EDUC7018 - Montessori & ECEC Models

Module Details

Module Code: EDUC7018
Title: Montessori & ECEC Models
Long Title: Montessori & ECEC Models of Practice
NFQ Level: Intermediate
Valid From: Semester 1 - 2023/24 ( September 2023 )
Duration: 1 Semester
Credits: 5
Field of Study: 1420 - Education Studies
Module Delivered in: 1 programme(s)
Module Description: This module is designed to give the student an understanding of how the Montessori Approach to early childhood education and care compares with other contemporary models of practice spanning the age from birth to six years. Exploration will focus on children’s rights and child centred practice, while valuing diversity and fostering equality and inclusion.
 
Learning Outcomes
On successful completion of this module the learner will be able to:
# Learning Outcome Description
LO1 Compare Montessori philosophy and pedagogy to a range of contemporary early childhood education and care models and approaches.
LO2 Use a Montessori lens to critique early childhood education and care practice experienced while on placement.
LO3 Explore Aistear and Síolta as frameworks that over-arch all contemporary models of early childhood education and care.
LO4 Select and evaluate appropriate routines that help children to feel valued, respected, empowered, included and cared for in an early childhood education and care setting.
LO5 Facilitate the learner to design an ECEC model that builds practice around concepts of child’s voice, agency and participatory practice, while valuing diversity, equity and inclusion.
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
Contemporary Models of ECEC Practice
Steiner, HighScope, Reggio Emilia, Play-based, practice in the community.
Evaluating Best Practice
Characteristics of best practice in ECEC; challenges and barriers to providing best practice model of ECEC; using Síolta to identify best practice; partnership with parents.
Child-centred Practice
Children’s rights under the UNCRC; empowerment; locating the child at the centre of all elements of practice; voice of the child, agency, participatory practice, empowerment, the infant and young child as citizens, the child in the family, community and wider society; Historical overview of children's rights in Ireland and internationally; Theorists: Hart (Children's Rights, Ladder of Participation), Clark & Moss (Mosaic Approach), Rinaldi (Reggio Emilia), Nutbrown.
Children's Rights in Practice
Developing curriculum, policies, procedures, etc. that support the incorporation of children's rights into early childhood education and care practice and adhere to the national practice frameworks, guidelines and regulations; the role of the Early Childhood Teacher in supporting children's rights, agency and participatory practice; Dr. Montessori and the rights of the child.
Module Content & Assessment
Assessment Breakdown%
Coursework100.00%

Assessments

Coursework
Assessment Type Essay % of Total Mark 40
Timing Week 6 Learning Outcomes 1,3,4
Assessment Description
Critically explore contemporary ECEC pedagogies (1500 words).
Assessment Type Project % of Total Mark 60
Timing Week 13 Learning Outcomes 2,3,4,5
Assessment Description
Develop a portfolio of learning relating to using Montessori pedagogy to support holistic children's learning and development.
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 and Class Discussion. Every Week 3.00 3
Independent & Directed Learning (Non-contact) Non Contact Independent and guided 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 and Class Discussion. Every Week 3.00 3
Independent & Directed Learning (Non-contact) Non Contact Independent and guided 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
Recommended Book Resources
  • Alderson, P.. (2008), Young Children's Rights, 2nd. Jessica Kingsley Publishers, London, [ISBN: 9781843105992].
  • Clark, A. & Moss, P.. (2011), Listening to Young Children: The Mosaic Approach, 2nd. National Children's Bureau, London, [ISBN: 9781907969263].
  • Derman-Sparks, L, Edwards, J. & Goins, C.. (2020), Anti-bias Education for young children and ourselves, National Association for the Education of Young Children, [ISBN: 9781938113574].
Supplementary Book Resources
  • Rinaldi, C.. (2006), In dialogue with Reggio Emilia: Listening, Researching and Learning, Routledge, London, [ISBN: 978-041534504].
  • Nutbrown, C.. (1996), Respectful Educators, Capable Learners: young children's rights and early education, Sage Publications, [ISBN: 978-185396304].
  • Abbott, L. & Nutbrown, C.. (2001), Experiencing Reggio Emilia: Implications for pre-school provision, Open Press University, Berkshire, [ISBN: 0335207049].
  • Hayes, N.. (2013), Early Years Practice: Getting It Right From The Start, Gill and Macmillan, Dublin, [ISBN: 0717157202].
  • Suggate, P. et al. (2020), Reclaim Early Childhood: The Philosophy, Psychology, and Practice of Steiner-Waldorf Early Years Education, Hawthorn Press, [ISBN: 978-191248010].
  • McDermott, R.A.. (1984), The Essential Steiner: Basic Writings of Rudolf Steiner, Harper & Row, San Francisco, [ISBN: 0863152252].
  • Issacs, B.. (2015), Bringing the Montessori Approach to your Early Years Practice, 3rd. Routledge, Oxford, England, [ISBN: 9781138022447].
  • Holt, N.. (2010), Bringing the High/Scope Approach to your Early Years Practice, 2nd. Routledge, England, [ISBN: 0415564999].
  • Tovey, H.. (2012), Bringing the Froebel Approach to your Early Years Practice, Routledge, [ISBN: 9780415567312].
  • Nicol, J.. (2016), Bringing the Steiner Waldorf Approach to your Early Years Practice, Routledge, [ISBN: 9781138840492].
Recommended Article/Paper Resources
Supplementary Article/Paper Resources
Other Resources
 
Module Delivered in
Programme Code Programme Semester Delivery
CR_HMOED_8 Bachelor of Education (Honours) in Montessori Education 4 Mandatory