Module Details
Module Code: |
PRAC C4704 |
Module Title:
|
Alternatives in Professional Practice
|
Title:
|
Alternatives in Professional Practice
|
Module Level:: |
8 |
Module Coordinator: |
Janette Davies
|
Module Author:: |
Dawn Murphy
|
Module Description: |
This module aims to provide learners with an opportunity to broaden their personal and professional development by undertaking situated learning in an alternative or non-practice setting in the wider community.
|
Learning Outcomes |
On successful completion of this module the learner will be able to: |
# |
Learning Outcome Description |
LO1 |
Summarise the profile of their alternative practice placement |
LO2 |
Discuss the contributions of their alternative practice setting to children, families, communities, co-professionals or wider society |
LO3 |
Evaluate the relationship of their alternative practice setting to national policy |
LO4 |
Critically reflect on their experiences in the alternative practice setting and how it has impacted their personal and professional development |
Dependencies |
Module Recommendations
This is prior learning (or a practical skill) that is recommended before enrolment in this module.
|
No recommendations listed |
Co-requisite Modules
|
No Co-requisite modules listed |
Additional Requisite Information
|
No Co Requisites listed
|
Indicative Content |
Profile and contributions of the alternative practice setting
Ethos, aims and functions • Activities, projects, interventions, research outputs • Impact on individuals or groups • Impact on policy •
Impact in the wider local, national and international context
|
Individual and group critical reflection on the experience
Critically reflect on the impact of the experience, as an individual, and through group sharing of experiences. Areas for reflection include, but
are not limited to: • Síolta Standard 16-Community Involvement • Rationale for choice of placement • How the experience has informed your
practice as an early childhood educator • Research skills • Critical thinking skills • Interpersonal skills and collaboration • Capacity to share
and exchange information • Exercising self determination and agency • Engagement in joint learning • Involvement in networking •
Understanding of inter-agency cooperation • Understanding of policy and governance • Advocacy in relation to children, family, communities or co-professionals • Advocacy of children's rights • Motivation for continuous professional development post-graduation
|
Module Content & Assessment
|
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.
|
Reassessment Description Learners who do not achieve some or all of the module components shall be provided with one repeat opportunity in the next academic year, where IT Carlow is satisfied with the learner’s fitness and preparedness to do so.
|
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 |
Pre and post placement workshops |
12 Weeks per Stage |
0.67 |
8 |
Work - based Learning |
|
Contact |
Block 100 hours placement in Semester 8 |
12 Weeks per Stage |
8.33 |
100 |
Independent Learning |
|
Non Contact |
No Description |
15 Weeks per Stage |
9.47 |
142 |
Total Weekly Contact Hours |
9.00 |
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 |
Work based learners are encouraged to engage in alternative or non-practice placements where possible.
Work based learners who cannot feasibly commit to 100 hours in an alternative or non-practice context are required to participate in 3 peer learning visits to ECEC settings in lieu of the alternative practice placement. |
12 Weeks per Stage |
22.08 |
265 |
Total Weekly Contact Hours |
25.08 |
Module Resources
|
This module does not have any book resources |
---|
This module does not have any article/paper resources |
---|
Other Resources |
---|
-
Department of Education and Skills. (2017), Síolta Standard 16- Community
Involvement,
-
Government of Ireland. First Five- A Whole-of-Government
Strategy for Babies, Young Children and
their Families 2019-2028,
-
Department of Children and Youth Affairs. (2016), Diversity, Equality and Inclusion
Charter and Guidelines for Early
Childhood Education and Care,
-
Access and Inclusion Model. Resources,
-
Activelink. Non-profit organisation community
exchange,
-
Barnardos. Publications and resources,
-
Barretstown. Work Placement Opportunities,
-
Centre for Effective Services. Area Based Childhood Programme National
Evaluation,
-
Children's Books Ireland,
-
Children's Rights Alliance. Publications and resources,
-
Social Justice Ireland. Policy issues concerning children,
-
Government of Ireland. City and County Childcare Committees,
-
National Disability Authority. (2015), Children’s Disability Services in
Ireland.
-
The Arts Council. Early childhood arts,
-
TUSLA. Family & Community Support
Prevention, Partnership and Family
Support,
-
TUSLA. Links to a wide range of organisations,
both Irish and International, Statutory
and Voluntary, who provide information
and services in the area of Child Care,
|
Discussion Note: |
Students may undertake their alternative practice in any of the following contexts, either working directly with children, families and early childhood professionals, or on their behalf:
• Advocacy • Arts • Children’s Rights • Childhood Illness • Children in Direct Provision • County Childcare Committees • Disability • Early Intervention • Early Childhood Sector Support • Educational Needs • Family- Parenting • Literacy, Numeracy, Science and Technology in Childhood • Minority Groups • Policy Development • Quality Development • Regulatory bodies • Research • Social Entrepreneurship • Social Inclusion |
|