Module Details

Module Code: PRTC H1406
Module Title: Supervised Professional Practice 1
Title: Supervised Professional Practice 1
Module Level:: 6
Credits:: 10
Module Coordinator: Janette Davies
Module Author:: Dawn Murphy
Domains:  
Module Description: The module aims to support learners in establishing their individual and collective professional identity as early childhood educators. It aims to promote learner understanding of the role of the educator, including professional, ethical and regulatory responsibilities. Using cross modular connections, the module prompts learners to apply their conceptual learning to practice. Finally, the module aims to promote learners' self awareness and critiquing skills as the basis for developing reflective practice.
 
Learning Outcomes
On successful completion of this module the learner will be able to:
# Learning Outcome Description
LO1 Identify the role and profile of the early childhood educator.
LO2 Demonstrate how self-reflection is central to the professional development of an early childhood educator.
LO3 Identify the professional and ethical responsibilities underpinning the early childhood profession.
LO4 Demonstrate an awareness of early childhood regulatory and practice requirements.
LO5 Apply cross-modular learning to conjectural early childhood scenarios and tasks.
LO6 Assess their fitness and preparedness for professional practice placement.
Dependencies
Module Recommendations

This is prior learning (or a practical skill) that is recommended before enrolment in this module.
No recommendations listed
Co-requisite Modules
No Co-requisite modules listed
Additional Requisite Information
No Co Requisites listed
 
Indicative Content
Role and profile
• Role: Working with Children • Working with Families and Communities • Working with other Professionals • Role of early years provision in wider local, national and international context • Profile: Dimensions of the professional role [Knowledge, Practices, Values]; Dispositions; Invisible Skills.
Self-reflection
• Motivation to study early childhood education & practice • Self awareness and self scrutiny in relation to practice and our 'image of the child' • Reflecting 'in' and 'on' action in professional practice • Reflective Writing • The learner’s emerging professional identity
Ethical and professional responsibilities
• Children's participation • Core values and principles of the profession • Code of Ethics • Code of Professional Responsibilities
Regulatory and quality practice requirements
• Early Years Services Regulations & Quality Regulatory Framework • Early Years Inspectorate • Inspection Reports
Apply cross-modular learning to practice
• A variety of virtual placement scenarios and tasks relating to early childhood practice.
Fitness and preparedness for practice
• Growth of self-efficacy over the stage • Recognising strengths & areas for development • Expectations of professional practice placement
Module Content & Assessment
Assessment Breakdown%
Continuous Assessment100.00%

Assessments

Full Time

Continuous Assessment
Assessment Type Other % of Total Mark 100
Timing n/a Learning Outcomes 1,2,3,4,5,6
Non-marked No
Assessment Description
Learners are assessed via three components. These components are i) Minimum 80% attendance at SPP1 workshops; ii) A ‘Pass’ in relation to professional practice; iii) A mark of not less than 40% in the SPP1 portfolio.
No Project
No Practical
No End of Module Formal Examination
Reassessment Requirement
Exam Board
It is at the discretion of the Examination Board as to what the qualifying criteria are.
Reassessment Description
Learners who do not achieve some or all of the SPP1 components shall be provided with one repeat opportunity in the next academic year, where IT Carlow is satisfied with the learner's preparedness and fitness to do so.

SETU Carlow Campus reserves the right to alter the nature and timings of assessment

 

Module Workload

Workload: Full Time
Workload Type Workload Category Contact Type Workload Description Frequency Average Weekly Learner Workload Hours
Tutorial Contact Small Group Workshops 12 Weeks per Stage 2.00 24
Practicals Contact Learners must complete 20 hours of professional practice, to be comprised of virtual placement tasks and a field trip to an early childhood setting. 12 Weeks per Stage 1.83 21.959999084472699
Online Learning (Moderated) Contact Learners must independently complete the TUSLA Children First E-Learning Programme as part of their preparation for professional practice placement. 12 Weeks per Stage 0.17 2.03999996185303
Independent Learning Non Contact No Description 12 Weeks per Stage 17.00 204
Total Weekly Contact Hours 4.00
Workload: Part Time
Workload Type Workload Category Contact Type Workload Description Frequency Average Weekly Learner Workload Hours
Tutorial Contact No Description Every Week 3.00 3
Work - based Learning Contact Learners must complete a minimum of 120 hours professional practice placement in Semester 2 12 Weeks per Stage 10.00 120
Independent Learning Non Contact No Description 12 Weeks per Stage 7.83 94
Total Weekly Contact Hours 13.00
 
Module Resources
Recommended Book Resources
  • Cross-modular readings and resources. Journals.
  • Hallett, E.. (2016), Early Years Practice for Educators and Teachers, SAGE Publications, p.216, [ISBN: 1446298718].
  • Nóirín Hayes. (2013), Early Years Practice, Gill Education, p.224, [ISBN: 9780717157204].
  • Paige-Smith, Alice,Craft, Anna. (2011), Developing Reflective Practice In The Early Years, McGraw-Hill Education (UK), p.224, [ISBN: 9780335242351].
Supplementary Book Resources
  • Helen Cleak,Jill Wilson. (2012), Making the Most of Field Placement, Cengage Learning, p.196, [ISBN: 9780170222433].
Recommended Article/Paper Resources
  • Relevant journal articles based on current practice in Ireland and internationally. Journals.
Other Resources
Discussion Note: