Module Details
Module Code: |
PRTC C1702 |
Module Title:
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Supervised Professional Practice 1
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Title:
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Supervised Professional Practice 1
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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 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.
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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 |
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.
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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 |
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.
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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
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Ethical and professional responsibilities
• Core values and principles of the profession
• Code of Ethics
• Code of Professional Responsibilities
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Regulatory and quality practice requirements
• Early Years Services Regulations & Quality Regulatory Framework
• Early Years Inspectorate
• Inspection Reports
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Apply cross-modular learning to practice
• A variety of virtual placement scenarios and tasks relating to early childhood practice.
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Fitness and preparedness for practice
• Growth of self-efficacy over the stage
• Recognising strengths & areas for development
• Expectations of professional practice placement
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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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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.
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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 |
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 |
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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
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Recommended Book Resources |
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Paige-Smith, Alice,Craft, Anna. (2011), Developing Reflective Practice In The Early Years, McGraw-Hill Education (UK), p.224, [ISBN: 9780335242351].
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Nóirín Hayes. (2013), Early Years Practice, Gill Education, p.224, [ISBN: 9780717157204].
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Hallett, E.. (2016), Early Years Practice for Educators and Teachers, SAGE Publications, p.216, [ISBN: 1446298718].
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Jennifer A. Moon. (2004), A Handbook of Reflective and Experiential Learning, Taylor & Francis Group, p.200, [ISBN: 9786610549382].
| Supplementary Book Resources |
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Helen Cleak,Jill Wilson. (2012), Making the Most of Field Placement, Cengage Learning, p.196, [ISBN: 9780170222433].
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Heino Schonfeld. Reflective Practice for Early Childhood Professionals, [ISBN: 9781906004330].
| Recommended Article/Paper Resources |
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Urban, M., Robson,S. & Scacchi, V.. (2017), Review of Occupational Role Profiles in
Ireland in Early Childhood Education and
Care,
| Other Resources |
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Department of Justice, Equality and Law
Reform. (2002), Model Framework for Education, Training
and Professional Development in the
Early Childhood Care and Education
Sector,
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Government of Ireland. (2016), S.I. No. 221/2016 - Child Care Act 1991
(Early Years Services) Regulations 2016,
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National Council for Curriculum and
Assessment. (2015), Aistear Síolta Practice Guide/
Curriculum Foundations/ Professional
Practice,
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Professionalisation Sub-Group of the
Early Years Forum. (2020), Code of Ethics and Code of Professional
Responsibilities,
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TUSLA. (2018), Quality and Regulatory Framework,Full
Day Care Service and Part-Time Day Care
Services.,
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