Module Details
Module Code: |
CHLD C3R07 |
Module Title:
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Regulation and Inspection in Early Childhood Education Wexford
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Title:
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Regulation and Inspection in Early Childhood Education
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Module Level:: |
7 |
Module Coordinator: |
Janette Davies
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Module Author:: |
Lillian Byrne
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Module Description: |
The aim of this module is to enable students develop knowledge, practices, and values associated with the regulation and inspection of early childhood services in Ireland.
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Learning Outcomes |
On successful completion of this module the learner will be able to: |
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Learning Outcome Description |
LO1 |
Know the Irish Early Childhood regulation legislation and the Child and Family and Department of Education and Skills inspection frameworks |
LO2 |
Critically consider the Irish Early Childhood inspection process |
Dependencies |
Module Recommendations
This is prior learning (or a practical skill) that is recommended before enrolment in this module.
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No recommendations listed |
Co-requisite Modules
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No Co-requisite modules listed |
Additional Requisite Information
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No Co Requisites listed
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Indicative Content |
Quality practice
Quality practice and the quality continuum, Quality practice as a Children's Right - Article 18, General comment 7 of the UN Committee on the Rights of the Child, article 29 and minimum standards
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Fundamentals of and strategies for regulation
Regulation and its purpose
Regulation strategies – Meta-regulation and Regulatory Systems.
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Inspection legislation and policy
Childcare Act 1991 (Early Years Services) Regulations 2016; Overview of TUSLA inspection; Overview of the DES Early Years Education Inspection
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Inspection in practice
Reviewing the inspection process and analysing inspection reports for quality insights
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Module Content & Assessment
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Assessment Breakdown | % |
Continuous Assessment | 100.00% |
AssessmentsFull Time
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.
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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 |
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Contact |
Discursive and interactive group learning environment |
Every Week |
2.00 |
2 |
Independent Learning |
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Non Contact |
Time in which learners will access pre-lecture or post-lecture materials or undertake directed or self-directed research aimed at consolidating module learning outcomes |
Every Week |
7.50 |
7.5 |
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 |
Discursive and interactive group learning environment |
Every Week |
1.50 |
1.5 |
Independent Learning Time |
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Non Contact |
Time in which learners will access pre-lecture or post-lecture materials or undertake directed or self-directed research aimed at consolidating module learning outcomes |
Every Week |
5.00 |
5 |
Total Weekly Contact Hours |
1.50 |
Module Resources
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Recommended Book Resources |
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Bevir, M. (2008), Key Concepts in Governance, Sage, London, [ISBN: 978-141293570].
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Robert Baldwin,Martin Cave,Martin Lodge. (2012), Understanding Regulation, 2. Oxford University Press on Demand, Oxford, p.548, [ISBN: 9780199576081].
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Drahos, P. ed. (2017), Regulatory Theory: Foundations and applications, 2 and 4, ANU Press, USA [https://www.jstor.org/stable/j.ctt1q1crtm].
| Recommended Article/Paper Resources |
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O’Keane, M. and Kernan, M.. (2007), Pre-school regulation in Ireland:
learning from the past to improve young
children's everyday lives in early
childhood care and education services, Irish Education Studies, 25(2), p.171-1,
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Moloney, M. (2016), Childcare regulations: Regulatory
enforcement in Ireland. What happens
when the inspector calls?, Journal of Early Childhood Research, 14(1), p.84-97,
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Moss, P.. (2016), Why can’t we get beyond quality?, Contemporary Issues in Early Childhood, 17(1), p.8 -15,
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Murphy, R.. (2015), Early Childhood Education in Ireland:
Change and Challenge., International Electronic Journal of
Elementary Education, 8(2) pages 287-300.,
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Rouine, H., McDonnell, F. and Hanafin,
S.. (2020), Making a Difference: The Impact of
Statutory Inspection on the Quality of
Early Years Services, Child Care in Practice,
| Other Resources |
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TUSLA. Childcare Act 1991 (Early Years
Services) Regulations 2016, Dublin, Child and Family Agency,
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TUSLA. Early Years (Pre School) Inspectorate,
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TUSLA. Early Years Inspectorate Quality and
Regulatory Framework, Dublin, Child and Family Agency,
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TUSLA. Early Years Inspectorate Enforcement
Policy, Dublin, Child and Family Agency,
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Department of Education and Skills. Early-years Education Inspection, Dublin, Government of Ireland,
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