Module Details

Module Code: EDUC7015
Title: Pers & Prof Dev: Intermediate
Long Title: Pers & Prof Dev: Intermediate
NFQ Level: Intermediate
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 securing their professional practice placement and in enhancing the development of the skills, attitudes, dispositions, understanding and knowledge(s) required during their placement experience.
 
Learning Outcomes
On successful completion of this module the learner will be able to:
# Learning Outcome Description
LO1 Apply selected key professional skills required for working as an early childhood practitioner.
LO2 Integrate the core dispositions and attitudes required for working as an early childhood practitioner.
LO3 Examine and practice a range of skills, relevant to the early childhood education and care profession, during small group interactions in class.
LO4 Communicate and participate as a valuable team member.
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
Preparing for professional practice placement
Application procedures - placement selection, CV, cover letter, making initial contact; interview preparation and technique; establish learning goals for placement experience; role and responsibility of student, on-site mentor and MTU supervisor; expectations; coping with difficulties; working with your supervisor; communicating electronically.
Child Protection
Theory and practice of child protection; Children First - legislation, regulation, reporting, documenting, designated liaison person.
Professional skills, dispositions and attitudes
Enabling children to learn; observation methods and documentation; plan and document provocations to provide learning opportunities, with due regard to the national practice frameworks, guidelines and regulations; enhanced conflict resolution skills; philosophising with children to support critical and creative thinking; supporting children's participation rights through democratic practice; documenting reflective practice; deepening reflective practice; written and verbal communication skills relating to work with children, colleagues, parents, co-professionals.
Professional conduct in the workplace
Working as part of a team; professional communication; decision making; negotiation skills; effective conflict resolution - children and colleagues; working ethically; valuing diversity.
Personal Development
Early childhood role models - identification and reflection; identity & belonging, well-being, communicating, exploring and thinking themes in relation to self; personal values and ethics.
Module Content & Assessment
Assessment Breakdown%
Coursework100.00%

Assessments

Coursework
Assessment Type Reflective Journal % of Total Mark 50
Timing Every Week Learning Outcomes 1,2,3
Assessment Description
Weekly journal entry based 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 assessed in this element.
Assessment Type Project % of Total Mark 50
Timing Week 13 Learning Outcomes 1,2,3,4
Assessment Description
Develop a portfolio of learning based on tasks identified in class. Includes documentation relating to securing professional work practice placement. 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.
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 Class lectures & discussion 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. Supporting Quality: Guidelines for Best Practice in Early Childhood Services, National Children’s Resource Centre, [ISBN: 1 898662 64 9].
  • Colwell, J. et al. (2015), Reflective Teaching in Early Education, Bloomsbury Publishing Plc, London, [ISBN: 9781441172044].
  • DCYA. (2011), Children First: National Guidance for the Protection and Welfare of Children, Government Publications, Dublin, [ISBN: 9781406425895].
  • Graham, I. & McDermott, M.. (2010), Your Learning and Development: Continuing Professional Development in Early Childhood Care and Education, Barnardos' Training and Resource Service, Dublin, [ISBN: 9781906004194].
Supplementary Book Resources
  • Donegal County Childcare Committee Ltd.. (2012), Professional Pedagogy for Early Childhood Education, DCCC Publishing, Donegal, [ISBN: 9781907235054].
  • Jane Murray. (2018), Early Childhood Pedagogies: Creating Spaces for Young Children to Flourish, Routledge, Oxon, [ISBN: 9781138202597].
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 4 Mandatory