Module: Inquiry Based Learning in ECE

Latest Module Specifications

Current Academic Year 2025 - 2026

Module Title	Inquiry Based Learning in ECE
Module Code	ECE1013 (ITS: EC413)
Faculty	Language, Literacy & ECE	School	DCU Institute of Education
NFQ level	8	Credit Rating	5

Description

This module introduces students to key ideas about young children's understanding of STEM and about learning and teaching early childhood STEM concepts from infancy. Students will develop a critical awareness of a range of national and international perspectives on policy on early STEM development and inquiry-based learning. The potential of the everyday activity of infants, toddlers and young children both at home and in early years settings is emphasised. Students are encouraged to recognise the science and engineering ideas in children's engagement with their world. Theory and research about the development of a range of conceptual and procedural understanding is explored. Recommendations about the provision of high quality STEM experiences for 3-6-year-old children along with general pedagogical guidance provided in e.g. Aistear provide a starting point for a discussion about appropriate pedagogy. The role of play, playful pedagogy and talk are identified as key supports for all children’s early learning. The importance of countering gendered conceptions of STEM subjects and nurturing positive dispositions towards STEM are key foci

Learning Outcomes

1. Evaluate the potential of both child-initiated and adult-initiated opportunities for inquiry-based learning in everyday activities in early education settings
2. Interpret children’s play and thinking in relation to key STEM theories and research findings
3. Explain the importance of talk and discussion for promoting and assessing STEM learning and development
4. Demonstrate an understanding of appropriate pedagogical strategies in supporting inquiry-based thinking and activity and the provision of a STEM rich indoor and outdoor learning environment for young children.
5. Identify and evaluate key resources and materials for supporting STEM learning in early childhood settings.
6. Design, plan and implement a range of appropriate STEM experiences for young children in early education settings

*Type*	*Hours*	*Description*
Workload	Full time hours per semester
Lecture	22	Face to face or online workshops
Independent Study	103	Reading and review of literature in preparation for class. Work required for CA.
Total Workload: 125

Section Breakdown
CRN	10333	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	Marlene Mccormack	Module Teacher

Type	Description	% of total	Assessment Date
Assessment Breakdown
Loop Quiz	Online Quiz assessing understanding of STEM in ECE	30%	n/a
Digital Project	Students will create a digital resource to explain and demonstrate an aspect/ aspects of STEM education in early childhood education	70%	Sem 2 End

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

• STEM and Inquiry-based learning

• Review of STEM policy in ECEC nationally and internationally

• Focus on STEM subject areas Science, Technology (robotics), Engineering (Ramps and pathways) and mathematics.

• Gender and STEM

Indicative Reading List

Books:

Pat Brunton,Linda Thornton: 2009, Science in the Early Years, SAGE Publications, London, 191, 9781848601437
Dierdre Englehart, Debby Mitchell, Junie Albers-Biddle, Kelly Jennings-Towle, and Marnie Forestieri: 2016, STEM Play: Integrating inquiry into learning centers, Gryphon House, Inc., Lewisville, NC, United States, 184, 9780876594032
Terry Russell,Linda McGuigan: 2016, Exploring Science with Young Children, Sage Publications Limited, London, 208, 9781473912519
Shelly Counsell,Lawrence Escalada,Rosemary Geiken,Melissa Sander,Jill Uhlenberg,Beth Van Meeteren,Sonia Yoshizawa,Betty Zan: 2015, STEM Learning with Young Children: inquiry teaching with ramps and pathways, Teachers College Press, NY, USA, 201, 0807757497
Ann S. Epstein: 2014, The Intentional Teacher:Choosing the Best Strategies for Young Children's Learning, Revised, Conran Octopus, 284, 9781938113062
Department of Education and Skills (DES): 2017, STEM Education - Implementation Plan (2017-2019), DES, Dublin,
Department of Education and Skills (DES): 2017, STEM Education - Policy Statement (2017-2026), DES, Dublin,
Department of Education and Skills (DES): 2020, Digital Learning 2020: Reporting on practice in Early Learning and Care, Primary and Post-Primary Contexts, DES, Dublin,
English, Lyn and Moore, Tamara (eds): 2018, Early Engineering Learning., Springer, London, 9789811342

Articles:

Robin Samuelsson: 2019, Multimodal interaction for science learning in preschool: Conceptual development with external tools across a science project, International Journal of Early Years Education, 27, 3, DOI: 10.1080/09669760.2019.1605888, 519705
2011: The Inside Story: Looking into Early Childhood Teachers' Support of Children's Scientific Learning., Australasian Journal of Early Childhood, 36, 2, DOI: 10.1177/183693911103600205, 519706, 1
Looking into early childhood teachers’ support of children’s scientific learning.: International Journal of Early Years Education, 27, 3, DOI: 10.1080/09669760.2019.1653508, 519707, 1, Christine Lippard, Monica Lamm, Katie Riley
Journal of Engineering Education: 106, 3, DOI 10.1002/jee.20174, 519708, 1, Mi-Hwa Park, Dimiter Dimitrov, Lynn Patterson, Do-Yong Park, 2017
15, 3: DOI: 10.1177/1476718X15614040, 519709, 1, Erin Marie Furtak, Tina Seidel, Heidi Iverson, Derek C. Briggs, 2012, Experimental and Quasi-Experimental Studies of Inquiry-Based Science Teaching: A Meta-Analysis.
DOI: 10.3102/0034654312457206:

Other Resources

1: Website, Creative Little Scientists,
416530: 1, Website, Little Scientists; Exploring STEAM birth to five,
https://eclkc.ohs.acf.hhs.gov/school-readiness/teacher-time-series/little-scientists-exploring-steam-birth-5: 416531, 1, Tip sheet, National Council for Curriculum and Assessment, Role of the adult in supporting STEM education (Birth to 3 years)
www.aistearsiolta.ie: 416532, 1, Tip sheet, National Council for Curriculum and Assessment, Role of the adult in supporting STEM education (3-6 years)
www.aistearsiolta.ie: 416533, 1, Tip sheet, National Council for Curriculum and Assessment, STEM Glossary
www.aistearsiolta.ie: 416534, 1, Podcast, SweetPea in the early years, Understanding STEAM
https://podcasts.google.com/feed/aHR0cHM6Ly9hdWRpb2Jvb20uY29tL2NoYW5uZWxzLzQ5OTI0OTMucnNz/episode/dGFnOmF1ZGlvYm9vbS5jb20sMjAyMC0wNC0yODovcG9zdHMvNzU2ODE2Ng?hl=en-IE&ved=2ahUKEwjf9Iy9j6frAhX4Q0EAHV-DAnAQieUEegQICxAH&ep=6: