Module Specifications..
Current Academic Year 2023 - 2024
Please note that this information is subject to change.
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Description The aim of this module is to explore, recognise and value the diverse nature of childhood experience and implications for development. This model is an interdisciplinary module which includes early childhood education, constructions of childhood (sociology and philosophy) and psychology of education. These perspectives will explore how ideas about children and childhood have been constructed and contextualised over time. Constructions of childhood will explore and problematize students’ own understandings of children and childhood and engage these understandings from both a sociological and philosophical view. The work of foundational thinkers in psychology, regarding intellectual, social and emotional development will be analysed. There is a focus on the importance of school climate for the motivation, mental health and wellbeing of children and young people, while also recognising inclusion and cultural diversity. Students will be supported to become reflective autonomous professionals through the analysis of contrasting views of development in teaching and learning. In addition, students will also critically engage with a range of key theories, current policies and practices in the field of early childhood education. In particular, there will be an emphasis on language underpinning early childhood literacy, digital literacy and the critical role play pedagogy has on the holistic development of the child. The students will work collaboratively in workshops to gain first-hand, knowledge, understanding and experiences of using playful approaches in Early Childhood Education. | |||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Demonstrate their understandings of Early childhood derived from a variety of disciplinary perspectives and engage this thinking with a range of settings that influence children’s development and wellbeing such as school, home and community. 2. Develop their understanding of the discipline of sociology and use a sociological framework for the analysis of societal systems. 3. Evaluate their understanding of Western concepts of childhood as they pertain to the philosophical challenges of identity, belonging and agency. 4. Develop a critical outlook on ‘childhood', with particular reference to how various constructions of childhood express different philosophies of the human person 5. Understand the ways in which children, as agents of change within a holistic process of development, shape their childhoods and influence the future processes of childhood 6. 6.Justify the implementation of an appropriate curriculum, pedagogy and assessment approaches that are informed by key early childhood education theory to support all children's communication and languages when teaching in an early years classroom. | |||||||||||||||||||||||||||||||||||||||||
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
Sociology contentSociology is an academic discipline which looks at the relationship between the individual and society. On the one hand, it examines the role that larger social forces play in shaping our personal lives; on the other hand, it considers the role that individuals themselves play in shaping the course of history. Recent years have witnessed a renewed interest in children within the field of sociology, so much so that the sociology of childhood now constitutes a field of study in its own right. The sociology of childhood is premised on the notion that children are central to understanding society and how it changes over time, and sees children as active participants (or agents) who both shape and are shaped by their social world. The course examines how childhood has been constructed and understood over time; it is now often argued that it is more accurate to talk of ‘childhoods’ as opposed to childhood. This section of the course also includes a focus on contemporary childhoods in Ireland (including an emphasis on children’s wellbeing and factors affecting it); the ways childhood can be understood in Ireland today and the evidence bases can we draw on to understand children’s lives.Philosophy contentPhilosophy is an academic discipline with a long tradition of inquiry dating back to the 5th Century B.C.E. It was the first discipline to insist on the importance of making claims on the basis of evidence and/or good arguments. This section of the course examines the history of ideas concerning children and childhood, noting changes in the way children have been perceived from ancient times to the present. Beginning with Aries' theses on childhood historically, this section considers childhood as something both universal and relative; and as something influenced by concepts of nature and culture. It considers four dominant perspectives on childhood historically, and examines issues of freedom and authority in the context of identity and agency. Its emphasis is primarily a Western context. This section of the course also includes a focus on John Dewey’s philosophy of children and childhoods. Dewey argued that children’s immaturity does not mean that they simply lack something that adults have. It means rather that they have a hidden “power”, which he describes as an extraordinary capacity for social interaction.Psychology contentStudents will be provided with the opportunity to reflect on the rationale for teachers being knowledgeable about psychological theories and research. They will be introduced to psychological theories of learning and development along with their classroom applications in diverse curricular areas. Specifically, they will learn about theories of language and communication, Piaget and Vygotsky's theories of development, and theories of attention and memory. ● Attachment theory ● Extraversion and Introversion ● School climate and emotional-relational teaching ● Emotional repression ● Behaviorist approaches to learning and motivationEarly Childhood Education contentThis component of the module focuses on children’s holistic learning and development from birth – 6years, with particular emphasis on appropriate pedagogies in the early years of primary school that are underpinned by various theories of learning. Students will critique frameworks/curricula for early learning and will be supported in identifying knowledge, principles and recognising values in relation to promoting a culturally responsive and inclusive learning environment. There is an emphasis on language underpinning early literacy and the central role of implementing a pedagogy of play to support teaching and learning in the early years classroom. Students will be scaffolded to plan meaningful, play-based activities that promote children's dispositions and skills development, while they will interrogate the role of the teacher in extending and challenging children's learning and development through reciprocal interactions in various teaching contexts. The students will work reflectively and collaboratively in workshops to gain first-hand, knowledge, understanding and experience of appropriate pedagogy in the early years classroom so as to support their planning and use of curricula in their professional practice. Key content includes: • Principles and key contexts for early learning and development • Frameworks for early learning • Children’s communication and language learning from birth-6 years • The relationship between language and thinking • Developing receptive and expressive/productive children’s oral language skills • The importance of reciprocal,respectful interactions • Using picture books to support co-constructive and mathematical discussion • Appropriate pedagogy including resources for early childhood education • The role of play in early learning • Developing a play pedagogy in the early years classroom including language play (story,rhymes, poetry, songs) • Planning and organising the indoor and outdoor learning environment for early learning and development. | |||||||||||||||||||||||||||||||||||||||||
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Other Resources None | |||||||||||||||||||||||||||||||||||||||||
Programme or List of Programmes
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