Early Childhood Education and Care – BA

This module introduces the students to the principles and practices of Early Childhood Education and Care (ECEC) from a national and international perspective. Students will explore the national practice Frameworks: Síolta (CECDE, 2006) and Aistear (NCCA, 2009) as the foundations of quality Early Childhood Education and Care in the Irish context, while also locating these in the context of European and International principles.

The module will help students develop their academic skills and a sense of autonomy in order to thrive in the third-level academic environment and in their professional practice as Early Childhood Educators. Students will be encouraged to work both independently and as part of a group, and to engage in reflective practice.

This module introduces the concept of relational pedagogy in Early Childhood. Using a ‘relational lens’ (Reeves and Le Mare, 2017), and drawing upon the Irish Practice Frameworks: Síolta (CECDE, 2006) and Aistear (NCCA, 2009), and other approaches (e.g. HighScope, Montessori, Te Whāriki, Reggio), students will explore pedagogical relationships with children, based on sensitive responsivity and the principle of ‘Slow Pedagogy’ (Clark, 2020). This module prepares students for professional practice placement.

Underpinned by the communication of a holistic perspective of the development of the child, this module introduces students to the concept of child development, providing an in-depth understanding of the psychological development taking place in childhood from birth to three years, three to six years. Students will explore various theories and perspectives on child developmental psychology relating to a child’s physical, social, emotional and cognitive development. They will examine how environmental factors, principally the context of the family, affects child development, well-being and identity.

This module is designed to familiarise students with the historical, social, cultural and political contexts which impact child development. Drawing upon key theoretical perspective and policy initiatives the modules enables students to think critically on issues of relevance to early years’ care and education.This module provides a foundation and link to ECEC Social Policy and Children’s Rights and Advocacy

This module has been designed to engage students to become Early Childhood Educators through active creative learning. The teaching will be instructional and experiential with practical and theory classes.

This module will enable learners to develop an understanding of the factors that determine the health and wellbeing of children (birth to six years). It will also highlight the role of the ECEC practitioner in ensuring equitable and inclusive wellbeing practices in early childhood. Learners will participate in and appraise current health promotion initiatives, further developing the skills and attributes necessary to apply creative and evolving health promotion strategies within the early years setting. The module will also foster an environment where evidence-based health promotion solutions will be supported.

The aim of this module is to prepare students for practicum in diverse ECEC settings. Students will develop knowledge and skills for practice to prepare them for their role of working with children, parents, and professionals. Students are required to gain professional practice placement experience with all age groups over the course of the degree programme: babies and young children (birth to eighteen months) (18 months to three years) and older children (3-6 years).

This module enables students to appreciate the value of outdoor pedagogy as a means of enhancing children’s learning in ECEC. Students will explore the benefits and challenges of outdoor learning experiences for children of all ages and learn how to create outdoor learning opportunities, which support children’s holistic development. This module prepares students for professional practice placement.

This module introduces students to social policy issues applicable to the Early Childhood Education and Care sector. Students will explore a wide range of legislation and policies pertinent to the delivery of quality ECEC in an Irish context, and examine the factors that affect the Early Childhood Educator’s professional identity from a national and international perspective, and how these influence quality in ECEC while also locating these in a wider international context. This module builds upon Contexts of Early Childhood and links to Children’s Rights and Advocacy.

This module provides an introduction to Inclusive policy and practice. It introduces concepts such as diversity, equality and inclusion as they relate to children aged 0-3 and 3-6 years, and aims to provide students with an understanding of inclusion in society as a whole and more specifically in the ECEC setting. Through drawing on the practice frameworks Siolta and Aistear, and the Diversity, Equality and Inclusion Charter, students will also develop an awareness and understanding of issues such as prejudice, bias and discrimination in relation to marginalised groups.

This module introduces multimodal perspectives of literacy and learning through arts based Early Childhood Education and Care from a national and international perspective. With reference to Siolta (CEDE, 2006) and Aistear (NCCA, 2009) in the Irish context, and focusing upon the 100 language of children within the Reggio approach in particular, students will examine the theoretical perspectives of multimodal approaches of literacy and learning with children from birth to three, three to six years. Students will examine their own creativity, how to make learning visible and how to apply a multimodal approach to children’s learning in the early year’s context.

This module introduces students to the regulatory context for the Early Childhood sector in Ireland. It explores the Childcare Act 1991 (as amended by Part 12 of the Child and Family Agency 2013). Students will explore the role of the Child and Family Agency: Tusla, the Child Care Act, 1991 (Early Years) Regulations 2016, and the role of the Department of Education and Skills in relation to Early Years Education inspections. Students will examine the relationship between regulation and quality ECEC for children aged birth to six years. This module prepares students for professional practice placement.

This module aims to enhance the student’s ability to be reflexive of themselves, their family and their life experiences in preparation for their professional placement and practice as early childhood educators. It helps the student to be self-reflexive and encourages them to continuously review their pedagogical practice on placement and later when working in the early childhood and care sector. This module links closely with their Professional Practice Placement, in that students are encouraged to be reflexive of themselves and their practice and are required to complete a selfreflexive diary while on their practice placement as part of the assessment of this module.

This module builds on students’ awareness and knowledge of pedagogical approaches in ECEC. Drawing upon Síolta (CECDE, 2006), Aistear (NCCA, 2009) and the Diversity, Equality, and Inclusion Charter and Guidelines (DCYA, 2016), students will explore the implementation of play-based pedagogy in ECEC. This module locates children’s learning in the context of emergent and inquiry-based curriculum that is responsive to the interests and abilities of babies and young children (birth – 3 years) and older children (3-6 years) in the ECEC setting. This module prepares students for professional practice placement.

This module introduces the student to the importance of working collaboratively with parents and others in an ECEC setting. Using the practice frameworks: Síolta and Aistear (CECDE, 2006; NCCA, 2009) students will explore the principles underpinning collaborative practice and in particular, the importance and value of working in collaboration with parents, team members, and other professionals, in the best interests of the child. It aims to prepare students to work collaboratively with parents, team members and other stakeholders during their professional practice placement.

This module develops students’ theoretical, practical and professional knowledge and understanding of working with young children, providing them with an opportunity to engage in practicum within an ECEC setting. Students are required to gain professional practice placement experience with all age groups over the course of the degree programme: babies and young children (birth to eighteen months) (18 months to three years) and older children (3-6 years). They therefore avail of practicum experiences to relate theory to practice by working alongside experienced early childhood educators and applying knowledge gained through their studies to enhance their professional knowledge and skills. Students will be supported in partnership with academic staff, to achieve the standards of best practice for ECEC educators.

This module will provide learners with the theoretical knowledge underpinning microbiological food safety and the food safety management system HACCP in a Early Childhood Education and Care (ECEC) setting. Whilst the indicative content seems to be of a general nature, every effort will be made by the lecturer to show that the module delivery will differentiate between the needs of birth-3 years children relative to 3-6 year olds It will also introduce and develop the learner understanding of the concepts and principles of early childhood nutrition and nutritional requirements from birth to six years and the ability to apply appropriate judgment to the creation, design and execution of menus’ for various children’s dietary needs whilst complying with policies, recommendations and national regulatory requirements with regard to diet, health, and food hygiene regulations as appropriate to Early Childhood Education and Care (ECEC) settings. This module compliments the periods of placement by affording the learner the opportunity to be a more effective and competent contributor in the provision of safe, wholesome and balanced children’s nutrition during this placement period in a modern ECEC setting.

This module develops students’ critical understanding of the nature and scope of children’s rights. It enables students to consider ways in which children’s rights can be applied in practice when working with children in the Early Childhood Education and Care setting. Students will also explore how they, as Early Childhood Educators, may advocate for children’s rights and involve children in democratic decision-making within the ECEC setting.

This module provides an introduction to language acquisition in young children (birth to 2.5 years, and 3-6 years). Using the practice frameworks, Siolta and Aistear, students will develop an understanding of how children in the Early Years acquire their native language. The module will also introduce students to the field of Second Language Acquisition which explores the phenomenon of bilingualism and how young children acquire a second language.

This module builds on the learning from Introduction to Inclusive Policy and Practice in the ECEC Setting in year 1, whereby students will explore further, the theories and principles underpinning the development of a quality inclusive learning environment (indoors and outdoors) for children in early childhood. Using the practice frameworks, Síolta and Aistear, the Diversity, Equality and Inclusion Charter, and the Access and Inclusion Model, The First Five Strategy, students will examine the factors that underpin inclusive practices as they relate to children aged birth to three years, and children aged 3 to six years in an early childhood setting.

This module enhances students’ theoretical, practical and professional knowledge and understanding of working with young children, providing them with an opportunity to engage in practicum within an ECEC setting. Students are required to gain professional practice placement experience with all age groups over the course of the degree programme: babies and young children (birth to eighteen months) (18 months to three years) and older children (3-6 years). They therefore avail of practicum experiences to relate theory to practice by working alongside experienced early childhood educators and applying knowledge gained through their studies to enhance their professional knowledge and skills. Students will be supported in partnership with academic staff, to achieve the standards of best practice for ECEC educators.

Student’s professional development is incremental in nature. As such, this practicum draws upon student’s previous practicum experience, academic learning and emerging professional skills to support the learning and development of babies and young children (birth to six years) in an ECEC setting. A playful pedagogy underpins this module, which also reinforces the centrality of observation, curriculum planning, implementation and evaluation when working with young children. Students will develop knowledge and understanding of the critical importance of working collaboratively with parents and families, the staff team within the ECEC setting, as well as external stakeholders, including Tusla, City and County Childcare Committees etc. Through a process of reflective engagement, students will develop and refine a personal and professional philosophy to support their work with children (birth to three and three to six) in an ECEC setting.

This module emphasises the importance of research for the Early Childhood Education and Care sector and introduces research methodologies commonly used by researchers in this sector. Quantitative, Qualitative and Mixed Methods are explored and examples of the various approaches are reviewed in national and international research studies. Students will learn about the ethical principles underpinning research including the ‘voice’ of the child and consider any ethical issues pertaining to their research proposal for their final year Applied Research Project.

International and domestic law plays a significant role in shaping the lives of children by placing legal obligations on Early Childhood Educators. The primary international legal instruments concerning children are framed in terms of children’s rights and are underpinned by human rights standards. Domestic law transposes these rights into legal regulations designed to ensure the welfare, protection, and education of children. There is a significant body of statutory requirements with which the Early Childhood Educator must comply when providing childcare services. The purpose of this module is to apprise students of the law governing child protection and welfare in the broadest sense of those terms. In addition, this module is concerned with analysing the professional liability and accountability of Early Childhood Educators. This module will address areas of the law that are particularly relevant to the Early Childhood Educator such as child protection law, mandatory reporting, the role of Tusla, guardianship, custody and access, as well as sexual offences, childcare regulations, professional liability and employment law. This module is written from a rights-based perspective and is underpinned to various human rights conventions applicable to children.

This module will equip learners with the knowledge, skill and competency to use play and its developmental, educational and therapeutic applications within the context of an early year’s environment. Learners will analyse how trauma-sensitive principles of care related to the early years setting and can be utilised as a framework for designing and facilitating therapeutic and creative interventions in the context of holistic development. Learners will develop the skills necessary to plan and deliver, individual and group, developmentally appropriate therapeutic, recreational and creative play-based interventions with children within the context of early years settings with reference to Síolta (CECDE, 2006) and Aistear (NCCA, 2009). Learners will reflect on their understanding of Trauma Sensitive Care and the Play Continuum as it relates to Early Years Settings and demonstrate how these principles can be applied in practice.

This module encourages the student to understand the relationship between positive teamwork, good leadership and quality practice within an early childhood education and care setting. It introduces students to theories of leadership in the context of early childhood education and care. It supports students’ personal development and self-reflection through participation in a group with their peers, focussing upon their understanding of group dynamics and teamwork within the context of early childhood education and care. It aims to prepare students to work collaboratively with team members and other stakeholders during their professional practice placement.

This module introduces students to business management knowledge and skills relevant to the Early Childhood Education and Care (ECEC) sector. In keeping with the requirements of the Early Years Services Regulation, 2016, and aligning with Síolta (2006), students will examine best practices in managing human resources. The module also introduces students to the concepts of entrepreneurship and business development.