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Open Learning Modules at MIE

Because some modules are elective, the numbers may be insufficient for them to run in a particular semester. These modules are designated with an asterik (*). On receipt of your booking form, the Admissions Office will confirm with you if your chosen modules are running. You may enrol in up to four modules in each semester. 

Applicants may enrol in up to four modules per semester.

Deadline for registration in Semester 1: 30/08/19

Deadline for registration in Semester 2: 13/12/19

Module Code:EC8105ECTS Credits:5Semester:1

Overview

An examination of the theory and practice underpinning international models of best practice in early childhood education and care for children aged 0-6 will be discussed. Funding models in developed and developing countries will be explored in relation to outcomes for children, parents and practitioners. The debate between a centralised vision for quality early childhood education and care and regional approaches will be analysed. The tensions arising from split systems in early years education and care will be investigated from the perspective of the different stakeholders involved. In particular, split systems in Ireland will be problematised, with regards to ‘health-based’ vs ‘education-based’ perspectives, and potential tensions between primary school and other early childhood settings. Implications for children’s transitions will be explored, and the role of regulation and its impact on access and quality will be examined.

Module Code:EC8103ECTS Credits:5Semester:2

Overview

This module is based on a broad philosophy of health that encompasses all aspects of a child’s well-being, with a particular focus on physical health and movement through activity and play. It is concerned with developing students’ knowledge and understanding, skills, values and attitudes that are central to a quality programme for children in the early years. Students will be encouraged to focus on the role they play as they promote: the physical, social and emotional growth and development of pupils in both learning areas; the adoption of active, healthy lifestyles through informed decision making which leads to effective and responsible action; an understanding of the value of self and others and the development of positive interpersonal relationships; participation in regular and varied physical activity and movement experiences through activity and play, which provide the foundation for a lifelong commitment to valuing and leading a physically active lifestyle; and the systematic and explicit teaching of personal and social skills to give students a basis for resilience and the resourceful management of their own lives.

Module Code:EC8101ECTS Credits:5Semester:1

Overview

The visual arts exist in all societies and both creating and responding to visual art is inherent to the human condition. It is so much part of our lives that we can really only truly appreciate its centrality by imagining its absence. We now appreciate that children’s art engagement is not an automatic consequence of growth and development but rather the result of an active process of exploration and inquiry that cannot occur without some facilitation by adults (Barnes, 2002; Davis; 2008; Koster, 2005). Creating or responding to visual arts develops visual perception and fine manipulation skills in children from birth to 6 years. It facilitates individual and imaginative artistic expression and embraces the aesthetic dimension of learning. It helps children grow cognitively in relation to problem solving, cause and effect, classifying and sequencing. It aids language development and provides another avenue for self-expression. It develops children’s social and collaboration skills. It provides for the social and emotional dimension for learning. Consequently, visual arts is deemed an integral part of every child’s development. Visual arts also nurtures creativity. (Hurwitz & Day, 2007; Calloway & Kear, 1999; Lyons, 2013; NCCA, 1999. Creativity helps us to make the most of our lives. Creativity can be valued as a way to live more productively, to cope with difficulties, to discover possibilities and to develop new resilience, perspectives and aliveness in the moment, joy and purpose in life. While creativity is not particular to arts alone, early artistic engagement develops within transferable confidence and competencies to engage creatively in other domains of learning (Connery, 2010; Carilile & Jordan; 2012; Csikszentimalyi, 1996; Desailly, 2012). This junior freshman module has a particular focus on creativity and the visual arts mode. It examines and evaluates different constructs of creativity and their implications for early childhood education. It explores creative ‘flow’ and surroundings from a visual arts education perspective. It examines the visual arts modes and develops students’ subject connoisseurship, understanding and related skills through active engagement in creating, looking and responding. It examines the value of ‘creative play’ and ‘being creative’ in light of Aistear: the Early Childhood Curriculum Framework for children from 0-6 years. It investigates the junior visual arts primary curricula in light of the younger child’s aesthetic and creative development through participation, repertoire, critical and contextual understandings. In addition, it also examines the value of visual arts from an inclusive ECE perspective; drawing attention to visual arts longstanding inclusion, infusion or integration into ECE programmes for children with additional and diverse educational needs.

Module Code:EC8108ECTS Credits:5Semester:1

Overview

This course is concerned with developing students’ knowledge, values and skills that are core to cultivating nurturing pedagogy. Hayes (2007, 2008) argues that reconceptualising care as nurturing strengthens the attention to the educative value of care and allows for a more appropriate ‘nurturing pedagogy’ to emerge in early education learning environments. It has been recognised (Siolta; CECDE, 2005) that the early years of a child’s life signal a time of unique dependency during which time care routines “…in a stimulating environment, are appreciated as opportunities to develop a relationship with the child”. To this end pertinent legislation, regulations and policies will be considered. An emphasis on real world application will be central to this module and students will be encouraged to apply theory to practice including practical skills, risk assessment and hygiene standards, for the care of a baby and young child. This pedagogy highlights the importance of initial and contributing professional development for those working in an early years setting. “The quality of early childhood services- and ultimately the outcomes for children and families-depends on well-educated, experiences and competent’ staff (Urban, Robson and Scacchi 2017).

Module Code:EC8106ECTS Credits:5Semester:1

Overview

Language is the most powerful tool in the development of any human being. It is undeniably the greatest asset we possess. A good grasp of language is synonymous with a sound ability to think. In other words language and thought are inseparable. Vygotsky (1986) asserts that language development aids cognitive development. A child who is adept linguistically is thus advantaged in starting off his/her school life. This module will focus on participants’ developing their understanding of how language shapes thinking and how practice in settings can be adjusted to facilitate this. One of the four themes in Aistear – the Early Childhood Curriculum Framework for 0-6 year olds - is communication. This module will explore the communication theme in depth so that early years practitioners can confidently implement a language-rich curriculum in their early childhood setting for children from birth to 6 years. ).

Module Code:EC8902ECTS Credits:5Semester:2

Overview

Effective communication skills including written and oral presentations, as well as an ability to work with others, are the main factors contributing to job success in any sector. For those working in an early years educational setting the ability to communicate effectively is an essential prerequisite for success in the workplace. Communication involves conveying your messages to other people clearly and unambiguously. It is also about receiving information that others are sending to you, with as little distortion as possible. Communication skills, both verbal and non-verbal, such as listening and responding, intercultural communication, presenting and facilitation in group settings, and understanding and responding to messages from babies, toddlers and young children will be evaluated, analysed and applied in this module. This programme aims to equip students with a basic understanding of the process of communication and to help them develop and practice their own communication skills so that they themselves can become successful communicators in a variety of educational settings.

Module Code:EC8903ECTS Credits:5Semester:2

Overview

Almost all activities within any organisation have financial implications, and most staff are likely to acquire some level of financial or budgetary responsibility during their career. For State-funded organisations, it is important to be familiar with the various sources of income available to the organisation, and with the regulations regarding management and control of publicly-funded expenditure.

Module Code:EC8904ECTS Credits:5Semester:2

Overview

Due to the significant number of parents who wish to give their children an education through the medium of Irish, there is a significant number of Irish Language preschools in Irish speaking and in non-Irish speaking areas, as the first stage on the continuum of education through Irish. Many people are interested in working in Irish language preschools. Irish language preschools bestow an advantage on children who go on to attend all Irish primary schools and primary schools in Irish speaking areas. Irish Language Preschools immerse children in Irish and as a consequence of that they enhance their understanding of the language and they give the children a start in speaking Irish. Irish Language Preschools complement the efforts of families who rear their children through Irish. Students should note that a good standard of communicative competence in Irish is necessary to be able to engage effectively with this module and required assignments will need to be completed in Irish.

Module Code:EC8905ECTS Credits:5Semester:1

Overview

People possess many different qualities, all of which are important in the workplace. An awareness of qualities, both in others and oneself is essential for the effective running of an organisation. Effective communication is necessary for effective leadership. Strategies and techniques for effective communication are an important part of management and leadership. Self-awareness and effective communication enhance management and leadership skills. Motivation is an essential part of an effective workforce. Effective management and leadership involves an awareness of motivation theories. Through a model of transformational leadership the motivation level of both the leader and the follower can be enhanced. These skills are important in facilitating and implementing change in an early childhood setting.

Module Code:EC8901ECTS Credits:5Semester:2

Overview

Up to 25% of three-year-olds are overweight or obese in Ireland (Growing up in Ireland, 2013). By the time Irish children reach nine years of age there is a rate of 30% overweight or obese in some socioeconomic groupings (Growing up in Ireland – Overweight and Obesity Among 9-Year-Olds, 2011). The government requires pre-schools to have a written policy on healthy eating requirements that complies with the Childcare Act (2006). The pre-school manager is responsible for all the food eaten within the pre-school setting (Food and Nutrition Guidelines for Pre-School Services, 2004). The module will investigate how nutrition and healthy eating are important aspects of early childhood education. The students will explore their own attitudes and beliefs to what constitutes a healthy diet. They will study key concepts of food and nutrition, appreciate the difference between nutrient intake and the cultural diversity of food. They will briefly learn about safe food handling. Students will be made aware of the relevant legislation and food polices recommended by the statutory agencies.

Module Code:ES8103ECTS Credits:5Semester:1

Overview

This module is being offered to provide students with an opportunity to explore the centrality of the Arts in Education and what education can learn from the arts. The course will investigate the different perspectives regarding arts’ relationship with creativity, culture, science, the aesthetic dimension of learning, critical thinking and rehabilitation in practical and theoretical manner. It will investigate the Visual Arts, Drama, Music, and Dance modes independently. It will also examine the rich potential within different integrated arts paradigms. Students will reflect, document and share their personal engagement with the arts and arts education so that practice, theory and personal experience are explored simultaneously.

Module Code:ES8102ECTS Credits:5Semester:1

Overview

Effective communication skills including written and oral presentations, as well as an ability to work with others, are the main factors contributing to job success in any sector. For those working in an educational setting the ability to communicate effectively is an essential prerequisite for success in the workplace. Communication involves conveying your messages to other people clearly and unambiguously. It is also about receiving information that others are sending to you, with as little distortion as possible. Communication skills, both verbal and non-verbal, such as listening and responding, intercultural communication, presenting and facilitation in group settings will be evaluated, analysed and applied in this module. This course aims to equip students with a basic understanding of the process of communication and to help them develop and practice their own communication skills so that they themselves can become successful communicators in a variety of educational settings.

Module Code:ES8101ECTS Credits:5Semester:1 & 2

Overview

The rationale of this course is to facilitate students understanding of principles and practices associated with adult learning, both inside and outside of the classroom. Students will learn to compare and contrast learning styles in adulthood and childhood from a theoretical (andragogy vs pedagogy) and practical perspective. They will also explore methodologies to create positive, nurturing educational environments for adult learners, with a specific focus on differentiating instruction for specific populations (e. g. young, middle-aged, elderly). Students will also have the opportunity to explore implications for training in the workplace, issues for public policy in relation to life-long learning, and the effects of diversity and globalisation.

Module Code:ES8105ECTS Credits:5Semester:2

Overview

The course will enable students to design and implement technologically mediated learning objects. Theoretical frameworks that apply to mainstream education have been adapted to e-learning, and these new approaches to learning are explored on this module.

Module Code:ES8910ECTS Credits:5Semester:1

Overview

Is í an Ghaeilge ár dteanga náisiúnta agus céad teanga oifigiúil an Stáit. Mar gheall air sin, aon áit ina mbíonn daoine ag déanamh cumarsáide lena chéile, ina saol gairmiúil, go háirithe san earnáil phoiblí (an státseirbhís, comhlachtaí stáit, iarsmalanna, ionaid oidhreachta, cúirteanna, leabharlanna, scoileanna agus institiúidí oideachais, agus araile), agus freisin san earnáil phríobháideach (comhlachtaí, na meáin chumarsáide, eagraíochtaí cultúrtha; mar shampla, Cumann Lúthchleas Gael, Comhaltas Ceoltóirí Éireann; agus oifigí fáilte i gcoitinne), tá sé riachtanach gur féidir le duine feidhmiú agus cumarsáid a dhéanamh trí mheán na Gaeilge. Chuige sin, is gá go córasach cúram a dhéanamh de na scileanna teanga i.e. den chumas éisteachta, den chumas labhartha, den chumas léitheoireachta agus den chumas scríbhneoireachta. Is gá deiseanna a thabhairt don mhac léinn an teanga a úsáid mar fhoghlaimeoir ar an gcúrsa agus i rith an chleachtaidh oibre.

Module Code:ES8904ECTS Credits:5Semester:1

Overview

The quotation from Wittgenstein that “the limits of my language mean the limits of my world” provide the context for this module. Education is a world of activities which call for articulation. If we extend our language, we extend our world. Education texts and courses contain many terms that can be confusing for those who are new to the area. Examples of such terms are child-centred, active learning, ability grouping. Other terms are familiar but shape our understanding of education in ways that are often unquestioned. Some of these terms are bureaucratic or utilitarian and examples are class and professional. What complicates matters is the fact that many terms, such as “pedagogical content knowledge,” are used by different people to convey different ideas. This makes communication about education matters more challenging. Knowing the language of education and how it shapes our thinking about education is important for people who work in any area of education. Graduates who are able to speak and write clearly about education can contribute to society’s understanding of education. This module examines the language that is used in education so that students better understand the language and become more sensitive to how it influences thinking. Students will consider metaphors in education and practise developing and examining their own metaphors to communicate educational ideas vividly and clearly.

Module Code:ES8901ECTS Credits:5Semester:1

Overview

Within the liberal philosophical tradition, education is invariably conceptualised as a process that can provide for personal enlightenment, development, self-actualisation and hence self-fulfilment. However, “even the most fervent advocates of emancipatory education admit that the institutional constraints on its achievement are considerable” (Drudy and Lynch, 1993, p.29). With reference to sociological and philosophical perspectives, this module seeks to examine those constraints, the manner in which they originate and are perpetuated and their implications for the education system, the individual and ultimately for society.

Module Code:ES8907ECTS Credits:5Semester:2

Overview

This module offers a course of wellness education. The health of body, mind and spirit is continuously affected by stress, trauma, violence, diet, environment, daily news, and the challenges of life. The module teaches simple wellness practices, team building and self-development to awaken students to their own body literacy and self-awareness. It focuses on the effects of stress on the body and offers practices to assist students to deal with stress in their own lives. Based on Paulo Freire’s theory of popular education, this module also seeks to encourage students to multiply what they learn in their own community or place of work. These tools can be adapted for use in a variety of workplaces, such as: caring professions, educational settings, with social workers, counsellors and people working in advocacy and justice and peace work.

Module Code:ES8094ECTS Credits:5Semester:2

Overview

To explore the nature of existing Irish education structures with reference to statutory frameworks. To study the Irish legal system and the process of judicial review from a practical perspective.