Module Details

Module Code: EDUC8046
Title: Pers & Prof Dev: Advanced
Long Title: Pers & Prof Dev: Advanced
NFQ Level: Advanced
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 provides a more in-depth look at the early childhood education and care profession with particular reference to documentation, record-keeping, writing policies & procedures, integrated teamwork skills, etc. It aims to encourage students to become more reflective and pro-active and ultimately to guide them towards becoming a professional in this field.
 
Learning Outcomes
On successful completion of this module the learner will be able to:
# Learning Outcome Description
LO1 Design a comprehensive ECEC recording system.
LO2 Plan appropriate, democratic and inclusive learning environments that promote babies', infants' and young children's development and well-being and rights.
LO3 Use case studies to explore the effective management of discriminatory practices and incidents.
LO4 Identify babies', infants' and young children's additional needs and plan for appropriate interventions in conjunction with relevant professionals, parents/carers and families.
LO5 Be self-aware and sensitive to how their communication, verbal and non-verbal, affects their interactions with the children in the ECEC setting.
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
Knowledge(s) and understanding
Review pedagogical approaches to teaching & learning and their application in practice; curriculum design, development, planning and practice; play as work.
Inclusive ECEC settings
Interests and abilities of babies, infants and young children; planning and developing appropriate and inclusive ECEC environments - materials, resources, indoors, outdoors, etc; identifying additional needs and collaborating with parents/carers, team and relevant professionals to ensure these needs are met.
Professional skills, dispositions and attitudes
Collaborative inquiry: Case studies, communities of practice, mentoring/coaching/supervising; interpret and evaluate observations; high quality interactions with all children from birth onwards; developing policies and procedures that adhere to national practice frameworks, guidelines and regulations; designing record-keeping templates; authenticity; meaningful purpose and vision; positive view of others; pedagogical techniques and strategies: positioning, empowering, scaffolding, co-constructing, modelling, questioning, encouraging and praising, problem solving, documenting; promoting effective transitions.
Personal growth
Positive view of self; assertiveness; empathy; managing negative emotions; reflecting on and managing personal and professional development.
Module Content & Assessment
Assessment Breakdown%
Coursework100.00%

Assessments

Coursework
Assessment Type Reflective Journal % of Total Mark 50
Timing Every Week Learning Outcomes 3,4,5
Assessment Description
Weekly journal entry 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 assessed in this element.
Assessment Type Project % of Total Mark 50
Timing Week 9 Learning Outcomes 1,2,3,4
Assessment Description
Portfolio of documentation and record-keeping templates. 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.
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 lecture and discussion Every Week 1.00 1
Tutorial Contact 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 Class lecture and discussion Every Week 1.00 1
Tutorial Contact Skills development group 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
  • Colwell, J. et al. (2015), Reflective Teaching in Early Education, Bloomsbury Academic, London, [ISBN: 9781441172044].
  • Duffy, M. (2014), Quality Adult-Child Interactions in Early Years Services, Barnardos, Dublin, [ISBN: 9781906004309].
  • Epstein, A.S. The Intentional Teacher, 2007. NAEYC, Washington, [ISBN: 9781928896418].
  • Berthelsen, D., Brownlee, J. and Johansson, E.. (2009), Participatory Learning in the Early Years, Routledge, Oxon, [ISBN: 9781135857097].
  • Willoughby, M. (2008), A Practical Guide to Developing Childcare Policies, Barnardos, Dublin, [ISBN: 9781906004064].
Supplementary Book Resources
  • Cheldelin, S., Druckman, D. & Fast, L. (Ed). (2008), Conflict, Continuum, NY, [ISBN: 0826495710].
  • Graham, I. (2004), Quality Environments in Early Years Services, Barnardos, Dublin, [ISBN: 9781906004293].
  • Kelly, A.V. (2009), The Curriculum: Theory and Practice, 6th. SAGE Publications, London, [ISBN: 9781847872753].
  • Saderman Hall, N. (1999), Creative resources for the anti-bias classroom, Delmar Publishers, Albany, NY, [ISBN: 0827380151].
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 5 Mandatory