B.Sc (ECE) Year 4 Module Listings

Overview

This module builds on the module in the first year (JF) of the programme called Curriculum and Pedagogical Perspectives: Dispositions and Play. Students, now in their fourth year of the programme (SS) and having had the benefit of three years of academic work and practical experience in the field, are ideally placed to interrogate ideas and theories around best practice of playful pedagogy.

It is important that early years’ graduates are equipped to confidently articulate and defend a research-led, play-based approach to learning in the early years and additionally to mediate and support child-led and adult-supported playful learning through an emergent curriculum.

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

 Articulate and defend a research-based approach to working playfully with children in an early years’ context

 Outline an agile and responsive approach to children’s emergent playful learning needs (PLO2)

 Describe the particular play needs of 1-3-year-old children, including children with additional learning needs (PLO 2).

 Use Aistear, the Irish curriculum framework for children aged 0-6, as a planning and practice resource for working in an early years’ setting (PLO2)

 Adapt play activities to facilitate children with additional needs (PLO2, PLO4, PLO5, PLO7, PLO11)

 Apply theoretical ideas to analyse play-based practice

 Analyse their experience of playful learning on previous placement and propose adjustments for improved future placement practice.

Overview

This module is designed to provide a comprehensive elaboration of research methodologies introduced in Year 3, in order to prepare students for the completion of a research dissertation. Quantitative, Qualitative and Mixed Method approaches will be explored. Central to this module will be the application of these research paradigms to the final year mandatory research project, which all students will undertake. Students will be further supported in other key elements also introduced in Year 3 required for the successful preparation of the dissertation including ethics in research, reviewing literature and academic writing. The topic of the dissertation must link to and build on an aspect of the coursework completed so far, i.e. core modules, specialisation module, work placement.

Overview

The literature on work integrated learning (WIL) is clear in identifying the need for programmes of learning to integrate assessment with the needs and viewpoints of the relevant stakeholders i.e. the students, the educational institution and the employers. It can be an excellent method of providing opportunities for extending the learning (theoretical) commenced by students at the educational institution into the learning environment of the workplace. This is particularly relevant to the early childhood education sector (DES, 2016; PLÉ, 2018; Urban et al, 2012).

Consequently, students must demonstrate their understanding of the culture of the early childhood education sector, the norms of early years practice and how their skills and competencies will enable them to be innovators and effective team members. These include both the hard skills or technical competencies and the soft skills such as the application of theory to practice (Dunn et al., 2012).

This module focuses on support students to develop an awareness of their role as leaders of children’s learning through giving consideration and meaning to reflective practice; links between knowledge, practice and one’s own values; considering the systems context and considering the organisational cultures in ECE workplaces in the context of the need for change and quality and competency development (Bruner, 1996; Urban et al, 2012).

Overview

This module on play follows Curriculum and Pedagogical Perspectives: Learning through Play 1 from term 1 in year 4. In the first term students focused on becoming a player themselves and there was an emphasis on play with children from 1-3 years old. The theoretical focus was on the tension between freedom and structure in play. This experience, combined with their first year module on play, prepares students for this final module which moves their focus outwards to supporting parents, looking at technology and play and it also sets students up to use Síolta’s standards to consider the quality of the play environment for children.

Early years’ graduates need to be equipped with the knowledge and skills to enter into dialogue with parents about their children’s learning and to be able to provide guidance as necessary. They also need to be able to articulate research- informed and balanced views on the role of technology in the lives of young children. Finally, graduates should have a clear understanding on what comprises a good quality learning environment for young children.

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

 Articulate and defend a research-based approach to working dialogically and reciprocally with children in an early years’ context

 Anticipate and describe an appropriately agile and responsive approach to children’s emergent playful learning needs

 Critique research on the role of technology in children’s lives and outline how technology might be appropriately used in playful learning.

 Evaluate how Síolta, the Irish quality framework for children aged 0-6, could be used as a resource for working in quality early years’ environments

Overview

This module builds upon and extends the learning in the organisation and learning module in semester 1. The focus of this module therefore is the application of the theoretical frameworks, in terms of the overall learning of the modules completed in the previous part of the course, and skills and competencies that are vital for effective and efficient working in the environment of an early educational setting. The module will focus on the personal skills necessary for creativity and innovation.

A portion of the course will be devoted to focusing on key aspects of practice in an early childhood setting such as effective communication with all stakeholders and partners, implementation of effective and democratic professional practice in team contexts, developing the ability to engage in innovative, evidence informed decision making, having an understanding of pedagogical leadership

Reflective practice will be central to this module and the students will be supported by the provision of reflective sessions throughout the module and the use of an e-portfolio. These sessions will allow the student the opportunity to deconstruct their experience in the field in a forum that is collegial and sensitive to the needs of the field placement period.

Overview

This module equips a student to apply and progress their professional knowledge, competencies and skills in an early educational setting and is a continuation of the work completed by students in the Organisation Learning and Skills in Early Childhood module.

The seminal study "Competence Requirements in Early Childhood Education and Care" (CoRe, Urban et al., 2011) suggests ‘…becoming ‘competent’ is a continuous process that comprises the capability and ability to build on a body of professional knowledge, practice and develop and show professional values. Although it is important to have a ‘body of knowledge’ and ‘practice’, practitioners and teams also need reflective competences as they work in highly complex, unpredictable and diverse contexts (p.21). Vanderbroeck et al., (2011) maintain that the continuing development and application of core competencies and skills combined with the knowledge and understanding to integrate education and care are fundamental to quality early years’ provision. The benefits of practicum experience according to Bonnett (2015, p.197) gives students an opportunity ‘to engage in a theory-to-practice model as they work directly with children, families, agency mentors and community partners’.

Grounded within this understanding, students will undertake their placements within settings which will introduce them to the applied, concrete competencies necessary, while at the same time, affording them an opportunity to network and interface with established professionals in the field of early childhood education. It is intended that students will be encouraged to apply the theoretical concepts and skills acquired during lectures and workshops over the course of their placement. At all times, students will be supported in playing an active and productive part on the team in their placement setting.

Students will be encouraged to become “reflective practitioners” during the placement.

Reflective Practice is recognised as core to improving practice and to ensure better outcomes for the children in services. Schonfeld (2015, p.7) relays that it is ‘…a process by which you stop and think about your practice, consciously analyse your decision making and draw on theory and relate it to what you do in practice.” This module not only encourages a reflective practice approach but one embedded in critical analysis and evaluation.