Module Specifications.
Current Academic Year 2024 - 2025
All Module information is indicative, and this portal is an interim interface pending the full upgrade of Coursebuilder and subsequent integration to the new DCU Student Information System (DCU Key).
As such, this is a point in time view of data which will be refreshed periodically. Some fields/data may not yet be available pending the completion of the full Coursebuilder upgrade and integration project. We will post status updates as they become available. Thank you for your patience and understanding.
Date posted: September 2024
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Coursework Only A resit opportunity is available |
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Description Placement 2 (P2) builds on the foundational development of knowledge in ethical practice and professional development gained in Placement 1 (P1). P2 will involve more detailed observation tasks than in P1, in addition to experiences in co-planning and co constructing activities and learning experiences with the co-operating educator. Students will have opportunities to plan and carry out a greater number of learning experiences. The co-operating educator will observe the student’s interactions with the children and provide structured feedback to the student. Students link theory to practice with increasing complexity. Implicit in these activities is students’ engagement in critically identifying and evaluating implicit and explicit theories underlying their practice. Taking an enquiry stance through critical reflective capacities on students’ own and children’s early learning and development will be deepened through the Analysis of Practice seminars. | |||||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Apply principles of early learning and appropriate practice in early childhood settings, in particular in relation to communication and building relationships with very young children. 2. Engage in critical analysis of children’s learning through engagement in communities of practice. 3. Plan collaboratively with co-educators. 4. Demonstrate how to enrich the environment with appropriate materials. 5. Observe children in play and make use of those observations for planning purposes. 6. Compile a professional e-portfolio, with complete plans for enriching and meaningful small group learning experiences, aligned to learning outcomes, vocabulary, interaction strategies, evaluation and policy frameworks. | |||||||||||||||||||||||||||||||||||||||||||
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 |
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Indicative Content and Learning Activities
DescriptionPlacement 2 enables students to further develop their observation and reflective capacities and the competencies they require to work with babies, or toddlers, or young children. A thematic approach underpins tasks in line with the programme’s thematic approach to professional development. This approach provides for pedagogical alignment through integrating the learning across the programme, providing for a focus on the broad concepts and areas of content (foundational, environmental, inclusion, and leadership and expertise). The following thematic schema for placement is used to frame and integrate all placement experiences and activities across the programme and form the content of the e-portfolioLooking at communicating and collaboratingThe student will demonstrate looking at communicating and collaborating by documenting and reflecting on, for example: • Contributions to the Placement community of practice, by sharing information learned as part of course-work, by bringing in new ideas to enhance the children’s learning environment. • Engagement in constructive dialogue with the co-operating educator in relation to student’s practice and critically reflecting and responding appropriately to the feedback.Looking at understanding diversityThe student will demonstrate looking at understanding diversity by documenting and reflecting on how they: • Demonstrate competence in promoting children’s participation and individual and group identity and sense of belonging in practice.Looking at applying professional knowledgeThe student will demonstrate looking at applying professional knowledge by documenting and reflecting on how they: • Linked the theory learned in the second year course-work, for example, environments and interactions, the pioneers and approaches of ECE, play and learning and development, outdoor learning, young children thinking and learning, technology and learning, language and cultural diversity and applied it to their practice in Placement.Looking at engaging in professional practiceThe student will demonstrate looking at applying professional practice by documenting and reflecting on how: • Their role and their relationship to others in the Placement community of practice have evolved. • They explain the contextual complexities of their work in the Placement, engaging in professional behaviours, enhancing the learning and development of children and how to manage that. • They manage conflict with children and staff. • Their experience of planning, conducting and evaluating small group learning experiences.Looking at practising reflectively and ethicallyThe student will demonstrate looking at practicing reflectively and ethically by documenting and reflecting on, for example: • The practice of observing children in their environment, ethically documenting children’s learning in play episodes, and analysing the learning. • Using tools such as digital audio tape as a tool for self-assessment and critical reflections on practice. All of the reflection tasks are contained within the professional placement e-portfolio with particular relevance to exploring environments for early learning. | |||||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List | |||||||||||||||||||||||||||||||||||||||||||
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Other Resources 39778, Note, 0, There are no recommended readings for this module other than what was required in the Issues in Professional Learning and Practice 1 module., | |||||||||||||||||||||||||||||||||||||||||||