Registry
Module Specifications
Archived Version 2015 - 2016
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Description In this module students conceptualise early childhood curricula and planning for all children aged birth to six years. This module builds on Year 2 modules wherein students explore frameworks such as Aistear: The Early Childhood Curriculum Framework and Síolta: The National Quality Framework as well as a range of ECE curricula. Students discuss the importance of social and situated learning while recognising children’s ability to lead their own learning. The students will explore a developmental, emergent approach to curriculum and planning. The module is framed by social constructivist theories (e.g. Vygotsky) as well as constructivist theories (e.g. Bruner). Students will discuss how adults can support the learning and development of babies, toddlers and young children. The relationship between curriculum and planning will also be explored. | |||||||||||||||||||||||||||||||||||||
Learning Outcomes 1. Describe curriculum and planning approaches that support the development and learning of all babies, toddlers and young children 2. Identify the priorities related to what all young children should be learning in terms of knowledge and understanding, skills and dispositions 3. Recognise the significance of children’s active engagement, and discovery based learning 4. Identify the adult’s role in emergent and developmental curriculum and planning 5. Demonstrate the challenges of working within a developmental, emergent curriculum 6. Analyse and reflect on approaches to curriculum and planning | |||||||||||||||||||||||||||||||||||||
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 1• Theoretical frameworks supporting curriculum and planning: social constructivism (e.g.Vygotsky) and discovery based learning and constructivism (e.g. Bruner).2• Curriculum and planning approaches that support babies, toddlers and young children’s learning and development both from an international and national perspective (including Aistear and Síolta)3• Explore how child development helps to address curriculum design: focus on pedagogy, teaching methods, activities and materials4• A developmental, emergent approach to curriculum planning5• The role of the adult in emergent and developmental curriculum and planning6• Children’s active engagement and discovery based learning7• Relationship between curriculum and planning: features and challenges | |||||||||||||||||||||||||||||||||||||
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Indicative Reading List
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Other Resources 22047, Website, 0, Centre for Early Childhood Development and Education (CECDE) (2005). Síolta: The National Quality Framework for Early Childhood Education. Dublin: CECDE Available at:, http://www.siolta.ie/, 22048, Website, 0, Dalli, C., White, E.J, Rockel, J., Duhn, I., with Buchanan, E., Davidson, S., Ganly, S., Kus, L., & Wang, B. (2011). Quality early childhood education for under -two-year-olds : What should it look like? A literature review. Auckland, NZ: Ministry of Edu, www.educationcounts.govt.nz/publications, | |||||||||||||||||||||||||||||||||||||
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