Registry
Module Specifications
Archived Version 2021 - 2022
| |||||||||||||||||||||||||||||||||||||
|
Description This module is underpinned by the four themes of Aistear, The Early Childhood Curriculum Framework (NCCA, 2009): Well-being; Identity and Belonging; Communicating and Exploring and Thinking. Play and playful contexts that support children’s learning and development is explored in this module. Students are introduced to practices and pedagogies that provide supports for the promotion of well-being, communication, transitions and children’s voice in early childhood. The module explores a range of formative assessment processes as identified in Aistear (NCCA, 2009). | |||||||||||||||||||||||||||||||||||||
|
Learning Outcomes 1. Identify how play and playful contexts can support young children’s learning and development. 2. Describe the importance of young children’s rights, agency and voice in all learning experiences. 3. Explore how young children use different contexts and resources for communicating and making meaning. 4. Explain the roles and responsibilities of educators in early childhood settings. 5. Discuss the impact of transitions on young children’s lives. 6. Define assessment as it applies to early learning and to pedagogy for children aged 0-6. | |||||||||||||||||||||||||||||||||||||
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• Aistear: Themes (NCCA, 2009): Well-being; Identity and Belonging; Communicating and Exploring and Thinking; • Aistear: Guidelines for Good Practice (NCCA, 2009): Building partnerships between parents and practitioners; Learning and developing through interactions; Learning and developing through play and Supporting learning and development through assessment; • The role of play in early learning and development; • Playful approaches to learning and development in the early years; • Children’s rights, agency and voice in early childhood; • Multi-modal communication and meaning making; • The role of transitions in early childhood; • The role of relationships and contexts to support the promotion of young children’s well-being; • Key issues in formative assessment in early childhood education. | |||||||||||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||||||||||
|
Indicative Reading List | |||||||||||||||||||||||||||||||||||||
|
Other Resources None | |||||||||||||||||||||||||||||||||||||
| Programme or List of Programmes | |||||||||||||||||||||||||||||||||||||
| Archives: |
| ||||||||||||||||||||||||||||||||||||