Module Details

Module Code: EDUC8043
Title: Inclusion: Partnerships
Long Title: Inclusion: Partnerships
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: 2 programme(s)
Module Description: This module prepares students to work effectively with children; families; and the wider community. Supporting English as an additional language (EAL). It highlights the importance of inclusive attitudes and practice. By creating proactive partnerships practitioners recognise, respect and value all contributing members in a child’s life. This module includes the completion of 60 hours of placement, in order for students to integrate the theoretical aspect of this module with professional practice.
 
Learning Outcomes
On successful completion of this module the learner will be able to:
# Learning Outcome Description
LO1 Evaluate strategies in building positive partnerships in ECEC.
LO2 Analyse how children benefit from inclusive partnerships in an ECEC setting.
LO3 Appraise mutual benefits of inclusive partnerships for families and practitioners.
LO4 Formulate inclusive strategies for working with children whose first language is not English with reference to Aistear and Síolta principles.
LO5 Discuss the Irish legal and policy context for partnership in ECEC settings.
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
Strategies in Building Partnerships in ECEC
Examine strategies in building positive partnerships in ECEC. Value diversity. Promote inclusion. Recognise the importance of home languages, family heritage, practices and culture in terms of identity and learning. Critically evaluating practice observed in relation to the use of partnerships in inclusive practice.
Benefits of Inclusive Partnerships
Outline how children, families and practitioners mutually benefit from inclusive partnerships. Holistic approach to addressing a child's needs. Make a child's home life visible in setting. Get parents’ expert knowledge of their child/ren and support parents/families in understanding their child’s learning and development.
EAL and Communication
Apply inclusive strategies for working with children whose first language is not English with reference to Aistear and Siolta principles. Recognise the value of linguistic diversity. The importance of home languages. Significant role of first language in identity, learning and the acquisition of additional languages. Family and heritage connections. Refer to Aistear and Siolta. Explore issues, challenges and barriers that may affect partnerships. Conflict resolution. Communication and sharing information. Interpersonal skills. Partnership policies and procedures.
Role of the Environment
Enabling environment. Learning environment. Inclusive environment. Wider context. Promoting peer interaction and positive inquiry. Play and exploration; sensorial provocations; critical thinking; music; active engagement; creativity; modelling; role-play; observation; differentiation; stories.
Irish Legal and Policy Context
Discuss the Irish legal and policy context for partnership in ECEC settings - including, but not limited to, 'First 5' Government Strategy.
Module Content & Assessment
Assessment Breakdown%
Coursework100.00%

Assessments

Coursework
Assessment Type Written Report % of Total Mark 60
Timing Week 6 Learning Outcomes 1,2,3,5
Assessment Description
Irish legal and policy context for partnership in ECEC settings.
Assessment Type Practical/Skills Evaluation % of Total Mark 40
Timing Week 13 Learning Outcomes 2,4
Assessment Description
Individual presentation - critical evaluation of the use of partnerships with parents in providing inclusive practice (based on placement experience).
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 Theory and discussion Every Week 2.00 2
Lab Contact Practical/Groupwork Every Week 1.00 1
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 Theory and discussion Every Week 2.00 2
Lab Contact Practical Every Week 1.00 1
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
  • Barnardos’. (2006), Parental involvement - A handbook for childcare providers, Barnardos’ National Children’s Resource Centre, Dublin, [ISBN: 978-1-906004-].
  • Katie Kissinger. (2017), Anti-Bias Education in the Early Childhood Classroom, Routledge, New York, [ISBN: 9781138651593].
  • Wilson, T.. (2016), Working with Parents, Carers and Families in the Early Years, Routledge, New York, [ISBN: 978_0_415_728].
  • Malini Mistry & Krishan Sood. (2015), English as an Additional Language in the Early Years: Linking theory to practice, Routledge, UK, [ISBN: 0415821711].
Recommended Article/Paper Resources
Supplementary Article/Paper Resources
  • Trevarthan C. (1995), The Child's Need to Learn a Culture, Children & Society, Vol.9 Issue 1 April 1995, p.19.
Other Resources
 
Module Delivered in
Programme Code Programme Semester Delivery
CR_HECEC_8 Bachelor of Arts (Honours) in Early Childhood Education and Care 2 Mandatory
CR_HMONT_8 Bachelor of Arts (Honours) in Montessori Education 7 Elective