Module Details
Module Code: |
CHLD C3R06 |
Module Title:
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Advanced Pedagogical Practices
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Title:
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Advanced Pedagogical Practices
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Module Level:: |
7 |
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 introduce a wide range of pedagogical practices and strategies to the learners in support of children’s learning and assessment. They will also be given the opportunity to explore strategies and practices concerning Philosophising with Children. Outdoor play will also be examined.
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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 |
Demonstrate an understanding of a range of pedagogical practices |
LO2 |
Demonstrate an ability to understand and conduct Philosophy sessions with and for children. |
LO3 |
Analyse the contribution and importance of Outdoor Learning in Early Childhood Education |
LO4 |
Understand and apply the elements of planning and assessment for and of children’s learning as suggested by the Aistear Siolta Practice Guide. |
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 |
A range of pedagogical practices
• Aistear Siolta Practice Guide – Curriculum Foundations
• Slow pedagogy and early childhood education
• How to select a responsive supporting learning technique e.g.
o Demonstrating
o Describing
o Listening
o Modelling
o Recalling
o Encouraging, praising, and helping
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‘Doing’ Philosophy with children.
• Identify and analyse the importance of philosophising for children and its relationship to Aistear ‘Exploring and Thinking’
• Demonstrate the ability to plan for and encourage children to philosophise
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Outdoor Learning in Early Childhood Education
Principles and History of Outdoor Learning • Outdoor learning in practice across the age ranges Babies to Middle Childhood. • Sustainable and environmental education in the outdoors – with link to Article 29 1 (e) UNCRC
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Planning and assessment for and of children’s learning
• Using Learning Stories
• Ways of Knowing, Ways of Listening, More than observing.
• The Emergent Curriculum
• The Curiosity Curriculum
• Aistear Siolta Practice Guide – Planning and Assessing and all support material.
• Supporting Transitions within and between settings, services and school.
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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 |
No Description |
12 Weeks per Stage |
2.00 |
24 |
Independent Learning Time |
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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 |
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Non Contact |
No Description |
15 Weeks per Stage |
7.13 |
107 |
Total Weekly Contact Hours |
1.50 |
Module Resources
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Recommended Book Resources |
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Ursula Kilkelly et al. (2016), Children and the Outdoors. Contact with the outdoors and natural heritage among Children aged 5 to 12: Current trends, benefits, barriers and research requirements, The Heritage Council, Kilkenny.
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Jan White. (2019), Playing and Learning Outdoors, 3rd. Routledge, Abingdon, Oxon, [ISBN: 113859976X].
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Gaut and Gaut. (2011), Philosophy for Young Children: A Practical Guide, Routledge, Abingdon, Oxon, [ISBN: 0415619742].
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Mary Roche. (2015), Developing Children's Critical Thinking Through Picture Books, Routledge, Abingdon, Oxon, [ISBN: 978041572772].
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Mac Naughton, Glenda,Williams, Gillian. (2008), Teaching Young Children: Choices In Theory And Practice, 2nd. McGraw-Hill Education (UK), p.448, [ISBN: 0335235921].
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Margaret Carr and Wendy Lee. (2019), Learning Stories in Practice, Sage, London, [ISBN: 1526423758].
| This module does not have any article/paper resources |
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Other Resources |
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Froebel Trust. Slow knowledge and the unhurried child:
time for slow pedagogies in early
childhood,
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National Council for Curriculum and
Assessment. Aistear Siolta Practice Guide: Planning
and Assessing, Dublin, NCCA,
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