Module:

Latest Module Specifications

Current Academic Year 2025 - 2026

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Module Title
Module Code	(ITS: EC912)
Faculty		School
NFQ level		Credit Rating

Description

This module will promote student’s exploration and critical evaluation of the concepts, theories and models of leadership and mentoring in early childhood education settings and related contexts. Students will be encouraged to build capacity to lead a culture of supported and collaborative change within their professional context. This will be achieved by building on mentoring competencies, increasing and deepening professional knowledge, engaging in reflective practice and developing a range of transferable skills. Students will engage in peer learning, contribute to communities of practice, and lead change to improve practice. This module will be delivered in a blended learning environment which will simultaneously promote the use of digital technology to communicate and think in an innovative and collaborative manner. Dialogic discussion, sharing of professional practice and reflection on application to practice will be central to student engagement and participation in the module as a means of promoting communities of practice across early childhood education.

Learning Outcomes

1. Apply a range of theoretical frameworks, models and tools to enhance relationship-based professional learning and practice.
2. Analyse the concepts, values and principles underpinning leading and mentoring within early childhood education settings and related contexts.
3. Provide leadership, support peer learning, contribute to communities of practice, and bring about change to improve early childhood education.
4. Critically review a range of communication skills and techniques to enhance relationships and support the mentoring process.
5. Evaluate and critically reflect on the processes of mentoring and leading within an educational context, from multiple, socially just and diverse perspectives.
6. Use of digital technology to communicate and think collaboratively and innovatively in an ethical manner.

*Type*	*Hours*	*Description*
Workload	Full time hours per semester
Lecture	21	Dialogic discussion, sharing of professional practice and reflection on application to practice will be central to student engagement and participation in traditional and online (synchronous and asynchronous) lectures
Workshop	3	Digital technology traditional workshop
Portfolio Preparation	60	Creation of digital portfolio to document module learning and to develop digital skills
Independent Study	45	Weekly readings for each lecture and tasks to prepare for weekly lectures
Assignment Completion	121	Completion of summative assignment
Total Workload: 250

Type	Description	% of total	Assessment Date
Assessment Breakdown
Portfolio	Development of a digital portfolio will build possibilities for creative and collaborative approaches to capturing and sharing students learning. Students will complete weekly individual and/or collaborative tasks that draw on course readings, group discussions, peer feedback and personal reflections.	40%	n/a
Assignment	Option A: 3,500 words: Drawing on relevant literature and research in the field of mentoring and leadership, students will devise a plan or framework that could be utilised in their professional context to bring about change to improve early childhood education. OR Option B: 3000 words: Drawing on relevant literature and research in the field of mentoring and leadership, students will devise a mentoring plan, implement and reflect on a series of mentoring sessions.	60%	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

Indicative Content
• Critically examine and apply a range of theories, models and concepts to the processes of mentoring and leadership (including distributed, democratic and cultural leadership) in early childhood education settings. • Exploring the understanding of professional development in the 21st century. • Consider the values and principles associated to mentoring and leading change in early childhood contexts. • Andragogy, learning theories, models of adult learning. • Building professional relationships through mentoring processes in education settings. • Co-constructing a mentoring framework, planning, monitoring, constructive feedback, and evaluation through a community of practice. • Leading, managing and supporting change through mentoring.

Indicative Reading List

Books:

Gasper, M. & Walker, R. (Editors): 0, Mentoring and coaching in early childhood education,
Murphy, C. & Thornton, K. (Editors): 0, Mentoring in early childhood education: A complication of thinking, pedagogy and practice,
Garvey, B., Stokes, P., & Megginson, D.: 0, Coaching and mentoring, theory and practice,
Hawkins, P., & Smith, N.: 0, Coaching, mentoring and organizational consultancy, Supervision and development,
Hujala, E., Waniganayake, M., & Rodd, J. (Eds): 0, Researching leadership in early childhood education,
Robins, A. (Ed): 0, Mentoring in the early years,
Rodd, J.: 0, Leadership in early childhood,

Articles:
None

Other Resources

None