Module: Early Childhood Education

Module Specifications.

Current Academic Year 2024 - 2025

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Date posted: September 2024

Module Title	Early Childhood Education
Module Code	EC325 (ITS) / EDP1108 (Banner)
Faculty	DCU Institute of Education	School	Language, Literacy & ECE
Module Co-ordinator	-
Module Teachers	-
NFQ level	8	Credit Rating	5
Pre-requisite	Not Available
Co-requisite	Not Available
Compatibles	Not Available
Incompatibles	Not Available

None

Description

The twelve principles and four themes of Aistear, The Early Childhood Curriculum Framework (NCCA, 2009) is the foundational platform for this module. Students are introduced to playful pedagogical theory and practices that will enable them to critique and reflect on concepts of childhood (3-6 year old) in education (primary) and society. Play and playful learning as holding the space for child agency and life-long learning is explored in this module. This module explores Aistear: The Early Childhood Curriculum Framework and expands on the continuum of play, the agentic child, the role of the teacher, interactions and partnerships with children, parents/guardians (including intergenerational learning), pedagogical documentation and formative assessment processes as assessment for, of and as learning.

Learning Outcomes

1. Prioritise play and playful contexts through appropriate pedagogical knowledge in supporting young children’s learning and development.
2. Defend young children’s rights, agency and voice in all learning experiences with reference to contemproary research.
3. Explore how young children use different contexts and resources when interacting, communicating and making meaning with reference to Aistear themes ‘Communicating’ and ‘Exploring and thinking’.
4. Appraise and effectively communicate the roles and responsibilities of Parents as Educators, Teachers as play partners and educators in early childhood settings.
5. Demonstrate an understanding of positive mental health and wellbeing in early childhood with reference to Aistear themes ‘Wellbeing’ and ‘Indentity and Belonging’
6. Justify the role of formative assessment as it applies to early learning and to pedagogy for children aged 0-6 years.

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Lecture	22	workshops
Assessment Feedback	44	structured independent study
Independent Study	20	Assignment study
Assignment Completion	39	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

Assessment Breakdown
Continuous Assessment	100%	Examination Weight	0%

Type	Description	% of total	Assessment Date
Course Work Breakdown
Portfolio	n/a	100%	Sem 2 End

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

Allingham, S.: 2020, Emotional literacy in the early years : Helping children balance body and mind., Mark Allen,
Carr, M. & Lee, W.: 2012, Learning stories: Constructing learner identities in early education., Sage, London,
French, G. and McKenna, G.: 2022, Literature Review to Support the Updating of Aistear The Early childhood Curriculum Framework, NCCA, Dublin,
Mukherji, P. & Dryden, L.: 2014, Foundations of early childhood : principles and practice, Sage, Dublin,
Mational Council for Curriculum and Assessment: 2009, Aistear: The Early Childhood Curriculum Framework, NCCA, Dublin,
Hedges, H.: 2022, Children's Interests, Inquiries and Identities: Curriculum, Pedagogy, Learning and Outcomes in the Early Years, Routledge, London,

Other Resources

None