Module Details
Module Code: |
LEAD C4702 |
Module Title:
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Leadership in Early Childhood Education
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Title:
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Leadership in Early Childhood Education
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Module Level:: |
8 |
Module Coordinator: |
Janette Davies
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Module Author:: |
John Balfe
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Module Description: |
This aim of this module is to engage the learner with the knowledge, concepts and practice opportunities with regard to Pedagogical Leadership in Early Childhood Settings. Communication, intrapersonal and interpersonal skills are explored with regard to working with families, communities and other professionals and agencies. The positioning of the practice of leadership in Early Childhood education in the context of current policy developments is also explored.
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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 |
Explore the roles and responsibility necessary for quality pedagogical leadership. |
LO2 |
Demonstrate an understanding of the application of Siolta and Aistear in an Early Childhood Setting and reflect on its effectiveness. |
LO3 |
Reflect on the role of the leader in supporting the learning of the children, parents and families and communities living in challenging social and economic circumstances. |
LO4 |
Analyse the role of the pedagogical leader when interacting with other professionals and support agencies. |
LO5 |
Critique current practice in early childhood education and care to include emerging critical discourses. |
LO6 |
Analyse the interrelationship of issues presented in other modules in relation to Ethical Practice, Emerging Issues in Early Childhood practice, Supervision and Mentorship and Regulation and Inspection. |
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 |
Roles and responsibilities of quality pedagogical leadership.
• Leadership; principles & practice
• Leadership; roles and responsibilities
• Building a team
• Listening for the voice of the child in practice
• Communication within teams
• Dealing with uncertainty and unpredictability
• Deconstructing and co-constructing approaches to practice
• Leading for continuous quality improvement
• Leading for team wellbeing
• Leading, supporting and empowering the Key Worker
• Leadership and reflective practice
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Leading the application of Siolta and Aistear
• Leading the educational implementation of Aistear, Siolta in the context of First 5.
• Leading curriculum development
• Co-constructing democratic practices through agreed practice and documentation
• Building a strategic approach to the use of supporting learning techniques
• Leadership and the development and implementation of policies, procedures and practices
• Leading children and families through transitions
• Leading for reflective practice
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Educational leadership and supporting families
• Educational leadership and support of families experiencing poverty, homelessness, drug use, the prison service and those asylum seeking and refugees
• Listening to and coming to an understanding of the culture and challenges of families in challenging situations in the content of supporting learning and advocating for them.
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Interacting with other professionals and support agencies.
•. Forming and supporting communities of practice
• Developing co-professional dialogue
• Leading the team in a multi-agency context
o the role of communication, report writing and shared responsibility
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Current practice and emerging critical discourses.
• New directions in leadership and early childhood services
• Distributed leadership
• ‘Room’ leadership
• Considering differing types of early childhood provision:
• Private
• Community
• Attached to schools
• Hospital
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Capstone
• Analyse the interrelationship of issues presented in other modules in relation to Leadership and Ethical Practice.
• Emerging Issues in Early Childhood practice.
• Supervision and Mentorship and Regulation and Inspection.
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Module Content & Assessment
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Assessment Breakdown | % |
Continuous Assessment | 50.00% |
End of Module Formal Examination | 50.00% |
AssessmentsFull Time
End of Module Formal Examination |
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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 |
No Description |
12 Weeks per Stage |
4.00 |
48 |
Independent Learning Time |
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Non Contact |
No Description |
15 Weeks per Stage |
13.47 |
202 |
Total Weekly Contact Hours |
4.00 |
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 |
3.00 |
36 |
Independent Learning Time |
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Non Contact |
No Description |
15 Weeks per Stage |
14.27 |
214 |
Total Weekly Contact Hours |
3.00 |
Module Resources
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Recommended Book Resources |
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Campbell-Barr, V. and Leeson, C.. (2016). Quality and leadership in the early years: research, theory and practice. Sage., p.168, [ISBN: 1473906482].
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Long, S., Souto-Manning, M. and Vasquez, V. eds.. (2016). Courageous leadership in early childhood education: Taking a stand for social justice. Teachers College Press., p.224, [ISBN: 0807757411].
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Miller, L. and Cable, C. eds.. (2010). Professionalization, leadership and management in the early years. Sage., [ISBN: 184920554X].
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Moloney, M. and McCarthy, E.. (2018). Intentional leadership for effective inclusion in early childhood education and care: Exploring core themes and strategies. Routledge., 1st. p.186, [ISBN: 1138092886].
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Moloney, M. and Pettersen, J.. (2018). Early childhood education management: insights into business practice and leadership. Taylor & Francis., [ISBN: 1138494100].
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Spillane, J.P.. (2012). Distributed leadership (Vol. 4). John Wiley & Sons..
| Recommended Article/Paper Resources |
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Relevant and recent journal research
articles in the area accessed through
the Institute’s Library Service..
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Conference proceedings from recent
relevant local, national and
international conferences.
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Miller, L. and Cable, C.. (2010). The changing face of
professionalism in the early years.
Professionalization, leadership and
management in the early years, pp.15-23.,
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Smith, L.. (2017). Distributed leadership in early
years and childcare,
| Other Resources |
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Government of Ireland.. (2019). First 5: A Whole-of-Government
Strategy for Babies, Young Children and
their Families 2019-2028,
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