B.Sc (ECE) Year 2 Module Listings

Overview

This module prepares those working with children in the early years to create formal and informal opportunities to awaken children’s mathematical sensibility and curiosity throughout the early years. Above all, it helps the early childhood educator to promote children's enjoyment and confidence in thinking, talking and playing mathematically. The following topics will be included: algebra and early mathematical activities, data, number, measures and shape and space. Connections with the Aistear framework will develop students understanding of the important role of language and play in the mathematical development of young children. Students will examine differentiation with regard to modifying approaches, methods, materials, resources and learning tasks according to individuals’ cognitive development, needs and interests.

Overview

Building on students’ engagement with developmental psychology in first year, this module broadens their theory-base to incorporate the insights of both psychology and sociology. Students are introduced to specific theories of each discipline and to their interrelationships, so that they might develop appropriate perspectives that enable them to better understand the dynamics and issues of early childhood in its social and cultural context. This module has a particular focus on developing students’ theoretical knowledge of how young children learn.

Overview

This module will look at a number of different curriculum models and at the contexts in which they are embedded. The purpose is to familiarise students with national and international models of curriculum. Having studied different curriculum models, students should be enabled to make informed decisions about curriculum in the Irish context. They should also be able to critique a curriculum, such as Aistear, and identify its theoretical underpinnings from accessing their knowledge of curriculum theories and other curricula. Approaches to assessment in the early years will be examined here to ensure that students will be able to identify appropriate assessment practice for working with children from birth to 6 years.

Students will develop an understanding and be able to articulate the difference between curriculum and curriculum frameworks and the attendant implications of that difference for their practice. This module allows students to become familiar with and be able to critique curricula offered in Ireland and in international contexts and appreciate the connection between curriculum, curriculum frameworks and curriculum theories with their practice in early childhood education settings.

Overview

National policies in early childhood education and care have seen the introduction of funding and regulation aimed at expanding access, ensuring quality, and improving programme cohesion. These initiatives continue to shape the growth of private and public service provision in an increasingly multicultural Ireland. Access initiatives highlight critical factors in early childhood education such as training and other “active ingredients” that contribute to improved outcomes for children.  Evidence based practices to support quality assurance in early childhood education and care services have been operationalised by a number of regional stakeholders. National research has also supported the emergence of an increasing range of family support services for children from 0 to 3 years. Policies to unify the work of early childhood education and care professionals from a range of backgrounds are designed to facilitate efficiencies, foster quality for all children in Ireland from 0 to 6 years of age, and prevent potential difficulties associated with transition in early childhood. Students will be facilitated in integrating their learning in this module with that in the Understanding Childhood in Context module.

Overview

This course is based on a broad philosophy of well-being that encompasses physical, social, mental, and spiritual health. How well-being is conceptualised and the factors that impact upon child health and well-being are considered. This module is concerned with developing students’ knowledge and understanding, skills, values and attitudes that are central to supporting children’s health and well-being in the early years setting

On successful completion of this module, students should be able to:

• State the rationale for, and the nature and value of emphasising a child’s well-being and health in the early years
• Review conceptual and theoretical understandings of child well-being and health
• Summarise the domains of development from 0 – 6 years to include physical and motor development, both typical and atypical
• Summarise theoretical perspectives and research based on early childhood health and well-being
• Plan, assess, implement and evaluate procedures and experiences related to health and well-being for children from birth to 6 years with a diverse range of needs and abilities
• Identify and use participative (active learning) methodologies and procedures which are central to the organisation and management of health and well-being within the early childhood setting
• Use appropriate health and safety strategies in health and well-being, underpinned by research, policy and guidelines
• Articulate how Aistear, the Irish curriculum framework for children aged 0-6, and Síolta (the National Quality Framework for Early Childhood Education) can be used as a planning and practice resource for working in an early years’ setting

Overview

This module is underpinned by the UN Declaration on the Rights of the Child (articles 28 and 29) which states that all children are entitled to equality of both access and opportunities to enjoy and to learn within a stimulating and safe care environment. The right to education is of vital importance in that it is fundamental to the full access to other rights and to the ability to participate fully in in the civil life of a society.

Ireland is a deeply unequal society. CSO figures show that more than one in 5 children is at serious risk of poverty (200,000) and one in ten living in consistent poverty. This module promotes in students an understanding of the importance of early years “provision that encourages participation, strengthens social inclusion and embraces diversity” (European Commission, 2014, p. 9).

Overview

This rationale for this Field Placement module is to enable students to prepare for, engage with and reflect on their second Early Childhood Education placement. It hopes to build on student’s field placement experiences from 1st year and to enable them to develop more refined skills of purposeful observation and evaluation. The content for this module hopes to make observation practical, useful and meaningful so that students will be enabled to employ a range of observation methods to inform their planning and practice in early years settings. This module also hopes to equip students with the knowledge and understanding of a range of curriculum models that they will be able to draw upon for the planning of purposeful, adult-led activities.

Overview

The early years are a time of particular importance in children’s development, learning and growth. Children with special educational needs (SEN), as for all children, benefit from quality inclusive learning environments that offer opportunities for development. Early years practitioners and educators occupy a central role in supporting children with SEN during this important period. Understanding of SEN is paramount and informs knowledge of how early years settings plan and support play, learning and development situated in an inclusive approach. This module offers theoretical and practical knowledge and encourages students to develop perspectives, knowledge and skills to inform an inclusive and holistic approach to practice. On completion of this module, students should have a good understanding of how additional needs may affect learning and development and how best to support them. Adapting strategies, materials and activities so all children have access to the same learning opportunities will be examined. Students will consider implications for practice to include planning and providing for the individual needs of children with SEN.

Overview

Early engagement with artistic and cultural experiences is a right for all children. This includes socio-dramatic play, drama, storytelling, theatre, musical composing, listening and responding to music and performing informs the content of this module. It builds on the Junior Freshman module, ‘Awakening the Senses: Creativity and the Visual Arts. It will focus on integrated arts and pay special attention to Music (listening, responding, composing and performing), Dance, Drama, Storytelling and Theatre. This module examines that balance of child-structured and practitioner-structured play and drama which allows for playfulness, spontaneity, collaboration and creative problem-posing and exploration. It presents stories and theatre as ways of ‘inviting engagement’ (Bell, 2009) and bringing us into a special and personal connection with their content.

Students will choose one module from the following options*:

• Nutrition and Healthy Eating
• Financial Management in Education
• Early Childhood Education through the Medium of Irish
• Leadership: Theory and Practice
• Creative Technologies in an Early Education Setting
• Effective Communication and Partnerships
• Holistic Education for Early Childhood Settings
• A Rights Based Approach to Early Childhood
• Relational Reflexivity in Early Childhood Education

Please see here for further information on each of these optional electives.

*Please note that all options may not be available each year