Module Details

Module Code: CHLD7009
Title: Literacy & Numeracy in ECEC
Long Title: Literacy & Numeracy in ECEC
NFQ Level: Intermediate
Valid From: Semester 1 - 2022/23 ( September 2022 )
Duration: 1 Semester
Credits: 5
Field of Study: 7610 - Childcare
Module Delivered in: 1 programme(s)
Module Description: This module provides a student with the knowledge, skill and competence to embed early childhood literacy and numeracy concepts across a range of learning opportunities in Early Childhood Education & Care (ECEC) environments.
 
Learning Outcomes
On successful completion of this module the learner will be able to:
# Learning Outcome Description
LO1 Examine the concepts, theories, and principles underpinning the teaching and learning of language and numeracy in ECEC settings.
LO2 Utilise provocations to expand a child's understanding of language and numeracy in daily life.
LO3 Assess approaches related to literacy and numeracy as recommended in practice frameworks such as Aistear.
LO4 Apply inquiry and play-based approaches that incorporate literacy and numeracy concepts for birth - 3 and 3 -6 years, as recommended in policies and frameworks such as the First 5 strategy, Aistear, and Siolta
LO5 Examine how the environment encourages advancement of concept formation and abstract logical reasoning.
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
Language and number acquisition
Theories and principles underpinning approaches and models of language and number acquisition in ECEC (birth to three and three to six years).
Provocations & Learning Opportunities
Understanding literacy and numeracy provocations and their application in ECEC. How to present purposeful and careful decisions made in order to expand and develop the ideas of the children (birth to three and three to six years).
Practice Framework
Embedding the teaching and learning approaches related to literacy and numeracy as advocated in practice frameworks such as Aistear / Siolta. Examine own competence in meeting the literacy and numeracy needs of the child.
Inquiry-based approaches
Encourage children to practice their literacy and numeracy skills in a range of circumstances and scenarios. Adopt a standpoint that a child plays an active role in constructing and shaping their own knowledge, learning and experiences.
Concept Formation and Reasoning.
Current thinking about children’s learning highlights the significance of children’s everyday experiences, and the everyday concepts they learn through these experiences. Explore how the environment encourages advancement of concept formation and abstract logical reasoning (birth to three and three to six years).
Module Content & Assessment
Assessment Breakdown%
Coursework100.00%

Assessments

Coursework
Assessment Type Presentation % of Total Mark 40
Timing Week 7 Learning Outcomes 1,2,3,4,5
Assessment Description
Presentation on developing and delivering a diverse range of resources related to literacy or numeracy in ECEC settings
Assessment Type Project % of Total Mark 60
Timing Week 13 Learning Outcomes 1,3,4,5
Assessment Description
Complete a Portfolio of Learning: This will be continuous assessment based on topics covered in class, including reflective reviews, short discussion pieces and developing literacy and numeracy resources for the classroom.
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 Lecture Every Week 1.00 1
Tutorial Contact Practical Engagement Learning Experience Every Week 2.00 2
Independent Learning Non Contact Independent study 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 Experiential Lecture Every Week 1.00 1
Tutorial Contact Practical Engagement Learning Experience Every Week 2.00 2
Independent Learning Non Contact Independent study 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
  • Smith, A. Cotton, T. Hansen, A. and Price, A.. (2018), Mathematics in Early Years Education, Routledge, [ISBN: 978138631922].
  • Boynton, K.. (2021), Supporting Early Speech - Language Development: Strategies for ages 0-8., Routledge, London, [ISBN: 9780367540654].
  • Hilton, G. Hilton, A. Dole, S. and Campbell, C.. (2020), Teaching Early Years Mathematics, Science and ICT, Routledge, London, [ISBN: 9781743314418].
  • Neaum, S.. (2017), What comes before Phonics, Sage Publishing, California, [ISBN: 1473968496].
Supplementary Book Resources
  • Vivian Vasquez (Editor), Jeffrey Wood (Editor). (2013), Perspectives and Provocations in Early Childhood Education, Information Age Publishing, [ISBN: 9781623963378].
Recommended Article/Paper Resources
  • Barnardos. (2015), Language Development in the Early Years, Child Links, Issue 1 2015, [ISSN: 1649-0975].
  • Geraldine French. (2013), Early Literacy and Numeracy Matters, Dublin Institute of Technology.
  • NCCA. (2010), Better Literacy and Numeracy for Children and Young People, Dept. of Education and Skills.
  • NCCA. (2009), Aistear: the Early Childhood Curriculum Framework.
  • Early Childhood Australia. (2012), Inquiry-based learning, Australian Government Department of Education.
  • Department of Education and Skills. (2011), Literacy & Numeracy for Learning & Life 2011-2020.
Other Resources
  • Website, NCCA. (2015), Helping your child with literacy and numeracy, www.ncca.ie.
  • Website, Dept. of Education and Skills. (2015), Literacy and Numeracy, www.education.ie.
  • Website, Barnardos. (2012), Barnardos: Child’s Play is Vital to Building Literacy and Numeracy, www.barnardos.ie/.
  • Website, National Center for Infants, Toddlers and Families. (2015), 0 - 3 Matters,
    http://www.zerotothree.org
  • Website, Canadian Language and Literacy Research Network. (2008), Handbook of Language and Literacy Development, A Roadmap from 0 - 60 months, Canada,
    http://www.theroadmap.ualberta.ca
 
Module Delivered in
Programme Code Programme Semester Delivery
CR_HECEC_7 Bachelor of Arts in Early Childhood Education and Care 5 Mandatory