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As such, this is a point in time view of data which will be refreshed periodically.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 In line with the gradual release of responsibility model underpinning the programme, Placement 3 (P3) will involve further gradual increase in setting-based responsibility to the student. The initial part of P3 will enable the student to see himself/herself as a valuable resource for the setting and as an important member of a professional learning community. This should be a particular enabling and dynamic experience for the student as well as for the setting. It is envisaged that the student will participate in planning and evaluation meetings where practicable. The ongoing professional development offered in P3 may be in a setting for children with specific educational needs or a policy-related placement. Taking an enquiry stance will be further deepened through the Analysis of Practice seminars. | |||||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Analyse and critique their pedagogical practice to ensure it optimises children’s learning and is informed by theory, research and practice is dialogue with co-operating educator. 2. Demonstrate how to create an inclusive environment with appropriate materials to respect and meet the diverse needs of the children in the Placement. 3. Take initiative and responsibility in the provision of developmentally appropriate experiences and learning opportunities in collaboration with children, their families and staff. 4. Meet the care needs of babies, or toddlers or young children from a variety of cultures, abilities, and socio-economic backgrounds. 5. Interpret observations of emergent learning in child-initiated play – based experiences, assess and communicate the learning that has occurred in relation to a variety of frameworks. 6. Develop the professional e-portfolio. | |||||||||||||||||||||||||||||||||||||||||||
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 3 (P3) will involve the student planning for and managing a group of children for a full session in the setting, in addition to undertaking a range of broad professional activities in the setting. 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-portfolio.Looking at communicating and collaboratingLooking at communicating and collaborating The student will demonstrate looking at communicating and collaborating by documenting and reflecting on, for example: • How they extended children’s thinking and language in conversations. • Raised issues of professional importance to the setting while attending staff meetings.Looking at understanding diversityThe student will demonstrate looking at understanding diversity by documenting and reflecting on, for example: • Planning, implementing and evaluating programmes to support the equality, diversity and the right of each child to quality practice. • How to deal with conflict with children, staff and families.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 third year course-work, for example, children, families and communities - a focus on diversity, early mathematics learning, supporting the learning and development of young children with special needs, curriculum and planning, current issues in ECE, children’s participation in ECE, early language and literacy, assessing early learning and development and apply 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 as an emerging professional in a SEN or a policy setting has developed. • Their competence in dealing with issues of child abuse and neglect within policies and procedures. • They dealt with any issues of prejudice and bias. • They led a full day, planning, conducting and evaluating all care routines and learning experiences.Looking at practising reflectively and ethicallyThe student will demonstrate looking at practicing reflectively and ethically by documenting and reflecting on, for example: • Their observations of children’s learning and communicating that learning to children, staff and/or families. • The dialogue and feedback with the cooperating educator. • Using tools such as digital stimulated reflective dialogues film (where possible) to analyse their interactions with children. Students will presenting a professional placement e-portfolio with particular relevance to reflecting on diversity, equality and inclusion. | |||||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List
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Other Resources None | |||||||||||||||||||||||||||||||||||||||||||