Module Details

Module Code: PRAC
Module Title: Emerging Issues in Early Childhood Education Theory and Practice
Title: Emerging Issues in Early Childhood Education Theory and Practice
Module Level:: 8
Credits:: 5
Module Coordinator: Eileen Doyle
Module Author:: Mary Beare Aust
Domains:  
Module Description: As this module is presented in the final year of the programme, its aim is to ensure that the learners are fully conversant with the most up-to-date range of topics as applied to early childhood research, policy, theory, and practice nationally and internationally.
 
Learning Outcomes
On successful completion of this module the learner will be able to:
# Learning Outcome Description
LO1 Identify and analyse current policy and research developments in Ireland
LO2 Trace the relationship between the emergence of professionalism and quality.
LO3 Identify and analyse current policy and research developments internationally
LO4 Demonstrate an understanding of the role of advocacy and collaborations in supporting children’s learning and development to the wider community and society in general.
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
Developments in Ireland
Consideration of the role of key government and other agencies in the development of early childhood policy and practice: e.g. Dept of Children, Equality, Disability, Inclusion and Youth; Dept of Education and Skills; TUSLA Child and Family Agency. Early Childhood Ireland; Better Start; Children’s Rights Alliance; Pobal. Hub na nOg.
Identification of key research projects and agencies
• Consideration of the role of key government and other agencies in the funding, development and dissemination of research: e.g. Growing up in Ireland, Educational Research Centre. Katherine Howard Foundation, Child Development Initiative. The Joseph Rowntree Foundation.
Professionalism and quality
• The evolving role of the professional in early childhood • Recent innovations with regard to ethical practice, workforce development, quality standards. Development of new strategy documents. Analysis of implementation of identified strategies: e.g. Literacy and Numeracy Strategy, Workforce Development Plan
Developments internationally
• Consideration of the role of key international and other agencies in the development of early childhood policy and practice: The European Commission, UNICEF, Eurofound, OECD, Exploration of Sustainable Development Goals, Climate Education. Environmental Education
Advocacy and collaboration
• Characteristics of advocacy • Volunteering for collaboration e.g. County Childcare Committees • Networking: The Wheel; Board Match. Professional associations and organisations
Module Content & Assessment
Assessment Breakdown%
Project100.00%

Assessments

Full Time

No Continuous Assessment
Project
Assessment Type Project % of Total Mark 100
Timing n/a Learning Outcomes 1,2,3,4
Non-marked No
Assessment Description
Learners will be invited to identify a strategic policy and development and trace its trajectory from international conception to local implementation.
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.

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
Lecture Contact No Description 12 Weeks per Stage 2.00 24
Independent Learning Time Non Contact No Description 15 Weeks per Stage 6.73 101
Total Weekly Contact Hours 2.00
Workload: Part Time
Workload Type Workload Category Contact Type Workload Description Frequency Average Weekly Learner Workload Hours
Lecture Contact No Description 12 Weeks per Stage 1.50 18
Independent Learning Time Non Contact No Description 15 Weeks per Stage 7.13 107
Total Weekly Contact Hours 1.50
 
Module Resources
Recommended Book Resources
  • Coates, Elizabeth et al. (2019), Progress, Change and Development in Early Childhood Education and Care: International Perspectives, 1st. Routledge, London, [ISBN: 1138391670].
  • Colette Gray (Ed.) et al. (2019), Participatory Methodologies to Elevate Children's Voice and Agency, Information Age Publishing, USA, [ISBN: 1641135468].
Recommended Article/Paper Resources
  • Relevant and recent journal research articles in the area accessed through the Institute’s Library Service..
  • Conference proceedings from recent relevant local, national and international conferences.
Other Resources
Discussion Note: