DCU Home | Our Courses | Loop | Registry | Library | Search DCU

Module Specifications..

Current Academic Year 2023 - 2024

Please note that this information is subject to change.

Module Title Professional Practice 3
Module Code EC310
School 77
Module Co-ordinatorSemester 1: Aishling Silke
Semester 2: Aishling Silke
Autumn: Aishling Silke
Module TeachersMarlene McCormack
Grainne McKenna
Sandra O'Neill
Aishling Silke
NFQ level 8 Credit Rating 15
Pre-requisite None
Co-requisite None
Compatibles None
Incompatibles None
Coursework Only
A resit opportunity is available

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.

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.

Workload Full-time hours per semester
Type Hours Description
Independent Study135No Description
Professional Practice240No Description
Total Workload: 375

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

Placement 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 collaborating
Looking 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 diversity
The 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 knowledge
The 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 practice
The 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 ethically
The 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.

Assessment Breakdown
Continuous Assessment100% Examination Weight0%
Course Work Breakdown
TypeDescription% of totalAssessment Date
PortfolioThe assessment guidelines and criteria for the grading awarded are set out in the Placement Handbook and Assessment Guide. Observations made by the co-operating education along with feedback provided about the student’s development and progress will assist the Placement Tutor in evaluating and grading the student’s practice in line with university procedures.100%Sem 2 End
Reassessment Requirement Type
Resit arrangements are explained by the following categories;
1 = A resit is available for all components of the module
2 = No resit is available for 100% continuous assessment module
3 = No resit is available for the continuous assessment component
This module is category 1
Indicative Reading List

  • 0: Note: There are no recommended readings for this module other than what was required in the Issues in Professional Learning and Practice 1 module.,
Other Resources

Programme or List of Programmes
BECEBachelor of Early Childhood Education

My DCU | Loop | Disclaimer | Privacy Statement