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Latest Module Specifications

Current Academic Year 2025 - 2026

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Module Title
Module Code (ITS: EC903)
Faculty School
NFQ level Credit Rating
Description

This module aims to engage students in an examination of the links between theorizing about curriculum and developing pedagogy and assessment practices in early childhood education. In a time where there is much curriculum and policy reform, it is necessary to ask critical questions about curriculum as a means of being reflective and thinking of one’s own understanding of early childhood curriculum and its implementation in early childhood educational settings and contexts. Students will also appraise appropriate and effective pedagogies to support young children’s learning and development, including communication, early literacy and mathematics. Students will reflect on these pedagogies as a means of interrogating policy and their relational practice when working with children from birth to six years.

Learning Outcomes

1. Source and interrogate scholarly literature on early childhood curriculum and pedagogy for the purpose of developing academic writing, research skills and critical thinking.
2. Theorise concepts and constructs which underpin national and international early childhood curricula, frameworks and approaches.
3. Critique key features of effective early childhood pedagogy to enrich the quality of educational experiences.
4. Analyse appropriate assessment practices in early educational settings
5. Implement effective pedagogy to support young children’s learning and development
6. Critically reflect on knowledge and research with the aspiration to lead curriculum and policy development, pedagogy and assessment practices in early childhood education settings and related contexts.


WorkloadFull time hours per semester
TypeHoursDescription
Lecture21Participation in weekly lectures including in-class presentation
Workshop6Academic writing sessions
Assessment Feedback1Individualised feedback session on academic writing
Independent Study45Weekly tasks involving reading and preparation for lecture discussion and in-class presentation
Assignment Completion177Completion of academic writing and summative assignment
Total Workload: 250
Assessment Breakdown
TypeDescription% of totalAssessment Date
Assignment1000 words: Academic writing competency0%n/a
Essay5000 words: Critical analysis of the literature and research on early childhood curriculum and pedagogy.100%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

Module Content
• Rethinking early childhood curriculum, pedagogy and assessment • Critiquing theoretical and conceptual underpinnings of early childhood curricula and policy • Evaluating quality early educational experiences • Examining play as a context for early learning and development, including multimodal communication, literacy and mathematics • Creating enabling teaching and learning environments through pedagogical framing • Developing pedagogical interactions and documentation • Reflecting on and evaluating teaching and learning • Promoting partnerships and nurturing relationships through relational pedagogy

Indicative Reading List

Books:
  • Brock, A.: 2015, The Early Years Reflective Practice Handbook, Routledge., Abingdon,
  • Brock, A., Dodds, S., & Jarvis, P.: 2009, Perspectives on Play: Learning for Life, 3, Pearson Education, England,
  • Brock, A. & Rankin, C.: 2008, Communication, language and literacy from birth to five, Sage Publications, London,
  • Brooker, E., Blaise, M. & Edwards, S.: 2014, The SAGE handbook of play and learning in early childhood, Sage Publications, Los Angeles,
  • Carr, M. & Lee, W.: 2012, Learning stories: Constructing learner identities in early education, Sage Publications, London,
  • Drummond, M. J.: 2012, Assessing children’s learning, Routledge, Abington, UK,
  • File, N., Mueller, J., & Wisneski, D.: 2012, Curriculum in early childhood education: Re-examined, rediscovered, renewed, Routledge, New York,
  • Kress, G.: 1997, Before writing: rethinking the paths to literacy., Routledge, London,
  • MacNaughton, G. & Williams, G.: 2009, Teaching young children: Choices in theory and practice, Pearson, Australia,
  • Moyles, J.: 2015, The excellence of play, Open University Press, Berkshire,
  • Palaiologou, I.: 2019, The early years foundation stage: Theory and Practice, Sage Publications, London,
  • Perry, R., MacDonald, A, & Gervasoni, A.: 2015, Mathematics and Transition to School International Perspectives, Springer,
  • Pianta, R., Barnett, S., Justice, L., & Sheridan, S.: 2012, Handbook of Early Childhood Education, Guilford Publications, UK,
  • The Early Math Collaborative (TEMC).: 2014, Big ideas of early mathematics: What teachers of young children need to know, Pearson, New Jersey,
  • Tough, J.: 1977, The development of meaning a study of children’s use of language, Unwin Education Books., London,
  • Walsh, G., McMillan, D., & McGuinness, C.: 2017, Playful teaching and learning, Sage Publications, London,
  • Wood, E.: 2013, Play, learning and the early childhood curriculum, Sage Publications, London,


Articles:
  • Bennett, J.: 2005, Curriculum issues in national policy-making, European Early Childhood Education Research Journal, 13(2), 523, DOI: 10.1080/13502930585209641, 514524
  • 2013: Why relationships matter: parent and early childhood teacher perspectives about the provisions afforded by young children's relationships, International Journal of Early Years Education,, 21(1), DOI: 10.1080/09669760.2013.771325, 514525, 1
  • The Framework for Early Learning: A background Paper. Supporting early learning and development through formative assessment: 514526, 1, Edwards, S. & Bird, J.
  • Journal of Early Childhood Research: 15(2), DOI: 10.1177/1476718X15579746, 514527, 1, French, G., 2007
  • 514528: 1, Hedges, H. & Cooper, M., 2018, Relational play-based pedagogy: theorising a core practice in early childhood education, Teachers and Teaching, 24(4),
  • 1: Honig, A., 2017, Language insights for caregivers with young children, Early Child Development and Care, 187(3-4), 527-5, DOI: 0.1080/03004430.2016.1263917
  • Pramling Samuelsson, I. Sheridan, S. & Williams, P.: 2006, Five preschool curricula-comparative perspective. International Journal of Early Childhood, 38(1), 11-30, International Journal of Early Childhood, 38(1), 11-30, DOI: 10.1007/BF03165975, 514531
  • 2018: Digital literacies in early childhood, Oxford Research Encyclopedia of Education, DOI: 10.1093/acrefore/9780190264093.013.97, 514532, 1
  • Challenges in the innovation of mathematics education for young children: Educ Stud Math, 84, DOI: 10.1007/s10649-013-9509-z, 514533, 1, Wood, E. & Hedges, H.
  • The Curriculum Journal: 27(3), 387-4, DOI: 10.1080/09585176.2015.1129981,
Other Resources

  • 1: Special Issue Journal, Contemporary Issues in Early Childhood Journal, 2017, Re-conceptualising relationships in infant-toddler pedagogy),
  • 412024: 1, Resource Material, Dockett, S. & Perry, R., 2014, Continuity of Learning: A resource to support effective transition to school and school age care, Australian Government Department of Education.
  • https://docs.education.gov.au/system/files/doc/other/pdf_with_bookmarking_-_continuity_of_learning-_30_october_2014_1_0.pdf: 412025, 1, Research Report, Dooley, T., Dunphy, E., & Shiel, G., 2014, Mathematics in early childhood and primary education (3-8 years) (Research Report No. 18)
  • National Council for Curriculum and Assessment: 412026, 1, Research Report, Shiel, G., Cregan, A., McGough, A & Archer, P., 2012
  • Dublin: National Council for Curriculum and Assessment, 412027, 1, Research Report, Siraj-Blatchford, I., Sylva, K., Muttock, S., Gilden, R. & Bell, D.
  • Researching Effective Pedagogy in the Early Years (REPEY). Research Report Number 356: London, Department of Education and Skills, https://dera.ioe.ac.uk/4650/1/RR356.pdf, 412028, 1, Research Report
  • 2010: Professional Development for Early Childhood Professionals Examining Pedagogy in Early Childhood, Dublin, Department of Education and Skills,

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