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Latest Module Specifications

Current Academic Year 2025 - 2026

Module Title Contesting Current Discourses in Early Childhood Education
Module Code EDU1160 (ITS: EC914)
Faculty Language, Literacy & ECE School DCU Institute of Education
NFQ level 9 Credit Rating 10
Description

This module draws on concepts and theories across a range of disciplines, sociology, psychology, education/pedagogy and anthropology to support students question and contest some of the taken for granted ideas, perspectives and values that dominate the discourse within early childhood (birth – 6 years). The module seeks to problematise some existing and emerging issues that are relevant to the lives of young children from multiple and diverse perspectives. A broad range of issues, relevant and of interest to the student group will be considered and interrogated. The module is built on the premise that without examination, dominant discourses potentially silence voices, narrow thinking, shape specific understandings and become the uncontested accepted norms or truths. 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 and professional contexts.

Learning Outcomes

1. Develop a critical stance in recognising and examining current issues and discourses as they relate to young children, families and communities.
2. Interrogate early childhood as a transdisciplinary field.
3. Construct arguments from research and apply to current thinking and practice.
4. Develop a critical appreciation of the broad societal, cultural, economic and political factors affecting children and families within local and global contexts.
5. Apply and integrate principles of social justice, human rights, ethical citizenship and inclusive practice, as intrinsic and integrated elements, to early childhood.
6. Engage in critical dialogue with relevant stakeholders in relation to current discourses.


WorkloadFull time hours per semester
TypeHoursDescription
Lecture21Dialogic discussion, sharing of professional practice, in-class presentations and reflection on application to practice will be central to student engagement and participation in traditional lectures
Independent Study149Preparatory readings to enable critical engagement with lectures and discussions
Portfolio Preparation40Creation of digital portfolio to document module learning
Class Presentation40Preparation for oral presentation
Total Workload: 250
Section Breakdown
CRN11331Part of TermSemester 1
Coursework0%Examination Weight0%
Grade Scale40PASSPass Both ElementsY
Resit CategoryRC1Best MarkN
Module Co-ordinatorMathias UrbanModule TeacherGeraldine French
Assessment Breakdown
TypeDescription% of totalAssessment Date
PortfolioDevelopment of a digital portfolio with a range of artefacts that evidence learning over the duration of the course and which involve individual tasks and group collaborations (exit cards, conceptual maps and networks, etc.), including and individual reflection (500 words)25%n/a
AssignmentOral presentation (30 minutes, equivalent to 4000 words): Critically analyse and compare changing perspectives as a result of engaging with literature and dialogue.75%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

Deconstructing concepts, policies and practices relating to early childhood
Children and childhood as constructed across historical, economic and diverse cultural backgrounds  Early childhood as political and ethical endeavours  The transdisciplinary nature of learning and development  Deconstructing the policy, concepts and practices of evaluation and assessment  Professionalism, professionalisation and professional identity in early childhood

Indicative Reading List

Books:
  • Dahlberg, G., Moss, P. and Pence, A.: 0, Beyond Quality in Early Childhood Education and Care,
  • Tobin, J., Hsueh, Y., & Karasawa, M.: 0, Preschool in three cultures revisited: China, Japan, and the United States.,
  • Gupta, A.: 0, Diverse early childhood education policies and practices: voices and images from five countries in Asia,
  • Moss, P.: 0, Alternative Narratives in Early Childhood,
  • Eds., Miller, L., Cameron, C., Dalli, C. and Barbour, N.: 0, The SAGE Handbook of Early Childhood Policy,
  • Moss, P.: 0, Transformative Change and Real Utopias in early Childhood Education,
  • Dahlberg, G. and Moss, P.: 0, Ethics and Politics in Early Childhood Education,
  • Murray, J., Swadener, B. B., & Smith, K. (Eds.).: 0, The Routledge International Handbook of Young Children's Rights,
  • Cannella, G.S., Pérez, M.S., & Lee, I.F.: 0, Critical examinations of quality in early education and care: Regulation, disqualification, and erasure,
  • Yelland, N. (Ed.): 0, Critical issues in early childhood education,
  • Pianta, R., & Walsh, D.: 0, High risk children in the schools: Creating sustaining relationships.,


Articles:
  • 0: Towards competent systems in early childhood education and care. Implications for policy and practice., 513863, 1
  • Giving teaching back to education: Responding to the disappearance of the teacher.: 513864, 1,
  • 513865: 1, 0, The community with the bad brain? – neuroscience as discourse in early childhood intervention.,
  • 1: 0, Contesting early childhood professional identities: A cross national discussion.,
Other Resources

None

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