Module: Children's Participation in Early Childhood Education

Latest Module Specifications

Current Academic Year 2025 - 2026

Module Title	Children's Participation in Early Childhood Education
Module Code	EDP1107 (ITS: EC223)
Faculty	DCU Institute of Education	School	Language, Literacy & ECE
NFQ level	8	Credit Rating	5

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.

Learning Outcomes

1. 1DF11CF7-C1CC-0001-EDDD-120E57871DF3
2. Explore how every child's participation and well-being is facilitated in various early educational settings both nationally and internationally.
4. 22,17,20,7,12,15,6,23,13,8,19,21,14,11,9
5. 1
6. 1E14B18E-469A-0001-F694-3DD019612F80
7. Identify similarities and differences between Aistear, Síolta and the Primary School Curriculum.
9. 20,7,12,6,13,8,19,21,14,11,9
10. 2
11. 1E14B18E-4D0D-0001-6BB5-1770BB709EF0
12. 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).
14. 22,17,20,7,12,15,6,13,8,19,21,14,11,9,10
15. 3
16. 1E14B18E-5109-0001-6D8E-F50519471D6B
17. Identify and describe the various perspectives and models of participation and children's well-being.
19. 22,20,7,12,15,6,13,8,19,21,14,9
20. 4
21. 1E14B18E-5654-0001-4A93-173776908810
22. Describe current provision for universal access to early childhood education and care in Ireland.
24. 20,7,12,6,13,8,19,21,9
25. 5
26. 1E14B18E-58D8-0001-5936-EF4514101BDA
27. Implement learning activities and reflect on children’s learning in early educational settings.
29. 22,17,20,18,7,12,6,23,8,21,11,9,10
30. 6
31. 1E5B17E6-548F-0001-4BDF-177715003A70
32. Reflect on the implications of child health, welfare and safety issues in early childhood educational and care settings.
34. 20,7,12,6,23,8,19,21,14,11,9
35. 7
36. 1E5B17E6-7DDB-0001-9ADC-1F5016057500
37. Explain the roles and responsibilities of educators in promoting all aspects of well-being and participation for young children
39. 20,7,12,6,23,8,19,11,9
40. 8

*Type*	*Hours*	*Description*
Workload	Full time hours per semester
Seminars	10	Face to face seminars
Assignment Completion	9	Placement
Assignment Completion	30	Placement preparation and reflection
Independent Study	24	Weekly readings and tasks
Assignment Completion	52	No Description
Total Workload: 125

Section Breakdown
CRN	10429	Part of Term	Semester 1
Coursework	100%	Examination Weight	0%
Grade Scale	40PASS	Pass Both Elements	N
Resit Category	RC1	Best Mark	N
Module Co-ordinator	Córa Gillic	Module Teacher

Type	Description	% of total	Assessment Date
Assessment Breakdown
Assignment	2000 word assignment requiring students to demonstrate a knowledge of theory and application to practice through reflection.	100%	Week 11

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

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.

Indicative Reading List

Books:

Wood, E.: 2013, Play, Learning and the Early Childhood Curriculum, 3rd,
Moyles, J.: 2010, The Excellence of Play,
DCYA: 2016, Diversity, Equality and Inclusion Charter and Guidelines for Early Childhood Care and Education,
Government of Ireland: 2021, Participation Strategy: National Framework for Children and Young People's Participation in Decision Making, DCDYI,
Smidt, S.: 2010, Key issues in early years education: a guide for students and practitioners, 2nd, 1, Routledge, New York,

Articles:

Saracho, O.N. & Evans, R.: 2021, Early Childhood Education Pioneers and Their Curriculum Programs, Early Child Development and Care, vol. 191, 1144, 522164
2016: Aistear vis a vis the curriculum: the experiences of early years teachers in Ireland, International Journal of Early Years Education, 24 (2), 188, 522167, 1
Aistear The Early Childhood Curriculum Framework: 522168, 1, Cassidy, C., Wall, K., Robinson, C. Arnott, L., Beaton, M. & Hall, E.
European Early Childhood Education Research Journal,: 30, 522169, 1, DES, 2017
522170: 1, French, G. & McKenna, G. (2021)., 0, Literature review to support the updating of Aistear, the early childhood curriculum framework. NCCA. (Chapters 4 & 5).,
1: NCCA, 2025, Aistear the early childhood curriculum framework and Síolta the national quality framework for early childhood education Audit: Similarities and Differences,
Woods, A., Mannion, A. & Garrity, S.: 2022, Implementing Aistear – the early childhood curriculum framework across varied settings: Experiences of early years educators and infant primary school teachers in the Irish context, Child Care in Practice, 28, 522173
2017: A continuum of play-based learning: The role of the teacher and the fear of hijacking play, Early Education and Development, 28,

Other Resources

None