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Module Specifications..

Current Academic Year 2023 - 2024

Please note that this information is subject to change.

Module Title Early Childhood Education
Module Code EC325
School 77
Module Co-ordinatorSemester 1: Carol Ann OSiorain
Semester 2: Carol Ann OSiorain
Autumn: Carol Ann OSiorain
Module TeacherNo Teacher Assigned
NFQ level 8 Credit Rating 5
Pre-requisite None
Co-requisite None
Compatibles None
Incompatibles None

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.

Workload Full-time hours per semester
Type Hours Description
Assessment Feedback44structured independent study
Independent Study20Assignment study
Assignment Completion39No 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 Assessment100% Examination Weight0%
Course Work Breakdown
TypeDescription% of totalAssessment Date
Portfolion/a100%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

  • 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

Programme or List of Programmes
BEDBachelor of Education

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