Module: National Frameworks for ECE (Ireland)

Module Specifications.

Current Academic Year 2024 - 2025

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Date posted: September 2024

Module Title	National Frameworks for ECE (Ireland)
Module Code	EC104 (ITS) / ECE1018 (Banner)
Faculty	DCU Institute of Education	School	Language, Literacy & ECE
Module Co-ordinator	Geraldine French
Module Teachers	Marlene Mccormack
NFQ level	6	Credit Rating	5
Pre-requisite	Not Available
Co-requisite	Not Available
Compatibles	Not Available
Incompatibles	Not Available

Repeat examination

Description

Síolta: The National Quality Framework for Early Childhood Education (CECDE, 2006) and Aistear: the Early Childhood Curriculum Framework (NCCA, 2009) provide the focus for this module. Materials and online resources related to each of the frameworks are examined and analysed, and the various components are appraised. Students are introduced to the four research papers associated with Aistear, and so begin to develop their understanding of its theoretical base. Differences and similarities between the frameworks in principles, aims and purposes are explored. The potential of the frameworks in helping educators improve the quality of children’s early experiences is examined through case studies of showing a range of ways in which the frameworks are used in early education settings.

Learning Outcomes

1. Describe the aims, principles and purposes of Síolta: The National Quality Framework for Early Childhood Education
2. Describe the aims, principles and purposes of Aistear: The Early Childhood Curriculum Framework
3. Explain the structure and content of each of the two frameworks
4. Use the Aistear Toolkit to critique pedagogy and practice in early education settings
5. Differentiate between the frameworks in terms of key components and features and compare them on a number of different levels, in particular on their recognition of the role of language in learning
6. Evaluate the potential of the frameworks for promoting high quality early experiences for children

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Lecture	24	No Description
Assessment Feedback	45	No Description
Independent Study	56	No Description
Total Workload: 125

All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml

Indicative Content and Learning Activities

Quality in early childhood care and education.
A rationale for Síolta: The National Quality Framework for Early Childhood Education.

Exploring Síolta
Aims, principles, purpose.

The importance of early learning and development
A rationale for Aistear: The Early Childhood Curriculum Framework.

Exploring Aistear
Aims, principles, purpose.

Introduction to the background papers
Introduction to the background papers.

Comparing the frameworks
Comparing the frameworks at the level of purpose, audience and children; underpinning principles; structure and underlying theories.

The frameworks as supports for quality and for professional practice
The frameworks as supports for quality and for professional practice.

Using Síolta in different contexts
Full-time and part-time day care; sessional services; child-minding; infant classes in primary school.

Using Aistear in different contexts
Full-time and part-time day care; sessional services; child-minding; infant classes in primary school.

Assessment Breakdown
Continuous Assessment	100%	Examination Weight	0%

Type	Description	% of total	Assessment Date
Course Work Breakdown
Presentation	n/a	60%	n/a
Loop Quiz	n/a	30%	n/a
Participation	n/a	10%	n/a

Reassessment Requirement Type
Resit arrangements are explained by the following categories: Resit category 1: A resit is available for both* components of the module. Resit category 2: No resit is available for a 100% continuous assessment module. Resit category 3: No resit is available for the continuous assessment component where there is a continuous assessment and examination element.
* ‘Both’ is used in the context of the module having a Continuous Assessment/Examination split; where the module is 100% continuous assessment, there will also be a resit of the assessment
This module is category 1

Indicative Reading List

Other Resources

39710, Website, NCCA, 2009, Aistear : User Guide., Dublin, NCCA, http://www.ncca.ie, 39711, Website, NCCA, 2009, The Early Childhood Curriculum Framework and the Primary School Curriculum- Audit: Similarities and differences, Dublin, NCCA, http://www.ncca.ie, 39712, Website, 0, Centre for Early Childhood Development and Education (CECDE), http://www.cecde.ie/, 39713, Website, 0, Síolta: The National Quality Framework for Early Childhood Education, http://www.cecde.ie/, 39714, Website, 0, Síolta handbook and user manuals for the four different types of early care and education settings (full-time and part-time day care; sessional services; childminding setting; infant classes in primary school), http://www.siolta.ie/, 39715, Website, 0, National Council for Curriculum and Assessment (NCCA) (2009). Aistear: The Early Childhood Curriculum Framework, http://www.ncca.ie, 39716, Website, 0, Early Learning, www.ncca.ie/earlylearning, 39717, Website, 0, Aistear, www.ncca.ie/aisteartoolkit,