Module: Transitions & Change in Early Childhood

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As such, this is a point in time view of data which will be refreshed periodically.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

Module Title	Transitions & Change in Early Childhood
Module Code	EC404 (ITS) / ECE1007 (Banner)
Faculty	DCU Institute of Education	School	Language, Literacy & ECE
Module Co-ordinator	Sandra O'Neill
Module Teachers	Geraldine French, Marlene Mccormack
NFQ level	8	Credit Rating	5
Pre-requisite	Not Available
Co-requisite	Not Available
Compatibles	Not Available
Incompatibles	Not Available

Coursework Only
As above for Research Essay Submit Written critique of Reading

Description

This module explores young children’s early transitional experiences with particular reference to the Aistear themes of Well-being and Identity and Belonging. Students engage with the issues of early transitions from a multi-theoretical as well as from a practical stance, through exploring concepts such as continuity and change, separation, attachment. They learn about the key person system implemented in many preschools, and how this facilitates transitions for babies, toddlers and young children in these settings as well as for families. Research which emphasises children’s voices, the construction of identity and the building of relationships between preschools and primary schools provides the basis for students’ considerations of Transition Programmes. The importance of working with parents, families and communities during children’s transitions is examined. Ways of developing and supporting children’s feelings of security and confidence during transition to preschool and to primary school are explored.

Learning Outcomes

1. Identify the philosophical, physical and social discontinuities that young children may experience on starting preschool or school
2. Discriminate between the supports necessary for children and their families before transition, during transition and during the initial period in a new setting
3. Specify the challenges and issues for early childhood teachers/parents and families in managing transitions for individual children
4. Explain the roles and responsibilities of early childhood teachers/parents and families in supporting transitions for individual children
5. Indicate the type of curriculum, pedagogy and behaviour guidance policies which best serve children in the transition period/early months at primary school
6. Investigate and evaluate transition to school programmes and policies

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Lecture	24	No Description
Assessment Feedback	25	No Description
Independent Study	76	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

1
• Transitions in early childhood: What? When? Why?

2
• The importance of early relationships for secure attachment, a secure base and emotional stability/resilience for children’s well-being generally and especially at times of transition

3
• Children’s separation distress system: Understanding children’s behaviour at times of transitions

4
• Attachment figures, including early childhood educators. The importance of warm, affectionate and attuned responses

5
• The key person approach

6
• Establishing supportive links between settings and home

7
• Strategies to support children’s well-being during transition

8
• Children’s, parents and teachers views on transition

9
• Transition programmes

10
• The importance of learning experiences appropriate to the age and stage of development of children, regardless of setting

11
• Building a loving, caring and respectful community with young children in preschool and school

Assessment Breakdown
Continuous Assessment	100%	Examination Weight	0%

Type	Description	% of total	Assessment Date
Course Work Breakdown
Essay	Creating a transition policy for an EC setting (Focus on transition to preschool, through preschool or on to primary school)	70%	Sem 1 End
Presentation	In class presentations	20%	Week 6
Participation	n/a	10%	Every Week

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

Liz Brooker: 2008, Supporting transitions in the early years, 1st, 7, McGraw Hill/Open University Press, Maidenhead, 0335221688
Dunlop. A-W. & Fabian, H. (Eds.).: 2007, Informing transitions in the early years, 1st, 11, Open University Press,, Maidenhead, England, 0335220134
Peter Elfer, Elinor Goldschmied, Dorothy Y. Selleck: 2012, Key Persons in the Early Years, 2nd, 5, Routledge, London, 0415610397
O’Connor, A.: 2013, Understanding transitions in the early years: Supporting change through attachment and resilience, 1st, 6, Routledge, Abington, UK, 0415598583
edited by Margaret Kernen and Elly Singer: 2011, Peer relationships in early childhood education and care, 1st, 11, Routledge, New York, 0415574617
Peter Elfer, Elinor Goldschmied, Dorothy Y. Selleck: 2011, Key Persons in the Early Years, Routledge, 0415610397

Other Resources

39315, Publication, 0, Growing Up in Ireland - Key Findings: Infant Cohort (at 5 years) No.1 Transition to school among five-year-olds [Online]., http://www.thehealthwell.info/node/668508, 39316, Publication, O'Kane, M. & Hayes, N., 2006, The transition to school in Ireland: Views of preschool and primary school teachers, International Journal of Transitions in Childhood, 2, 4-16, 39317, Website, 0, Charles Sturt University Publications, www.csu.edu.au/research/ripple/research-groups/etc/, 39318, Website, 0, Information Leaflets Going to Preschool: Making the transition to preschool: Tips for parents, Going to big school: Making the transition from early childhood education to primary education., www.earlychildhoodIreland.ie, 39319, Documentary, 0, Observing Child Development : Attachment in Practice. Documentary film :Siren Films, UK,