Early Childhood Education & Care (Bachelor of Arts (Hons), L8, 60 ECTS)

Contemporary Curriculum Planning (5 ECTS)

This module aims to introduce the education learners to effective curriculum design and assessment. The module topics include curriculum models, principles and approaches in designing, delivering and addressing the curriculum.
As an early childhood professional, you will have many important decisions to make on a daily basis. Your ideas about how children grow and learn effect the choices you will make and the actions you will take. One of the goals of this module is to help ensure that the choices you make about contemporary curriculum demonstrate your awareness of how children develop and learn. It is also important for you to model your ability to select materials and apply resources to meet the needs of a diverse group of children.

Child, Family and Community (5 ECTS)

The module aims to examine the notion of the family, family structures in relation to the community and contemporary society, and to explore the roles, rights and responsibilities of family and community members in the promotion of sustainable futures. In addition, social, political and economic factors are explored in terms of their influence on the construct of childhood, and thoughts are gathered as to what lays in store for future generations of children. Learners will examine the ecological systems, influences and diversities that can affect children’s lives. Perceptions of childhood in society and the importance of children’s rights and autonomy will be debated.
Models of partnership and teamworking will be explored and students will be encouraged to lead their own critical examination into how partnership methods and approaches are practised by diverse professional teams; identifying some barriers and challenges of working with different agencies/expertise. The module will analyse interprofessional collaboration in early childhood settings and learners will apply principles of team working to their own practice in integrated working to build the capacities of individuals, families and communities. Learners will evaluate their own innovative approaches towards building relationships with children, parents and staff and will be encouraged to reflect upon their own interprofessional development. Learners will become aware of the role of national frameworks, such as Siolta and Aistear in guiding partnership and collaboration for early childhood professionals, parents, families and communities.

Transitions in the Early Years (5 ECTS)

Aistear and Siolta (2009) highlight the importance of supportive & smooth transitions in early childhood. This module explores how the young children’s early transitional experiences may impact their wellbeing. The module will also allow students to reflect on the role of the early years educator as a pedagogical leader in planning and providing a high quality environment that supports positive transitions for all children. Within this module students will also consider how positive transitions is reflected in early years policy and practice.

Sustainable Development in Early Childhood (5 ECTS)

This module aims to examine the Sustainable Development Goals through the lens of early childhood professional practice. The Sustainable Development Goals (SDGs) are a call from the United Nations for all countries to tackle, by 2030, the global challenges faced by humanity. The SDGs cover a wide range of challenges, with 17 goals backed up by 169 indicators. The goals include poverty, inequality, climate change, environmental degradation, prosperity, and peace and justice. The SDGs are designed for everyone to be able to play their part, including TUS Midlands and Midwest, staff and learners.
This module will equip the learner with the knowledge and skills needed to address the SDGs. It presents the concept of sustainable development and explains the basis of partnership working that underpins the SDG approach as well as critically exploring international perspectives of childhood including the implications for practice.
This module aims to furnish students with a range of theoretical perspectives relevant to the global experiences children and young people across countries and cultures. Students will enhance their knowledge through exploration of ethnographic studies of children and young people’s experiences of issues such as war; poverty; and work. Students will analyse the impact of social; political and cultural difference on concepts of childhood and youth.

Professional Leadership and Early Years Practice (5 ECTS)

There is an increasing emphasis on leadership in early years practice. This emphasis is based on the premise that leadership links to better outcomes for children care, learning and development. Rost (1991) considers leadership from a collaborative lens and recognises the need for educators to consider leadership as an interactive two way system. This module aims to reflect on leadership from a social and cultural context and allow students to gain an understanding on the key skills that are required in not only be a good leader but the skills that are important in creating a culture of learning and shared knowledge within the early years environment.

Therapeutic Play (5 ECTS)

This module facilitates an understanding of how the theory of therapeutic play enhances the holistic learning and emotional development of children. The practical skills’ development of therapeutic play is encouraged so that students will be aware of how to provide engaging and meaningful play for children aged 0-6 years. Students will learn how to design, develop and carry out therapeutic play sessions that address issues relating to children’s learning, development and emotional well-being. The module will provide an awareness of how child development and child observation theory and practice help understand the learning and emotional development of children.

Research Dissertation (15 ECTS)

This module aims for the student to conduct research on a topic of their choice and use the research process to gain an in-depth insight into a problem. This module requires the understanding and application of appropriate research design, ethics, integrity, data analysis techniques and report writing. The student will identify, understand and research complex and specific problems relating to their topic using various research methods and tools.

Psychology of Child Development (2) (5 ECTS)

This module will allow students to further develop their understanding of children’s development in the context of Early Childhood Education and Care (0-6 years). It will explore how the early years professional can contribute to the optimal development of the child using the framework of Aistear’s themes of Well-being, Identity and Belonging, Communicating, and Exploring and Thinking. Students will be encouraged to critically reflect on their own development trajectory and will learn and critique theories to support developmentally appropriate practice in ECEC settings. The role of early years professional in encouraging and supporting the child to achieve their full potential will also be addressed through application of theory to practice case study assignments

Early Years Educator and Personal Wellbeing (5 ECTS)

The focus of the module is to encourage students prepare to transition from the BA Early Years Education and Care Programme. The module affords students the opportunity to focus on self care and wellbeing developing positive lifestyle choices . While also exploring professional roles and responsibilities as students become an emerging professional.The module provides an opportunity to reflect on their progression to date and to consider future professional development and lifelong learning opportunities .

Relational Pedagogy (5 ECTS)

Interactions and communication lie at the heart of relationships and therefore play a foundational role in relational pedagogy (Papatheodorou,2009). As children’s social and emotional development influences interactions and relationships in early childhood, there is a strong link between this development and relational pedagogy. Therefore, the module will examine this development in young children and the evolving nature of the relationships formed within the early childhood setting. In this module, students will also explore how relational pedagogy is acknowledged within Aistear (NCCA, 2009) by promoting learning and developing through interactions and partnership with parents. Similarly, students will examine how various elements of relational pedagogy are used to define quality practice in Síolta (CECDE, 2006). Furthermore, a central tenet of relational pedagogy is the educator’s image of the child as an active agent in their learning. Therefore, the module will examine how the educator can use constructivist and sociocultural theories to foster a relational pedagogy.

A Level 7 Ordinary degree in a cognate discipline or equivalent qualification.

or

Recognised Prior Learning (RPL) – Assessment

Please review the academic entry requirements for this programme.

If you do not hold these qualifications but would like your application to be assessed under RPL please select YES on the online application form.

Once you have submitted your online application you will then receive an email acknowledgement with further instructions on RPL.

ENGLISH LANGUAGE: Applicants who do not have English as their first language must ensure they satisfy English Language requirements. For entry to undergraduate courses, a score of 5.5 in an IELTS or equivalent exam is required. For postgraduate courses, a score of 6.0 in an IELTS or equivalent exam is required. It is the responsibility of the applicant to ensure their English proficiency meets these requirements.

The assessment will include a variety of methods these include, written, assignments, portfolios, skills demonstration and a possible exam. A Problem Based Learning Action Research Project will also be part of the programme.

Bachelor of Arts (Honours) in Early Childhood Education and Care (Level 8, 60 ECTS)

€4,800 (€2,400 per academic year).