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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 asterisk (*). 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: 8th September 2023

Deadline for registration in Semester 2: 8th December 2023

International Policy and Best Practice in Early Childhood Education

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.

Developing Movement Skills through Activity and Play

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.

Awakening the Senses: Creativity and the Visual Arts

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.

A Nurturing Pedagogy: Care Skills in the Early Years

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).

Literacies in Early Years: Language Acquisition

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. ).

Special Education Needs in Early Childhood Education

Module Code:EC8211ECTS Credits:5Semester:1

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.

Effective Communication and Partnership*

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.

Financial Management in Education*

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.

Early Childhood Education through the Medium of Irish*

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.

Leadership: Theory and Practice*

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.

Nutrition and Healthy Eating*

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.

Education and the Arts 1 (Nurturing Creativity)

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.

Communication for Education (with a focus on adult education)

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.

Adult Education (excluding Educational Placement)

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.

Technologies for Teaching and Learning

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.

Educational Leadership

Module Code:EC8108ECTS Credits:5Semester:2

Overview

The past few decades have demonstrated the need for effective leadership within the context of a rapidly changing Irish education landscape. Many different models of leadership exist and are applied in various education contexts. This module will draw upon theory and contemporary scholarship in sociology, political science, economics and education to provide different perspectives on leadership in education. This foundation module will provide an introduction to the nature of education leadership principles, models and theories, including; distributed, instructional, participative, democratic, transformational, moral, strategic leadership.

Special Educational Needs 1

Module Code:ES8109ECTS Credits:5Semester:2

Overview

This module aims to enable students to familiarize themselves and gain an understanding of Special Educational Needs from an educational perspective. It aims to inform on national and international legislation, policy, practice, and terminology in the area. It provides insights to, and cultivates understanding of, emotional and behavioural conditions and related learning needs. Additionally, methods of assessment, and practical strategies for educational and social inclusion are explored. At the end of this course, students will have a greater understanding and consideration for the education and needs of those affected by emotional and behavioural conditions, along with a greater understanding of the role they might play in supporting and including such learners.

Transitioning to Higher Education

Module Code:ES8THEECTS Credits:5Semester:1

Overview

In 2011, the Irish government published the ‘National Strategy for Higher Education to 2030’ which made two recommendations related to the area of transition to third-level education. The first of these stated that:

  • Higher education institutions should prepare first-year students better for their learning experience, so they can engage with it more successfully (p.18).

The second (recommendation number 6), recommends that:

  • Both undergraduate and taught postgraduate programmes should develop the generic skills needed for effective engagement in society and in the workplace (p.18).

Although these recommendations are incorporated across undergraduate modules, a need was identified to have an accompanying module that explicitly addressed these goals in students’ first semester in college. This module examines how to guide students towards the effective management of their own learning and development. It introduces students to the academic and broader skills required for success in their new academic journey and beyond.

It also examines the language that is used in education so that students better understand the language and become more sensitive to how it influences thinking. Education texts and
programmes 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. Knowing the language of education and how it shapes our thinking about education is important for people who work in any area of education.