Module Details
Module Code: |
CHLD8005 |
Title: |
Early Childhood Social Policy
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Long Title:
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Early Childhood Social Policy
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NFQ Level: |
Advanced |
Valid From: |
Semester 1 - 2022/23 ( September 2022 ) |
Field of Study: |
7610 - Childcare
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Module Description: |
This module delimits social policy structure for early childhood care and education (ECEC). It critically assesses successes, challenges, failures and makes recommendations for the delivery of social policy for the early childhood sector with particular reference to children aged birth to 6 years.
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Learning Outcomes |
On successful completion of this module the learner will be able to: |
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Learning Outcome Description |
LO1 |
Explain the emergence and development of Irish social policy. |
LO2 |
Summarise measures to tackle early childhood poverty with a focus on First 5A Whole-of-Government Strategy for Babies, Young Children and their Families 2019-2028. |
LO3 |
Critically assess merits and flaws of the health care system in Ireland and its impact on babies, young children and their families. |
LO4 |
Critically assess merits and flaws of housing policy in Ireland and its impact on babies, young children and their families. |
LO5 |
Critically analyse the structure of the education system and key policy issues focusing on early childhood and its impact on babies, young children and their families. |
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).
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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.
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No incompatible modules listed |
Co-requisite Modules
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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.
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No requirements listed |
Indicative Content |
Emergence and Development of Irish Social Policy
Characteristics of policy, defining social policy, aims and objectives of social policy, the emergence of social policy in Ireland, social policy and the welfare state, ideologies of social policy, influences on social policy including the Catholic Church, women's groups, pressure groups, charities, the significance of government and state in shaping people's lives, the ecological systems theory. Lessons from the past including events that led to the establishment of an inquiry.
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Social Policy Provision
Engagement with First 5, Nurturing Skills, Aistear and SÃolta.
Develop awareness of the Lisbon Declaration on Homelessness, UNCRC, Sustainable Development Goals etc.Tusla, supporting families and children, levels at which families need support, educational welfare services, child protection and welfare, alternative care, ideological shifts, child welfare, family support projects, income maintenance, education policy, education disadvantage, development of health care policy, current structure, housing policy and overview of current Irish housing system.
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The Impact of Policy on Early Childhood
Analysing the impact of housing, health, education and welfare policy on babies, young children, families and practitioners.Social disadvantage & the evidence base for early intervention. Early Years Education Policy Unit. Universal & targeted supports for children and families. Targeted early years interventions for children who experience disadvantage, Early years inspections.National Frameworks (e.g Siolta and Aistear), Regulations and Guidelines. The impact of poor housing conditions, homelessness, over crowding on children's lives, policy successes, failures and challenges. The measures to tackle early childhood poverty (First 5).
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Measures to Tackle Early Childhood Poverty
Child poverty statistics. Package of measures to tackle early childhood poverty. First 5 measures that will address poverty in early childhood. Free and subsidised Early Learning and Care, extension to the Warmth and Well-Being and Warmer Homes Schemes, Community cooking programmes and the introduction of a meals programme to some ELC settings. Introduction of a DEIS-type model for ELC settings to narrow the gap for disadvantaged children. Early intervention, family support.
Challenges & opportunities that confront social policy. Social policy approaches that can tackle challenges while enhancing social justice. Demographic trends, Inequality, anti poverty strategies, needs and resources. Transformative approach to social policy,
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Module Content & Assessment
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Assessment Breakdown | % |
Coursework | 40.00% |
End of Module Formal Examination | 60.00% |
Assessments
End of Module Formal Examination |
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Reassessment Requirement |
Repeat examination
Reassessment of this module will consist of a repeat examination. It is possible that there will also be a requirement to be reassessed in a coursework element.
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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 |
Every Week |
3.00 |
3 |
Independent & Directed Learning (Non-contact) |
Non Contact |
Reading and Research |
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 |
Lecture |
Every Week |
3.00 |
3 |
Independent & Directed Learning (Non-contact) |
Non Contact |
Independent reading and research |
Every Week |
4.00 |
4 |
Total Hours |
7.00 |
Total Weekly Learner Workload |
7.00 |
Total Weekly Contact Hours |
3.00 |
Module Resources
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Recommended Book Resources |
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Considine, M & Dukelow, F. (2017), Irish Social Policy - A critical introduction, 2nd. Policy Press, [ISBN: 978144732962].
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Dean, H.. (2019), Social Policy, 3rd. Polity Press, Cambridge, [ISBN: 9781509524].
| Supplementary Book Resources |
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Bradshaw, J.. (2016), The wellbeing of children in the UK, 4th. Policy Press, [ISBN: 978184742837].
| Recommended Article/Paper Resources |
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Statham. J. and Chase, E.. (2010), Child Wellbeing: A Brief Overview,
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Department of Children, Equality,
Disability, Integration and Youth. (2021), Nurturing Skills: The Workforce Plan for
Early Learning and Care (ELC) and
School-Age Childcare (SAC), 2022-2028,
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Government of Ireland. First 5 A Government Strategy for
Babies, Young Children and Their
Families 2019-2028,
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UN. (1989), Convention on the Rights of the Child,
| Supplementary Article/Paper Resources |
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UN. Sustainable Develpment Goals,
| Other Resources |
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Webpage, HSE. Child Health Services in Ireland,
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