Latest Module Specifications
Current Academic Year 2025 - 2026
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
Description This module explores transitions in the early years and, in particular, the impact that children’s transition to school has on their well-being, learning and development. Positive transition to school is linked to later positive educational and social outcomes. A successful transition to school for every child is made possible where the pedagogy, curriculum and the nature of the relationships and interactions that the child experiences at school are continuous with those experienced in early education settings during. Families, schools and preschools have critical roles to play in supporting positive transitions for all children. Through discussion, analysis of literature and reflective practice; student teachers develop their own professional pedagogy by creating a framework for a transition policy. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
Learning Outcomes 1. Describe the significance of different types of transitions in the early years on young children’s lives. 2. Identify the philosophical, physical, pedagogical and social continuities and discontinuities that young children experience as they start school. 3. Outline the supports necessary for children and their families before they come to school, during the period of starting school and during the first year of school. 4. Indicate the type of curriculum and pedagogy which best supports children in the transition period/early months at school. 5. Plan a transition to school programme. 6. Show evidence of the qualities needed to lead developments in early childhood education and care provision in early education settings. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
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
Indicative Content • Transitions in the early years; • School readiness and transition to schools; • Perspectives of children parents and teachers; • Role of relationships, curricula and pedagogy; • Contemporary research on transitions; • Preparations for starting school; • Starting school; • Planning and evaluating transition programme or policies. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
Indicative Reading List Books:
Articles:
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Other Resources
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||