Registry

Module Specifications

Archived Version 2016 - 2017

Module Title
Module Code
School
Online Module Resources
NFQ level	8	Credit Rating	5
Pre-requisite	None
Co-requisite	None
Compatibles	None
Incompatibles	None

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

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Lecture	12	No Description
Workshop	12	No Description
Assessment Feedback	25	No Description
Independent Study	76	No Description
Total Workload: 125

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

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 materials

4
• A developmental, emergent approach to curriculum planning

5
• The role of the adult in emergent and developmental curriculum and planning

6
• Children’s active engagement and discovery based learning

7
• Relationship between curriculum and planning: features and challenges

Assessment Breakdown
Continuous Assessment	%	Examination Weight	%

Type	Description	% of total	Assessment Date
Course Work Breakdown

Reassessment Requirement
Resit arrangements are explained by the following categories; 1 = A resit is available for all components of the module 2 = No resit is available for 100% continuous assessment module 3 = No resit is available for the continuous assessment component
Unavailable

Indicative Reading List

Angela Anning, Joy Cullen, Marilyn Fleer: 2009, Early Childhood Education, 2nd, Sage Publications Ltd, London, 1847874533
Colette Gray, Sean MacBlain: 2012, Learning Theories in Childhood, 1st, SAGE Publications Ltd, London, 085702146X
Nutbrown, C.: 2006, Threads of thinking: Young children learning and the role of early education, Sage Publications, London,
Jerome Bruner: 1996, The culture of education, 1st, 9, Harvard University Press, Cambridge, Mass., 0674179536
Clare, A.: 2012, Creating a learning environment for babies and toddlers, 1st, 7, SAGE Publications Ltd, London, 0857027697
Dukes, C. and Smith, M.: 2014, Provision and progress for two year olds, 1st, 7, Sage, London, 1446274276
Page, J. Clare, A., & Nutbrown, C.: 2013, Working with babies and children, 2nd, 8, Sage, London, 1446209067
Sellers, M.: 2013, Young children becoming curriculum: Deleuze, Te Whariki and curricular understandings, 1st, Routledge, 0415536111
L. S. Vygotsky; edited by Michael Cole... [et al.]: 1978, Mind in society, 14th, Harvard University Press, Cambridge, 0674576292

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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