Module Details
Module Code: |
EDIN C2701 |
Module Title:
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Diversity and Inclusion
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Title:
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Diversity and Inclusion
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Module Level:: |
6 |
Module Coordinator: |
Janette Davies
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Module Author:: |
Dawn Murphy
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Module Description: |
The aim of this module is to enable students to develop knowledge and skills that supports diverse, equitable and inclusive practice in Early Childhood Education in relation to children, their families and practitioners.
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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 |
Examine the concepts of diversity, equality and inclusion |
LO2 |
Critically discuss the place of legislation and policy in promoting diversity, equality and inclusion |
LO3 |
Explore the principles of gender friendly early childhood settings |
LO4 |
Discuss how diversity, equality and inclusive practices could be implemented in early childhood practice |
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 |
Key concepts
Defining diversity, equality and inclusion, the development of the concepts, dimensions of equality, equality versus equity and inclusion versus integration
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Policy and legislation
The Equality Act, The UNCRC, Siolta Standard 1, Aistear – Identity and belonging, AIMS, Diversity, Equality and Inclusion Charter and Guidelines for ECCE
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Gender Friendly
what is gender, unconscious bias, children's books and films, the toy industry, advertising
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Professional practice
The anti-bias curriculum and Tourist Curriculum, creating environments that support diversity, equality and inclusion, recognising challenges to promoting diversity, equality and inclusion in practice, professional codes. The anti-bias curriculum and Tourist Curriculum, creating environments that support diversity, equality and inclusion, recognising challenges
to promoting diversity, equality and inclusion in practice, professional codes; article 2 and article 29 of the UNCRC; UNCPD (Convention on
Persons with Disabilities), Traveller history (article 30); Traveller Culture and History in Education.
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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 |
|
Contact |
Discursive and interactive group learning environment |
12 Weeks per Stage |
2.00 |
24 |
Independent Learning |
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Non Contact |
Time that learners will access reading materials pre and post lectures and undertake research intended to develop familiarity of the module learning outcomes |
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 |
Discursive and interactive group learning environment |
Every Week |
1.50 |
1.5 |
Independent Learning Time |
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Non Contact |
Time that learners will access reading materials pre and post lectures and undertake research intended to develop familiarity of the module learning outcomes |
Every Week |
11.00 |
11 |
Total Weekly Contact Hours |
1.50 |
Module Resources
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Recommended Book Resources |
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Department of Children and Youth Affairs. (2016), Diversity, Equality and Inclusion Charter and Guidelines for Early Childhood Care and Education, Government Publications, Dublin.
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Murray, C and Urban, M. (2012), Diversity and Equality In Early Childhood: An Irish Perspective, Gill and Macmillan, Dublin:.
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Early Years Forum. (2020), Code of Professional Responsibilities and Code of Ethics For Early Years Educators.
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European Commission. (2020), Toolkit for inclusive early childhood education and care: Providing high quality education and care to all young children,.
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Robinson, K. and Jones-Diaz, C.. (2006), Diversity and Difference in early childhood education: issues for theory and practice, Open University Press, Maidenhead.
| Recommended Article/Paper Resources |
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Lynch, K. and Baker, J. (2005), Equality in education: an equality of
condition perspective, Theory and Research in Education, 3 (2), p.13116.
| Other Resources |
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gov.ie. Access and Inclusion Model (AIM) n,
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Early Childhood Ireland. Equality and Diversity,
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Department of Education and Skills. (2017), Síolta, the National Quality Framework
for Early Childhood Education,
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NCCA. (2009), Aistear: The Early Childhood Curriculum
Framework,
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