Module Details

Module Code: EDUC6009
Title: Inclusion:Equality & Diversity
Long Title: Inclusion:Equality & Diversity
NFQ Level: Fundamental
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 aims to develop the student's understanding of equality, diversity and inclusion in early childhood education and care settings in Ireland. It provides practical strategies for addressing equality, diversity and inclusion issues in practice. Students will explore theories, approaches and learning opportunities for supporting recognition and respect of diversity in early childhood settings and in the wider community. They will also reflect on the impact of their personal values and attitudes on practice.
 
Learning Outcomes
On successful completion of this module the learner will be able to:
# Learning Outcome Description
LO1 Explain equality, diversity and inclusion concepts as relevant to early childhood education and care in Ireland.
LO2 Differentiate between approaches to diversity education including assimilation, multicultural, intercultural and anti-bias.
LO3 Analyse equality and diversity terminology in relation to the shadow side of diversity including stereotype, prejudice, discrimination, sexism, racism, ableism.
LO4 Conduct an overview of an early childhood education and care environment, to ensure that it is inclusive of all children.
LO5 Examine the impact of personal values, attitudes, beliefs and assumptions on professional practice.
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
Terminology and Concepts
Concepts and terminology as relevant to equality, diversity and inclusion in the Irish context e.g. equality, diversity, stereotype, prejudice, discrimination, sexism, ageism, racism; shadow side of diversity, minority & majority issues; historical and contemporary language of inclusion; individual and group identities.
Approaches to equality and diversity education in ECEC
Assimilation, Multicultural, Intercultural, Anti-bias; detailed exploration of Anti-bias approach and it's implementation.
Research on diversity, equality and inclusion
Exploration of national and international ECEC research and readings relating to equality, diversity and inclusion.
Supporting diversity, equality and inclusion in ECEC practice
Recognising diversity in the setting; equality proofing the environment; making diversity visible, challenging bias appropriately; developing an Anti-bias curriculum that supports the implementation of the national practice frameworks, regulations and guidelines; selecting appropriate resources for the setting.
Module Content & Assessment
Assessment Breakdown%
Coursework100.00%

Assessments

Coursework
Assessment Type Reflective Journal % of Total Mark 60
Timing Every Week Learning Outcomes 1,5
Assessment Description
Reflection on in class learning
Assessment Type Project % of Total Mark 40
Timing Week 9 Learning Outcomes 2,3,4
Assessment Description
Develop a plan for the provision of an inclusive early childhood education and care environment that adheres to the Practice Frameworks in Ireland
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 Lectures and class discussions Every Week 1.00 1
Tutorial Contact Exploration of concepts and skills in small groups Every Week 2.00 2
Independent & Directed Learning (Non-contact) Non Contact Research, revision 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 3.00 3
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
  • Derman-Sparks, L. & Olsen Edwards, J.. (2010), Anti-Bias Education for Young Children and Ourselves, National Association for the Education of Young Children, Washington, DC, [ISBN: 9781928896678].
  • Murray, C. & Urban, M (ed). (2012), Diversity & Equality in Early Childhood: An Irish Perspective, Gill & Macmillan, Dublin, [ISBN: 9780717149940].
  • DCYA. (2016), Diversity, Equality and Inclusion Charter and Guidelines for Early Childhood Care and Education, Government Stationery Office, Dublin.
Supplementary Book Resources
  • Katie Kissinger. (2017), Anti-Bias in the Early Childhood Education, Routledge, New York, [ISBN: 9781138651593].
  • Browne, N.. (2004), Gender Equity in the Early Years, Open University Press, United Kingdom, [ISBN: 0335211526].
  • Derman-Sparks, L. & Ramsey, P.G. (2006), What if all the Kids are White?: Anti-bias Multicultural Education with Young Children and Families, Teachers College Press, New York, [ISBN: 0807746770Q].
  • Gonzalez-Mena, J.. (2008), Diversity in Early Care and Education: Honoring Differences, 5th. McGraw-Hill, Washington, DC, [ISBN: 9780073525860].
  • Lindon, J.. (2006), Equality in Early Childhood: Linking Theory and Practice, Hodder Arnold, London, [ISBN: 0340913479].
  • Saderman Hall, N.. (1999), Creative Resources for the Anti-bias Classroom, Delmar Publishers, New York, [ISBN: 0827380151].
  • Siraj-Blatchford, I. & Clarke, P.. (2000), Supporting Identity, Diversity and Language in the Early Years, Open University Press, United Kingdom, [ISBN: 0335204341].
  • Van Keulen, A. (Ed.). (2004), Young Children Aren't Biased, Are They?!: How to handle diversity in early childhood education and school, SWP, Amsterdam, [ISBN: 9066655380].
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 1 Mandatory
CR_HMOED_8 Bachelor of Education (Honours) in Montessori Education 2 Mandatory