Module Details
Module Code: |
PRTC H2410 |
Module Title:
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Supervised Professional Practice 2
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Title:
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Supervised Professional Practice 2
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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 aims of this module are to facilitate and support learners in their professional practice placement in an early childhood context. Learners will be encouraged to apply their accumulated programme learning to their professional practice placement experiences, and to examine how their professional practice placement experiences can inform their understanding of various theoretical perspectives. The module aims for learners continue to self-reflect and to develop personally and professionally with increasing confidence in evaluating their own and others’ 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 |
Demonstrate capacity to communicate effectively and build positive relationships with children in the placement setting. |
LO2 |
Demonstrate capacity to communicate effectively and work collaboratively with adults in the placement setting. |
LO3 |
Support children's learning and development using pedagogical and participatory practices. |
LO4 |
Implement appropriate practices in relation to children's health, wellbeing and care needs, in accordance with regulatory requirements. |
LO5 |
Provide verbal and written accounts of professional practice of children's learning and development, underpinned by theoretical perspectives. |
LO6 |
Take a self-reflective approach to their own professional practice and be able to highlight strengths as well as areas in need of further learning and development. |
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 |
Workshop participation and discussion
Workshops to provide a space for discussion and peer-learning before and after supervised professional practice placement.
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Communication and relationships with children and adults.
• Attunement and responsiveness • Non-verbal communication • Alternative communication approaches • Recognising and supporting children's expression through the '100 Languages'
and
• Co- professional relationships • Professional verbal and written communication with adults.
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Pedagogical & participatory practices.
• Developing practices that are informed by theory, research and professional frameworks- Aistear, Síolta and the National Framework for Children & Young People's Participation.
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Health, wellbeing and care needs.
• Policies and practices in relation to Quality Regulatory Framework- Health, Welfare and Development of the Child & Safety.
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Professional practice & reflection.
• Using reflective models in relation to professional practice experiences • Growth of self-efficacy and professional identity over the stage • Recognising strengths & areas for development
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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 SPP2 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.
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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 |
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Contact |
Small group workshops |
12 Weeks per Stage |
0.67 |
8 |
Work - based Learning |
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Contact |
Block 400 hour supervised professional practice placement in Semester 3 |
12 Weeks per Stage |
33.33 |
400 |
Total Weekly Contact Hours |
34.00 |
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 |
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Contact |
Work based learners must complete a minimum of 265 hours of supervised professional practice. |
12 Weeks per Stage |
22.08 |
265 |
Total Weekly Contact Hours |
25.08 |
Module Resources
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Recommended Book Resources |
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Lorna Arnott,Kate Wall. (2021), Research Through Play, Sage Publications Limited, p.304, [ISBN: 1526493543].
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Bruce, Meggitt and Grenier. (2016), Childcare and Education, Hodder Education, London.
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Edwards, C.,Gandini, L. & Forman, G. (Eds.). (2011), The Hundred Languages of Children, The Reggio Emilia Experience in Transformation, Praeger, p.408, [ISBN: 978031335961].
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Julie Fisher. (2016), Interacting Or Interfering?, UK Higher Education Humanities & Social Sciences Education, p.248, [ISBN: 0335262562].
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Elaine Hallett. (2016), Early Years Practice For Educators and Teachers, p.216, [ISBN: 978144629871].
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Nóirín Hayes. (2013), Early Years Practice, Gill Education, p.224, [ISBN: 9780717157204].
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Paige-Smith, A., and Craft, A., (Eds). (2011), Developing Reflective Practice in the Early Years, 2nd. Open University Press, Maidenhead.
| Recommended Article/Paper Resources |
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Relevant journal articles based on
current practice in Ireland and
internationally. Journals.
| Other Resources |
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Government of Ireland. AIM Inclusive Play Resources,
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Better Start National Early Years
Quality Development. News & Resources,
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National Council for Curriculum and
Assessment. (2009), Guidelines for good practice,
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National Council for Curriculum and
Assessment. (2015), Aistear Síolta Practice Guide/ Play,
Interactions and Planning &
Assessing Pillars,
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Department of Children, Equality,
Disability, Integration, and Youth. (2021), National Framework for Children and
Young People’s Participation in
Decision-Making,
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TUSLA. Quality and Regulatory Framework
eLearning Programme,
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TUSLA. (2018), Quality and Regulatory Framework,Full
Day Care Service and Part-Time Day Care
Services.,
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Ministry of Education, New Zealand. (2019), He Māpuna te Tamaiti Supporting Social
and Emotional Competence in Early
Learning,
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Marilyn Fleer @ Monash University. Fleer's Conceptual Playworld,
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