Latest Module Specifications
Current Academic Year 2025 - 2026
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Description Building on foundations in early childhood education in year 1, this module aims to develop student teachers’ adaptive pedagogical expertise as well as their emerging professional identity as early years specialists within the broader domain of early childhood education, as it locates the early childhood education and care sector within the Irish education system. This module outlines the policy landscape for young children’s participation in Early Childhood Education and Care settings both nationally and internationally. The module considers the use of national practice documents and support strategies (e.g. AIM) to support the inclusion of every child in ECEC settings. The current provision for ECEC in Ireland is explored and early years frameworks and curricula are analysed, including the similarities and differences between Aistear, Síolta and the Primary School Curriculum. The module explores various models of participation from a rights-based perspective and analyses case studies relating to these models in action. Emergent, active and playful learning is explored as a means to support young children’s participation. Students implement their learning on placement visits to early years settings. Placement visits offer an opportunity to develop professional communication skills with early childhood educators as well as with young children. Students’ reflective practice is developed through their observations and learning both in class (weekly tasks) and on placement visits. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Explore how every child's participation and well-being is facilitated in various early educational settings both nationally and internationally. 2. Identify similarities and differences between Aistear, Síolta and the Primary School Curriculum. 3. Describe how the learning environment, emergent curriculum, active learning and play can be used as a context to support early learning and development (well-being). 4. Identify and describe the various perspectives and models of participation and children's well-being. 5. Describe current provision for universal access to early childhood education and care in Ireland. 6. Implement learning activities and reflect on children’s learning in early educational settings. 7. Reflect on the implications of child health, welfare and safety issues in early childhood educational and care settings. 8. Explain the roles and responsibilities of educators in promoting all aspects of well-being and participation for young children | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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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
Indicative Content Students will engage with the course content through participation in a range of learning activities including reading, viewing of digital media, in-class discussion, group tasks and pair work. · Students will be introduced to the concept of participation in early childhood, and national frameworks to support participation in ECEC settings. · Students will be introduced to common models of participation (Leauven Scales, Laevers, 2005), Shier (2001) and Hart (1992). · The role of both ECE settings and ECE practitioners in promoting children’s participation will be explored and analysed. · Students will recognise the importance of quality learning experiences in the early years and how they can promote children’s participation in ECE contexts. Students will engage in placement in an early childhood setting, implementing playful learning experiences and reflecting on practice. Strategies to promote young children’s participation in early childhood settings will be explored. The work of Rogoff (1990) will be explored. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List Books:
Articles:
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Other Resources None | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||