Module: Critical Studies in ECE 2

Latest Module Specifications

Current Academic Year 2025 - 2026

Module Title	Critical Studies in ECE 2
Module Code	ECE1002 (ITS: EC214)
Faculty	Language, Literacy & ECE	School	DCU Institute of Education
NFQ level	8	Credit Rating	5

Description

This module is based on identifying, questioning and contesting some of the taken for granted ideas, perspectives and values that dominate the discourse within early childhood (birth – 6 years) and the broader society. The module seeks to problematise some existing and emerging issues that are relevant to the lives of young children from social, pedagogical and political perspectives. A broad range of issues, relevant and of interest to the student group will be considered and interrogated from multiple perspectives. The module is built on the premise that without examination, dominant discourses potentially silence voices, narrow thinking, shape-specific understandings and become the uncontested accepted norms or truths. This module will enable students to explore and critically examine core issues around purpose, practise and context in early childhood education and care. From a variety of disciplines anchored in social studies, the module will approach reality as socially constructed, and discuss the implications for the (re)production and transformation of social reality.

Learning Outcomes

1. Developed a critical stance in recognising and examining ‘childhood’, ‘education’ and ‘care’ as culturally, socially, politically and economically constructed.
2. Developed a critical appreciation of how social institutions contribute to the (re)production of social (in)justices through their embedded power mechanisms.
3. Integrated perspectives from a variety of social studies disciplines around early childhood education and care.
4. Engage in critical dialogue with relevant stakeholders in relation to current discourses.
5. Discuss the implications for the (re)production and transformation of social reality.

*Type*	*Hours*	*Description*
Workload	Full time hours per semester
Assessment Feedback	45	No Description
Independent Study	56	No Description
Lecture	24	No Description
Total Workload: 125

Section Breakdown
CRN	10325	Part of Term	Semester 1
Coursework	0%	Examination Weight	0%
Grade Scale	40PASS	Pass Both Elements	Y
Resit Category	RC1	Best Mark	N
Module Co-ordinator	Aishling Silke	Module Teacher

Type	Description	% of total	Assessment Date
Assessment Breakdown
Participation	Bi-weekly assignments	60%	n/a
Participation	Evidence of in-session work	10%	n/a
Assignment	Integrative assignment	30%	n/a

Reassessment Requirement Type
Resit arrangements are explained by the following categories; RC1: A resit is available for both^* components of the module. RC2: No resit is available for a 100% coursework module. RC3: No resit is available for the coursework component where there is a coursework and summative examination element. ^* ‘Both’ is used in the context of the module having a coursework/summative examination split; where the module is 100% coursework, there will also be a resit of the assessment

Pre-requisite	None
Co-requisite	None
Compatibles	None
Incompatibles	None

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

This module will enable students to explore and critically examine core issues around purpose, practise and context in e

Indicative Reading List

Books:

Barry, U.: 2008, Where are we now? New feminist perspectives on women in contemporary Ireland, Tasc at New Island Press,
Peter Moss,Gunilla Dahlberg,Alan R. Pence: 0, Beyond Quality in Early Childhood Education and Care, 9780415820226
Stefan Faas,Dagmar Kasüschke,Elena Nitecki,Mathias Urban,Helge Wasmuth: 2019, Globalization, Transformation, and Cultures in Early Childhood Education and Care, Springer Nature, 256, 9783030271190
Tobin, J., Hsueh, Y., & Karasawa, M.: 2009, Preschool in three cultures revisited: China, Japan and the United States, University of Chicago Press,
Fikile Nxumalo & Christopher Brown: 2019, Disrupting and Countering Deficits in Early Childhood Education, Routledge, New York and London, 9781138103542
Gupta, A.: 2014, Diverse early childhood education policies and practices: voices and images from five countries in Asia, Routledge, New York and London, 9781138287020

Articles:

Cannella, G. & Viruru, R.: 2004, Childhood and Colonization: Constructing Objects of the Empire., Childhood and postcolonization: Power, education, and contemporary practice., 43866
2013: Competing meanings of childhood and the social construction of child sexual abuse in the Caribbean, Childhood, 20(2), https://doi.org/10.1177/0907568212462255, 43867, 1
Indigenous childhood in Argentina: Parenting, care and formative experiences of Qom and Mbyá children: Global Studies of Childhood., https://doi.org/10.1177/2043610620959681, 43868, 1, Ailwood, J.
The Australian Educational Researcher: 31(3), 19-33., 43869, 1, Ailwood, J., 2004
4(3), 286-299.:

Other Resources

None