindset; motivation; awareness of self; identifying and addressing personal needs; work/life balance.
Module Content & Assessment
Assessment Breakdown%
Coursework100.00%

Assessments

Coursework
Assessment Type Reflective Journal % of Total Mark 60
Timing Every Week Learning Outcomes 1,2,3,4,5
Assessment Description
Weekly reflection based on learning achieved during interactive class activities and discussions. Note that this assessment element is inextricably related to the delivery; therefore the student is required to attend the classes of this module in order to be re-assessed in this element.
Assessment Type Project % of Total Mark 40
Timing Week 13 Learning Outcomes 1,3,5
Assessment Description
Develop a portfolio of learning based on tasks assigned during class. Note that this assessment element is inextricably related to the delivery; therefore the student is required to attend the practical sessions of this module in order to be re-assessed in this element.
No End of Module Formal Examination
Reassessment Requirement
Coursework Only
This module is reassessed solely on the basis of re-submitted coursework. There is no repeat written examination.

The University reserves the right to alter the nature and timings of assessment

 

Module Workload

Workload: Full Time
Workload Type Contact Type Workload Description Frequency Average Weekly Learner Workload Hours
Lecture Contact Lectures and class discussions Every Week 1.00 1
Tutorial Contact Discussion and skills development groups Every Week 2.00 2
Independent & Directed Learning (Non-contact) Non Contact Independent and guided research and reading Every Week 4.00 4
Total Hours 7.00
Total Weekly Learner Workload 7.00
Total Weekly Contact Hours 3.00
Workload: Part Time
Workload Type Contact Type Workload Description Frequency Average Weekly Learner Workload Hours
Lecture Contact Lectures and class discussions Every Week 1.00 1
Tutorial Contact Discussion and skills development groups Every Week 2.00 2
Independent & Directed Learning (Non-contact) Non Contact Independent and guided research and reading Every Week 4.00 4
Total Hours 7.00
Total Weekly Learner Workload 7.00
Total Weekly Contact Hours 3.00
 
Module Resources
Recommended Book Resources
  • Barnardos' Training and Resource Service and Border Counties Childcare Network. (2010), Your Learning and Development: Continuing Professional Development in Early Childhood Care and Education, Barnardos' Training and Resource Service, Dublin, [ISBN: 9781906004194].
  • Donegal County Childcare Committee Ltd.. (2012), Professional Pedagogy for Early Childhood Education, DCCC Publishing, Donegal, [ISBN: 9781907235054].
  • Schonfeld, H.. (2015), Reflective Practice for Early Childhood Practitioners, Barnardos, Dublin, [ISBN: 9781906004330].
  • Dweck, C.. (2000), Self-Theories: Their Role in Motivation, Personality, and Development, Psychology Press, New York, [ISBN: 1841690244].
Supplementary Book Resources
  • Fennell, M. & Brosan, L.. (2011), An Introduction to Improving Your Self-Esteem, Constable & Robinson Ltd., London, [ISBN: 9781849014724].
  • Envy, R. & Walters, R.. (2013), Becoming a Reflective Practitioner in Early Years, Sage Publications, London, [ISBN: 9781446267943].
  • Hayes, C., Daly, J., Duncan, M., Gill, R., Whitehouse, A.. (2014), Developing as a Reflective Early Years Professional: Critical Thinking, Critical Publishing, Northwich, [ISBN: 9781909682214].
This module does not have any article/paper resources
Other Resources
 
Module Delivered in
Programme Code Programme Semester Delivery
CR_HECEC_7 Bachelor of Arts in Early Childhood Education and Care 2 Mandatory