EDUC06013 2016 Professional Practices

General Details

Full Title
Professional Practices
Transcript Title
Professional Practices
Code
EDUC06013
Attendance
75 %
Subject Area
EDUC - Education
Department
SOCS - Social Sciences
Level
06 - NFQ Level 6
Credit
05 - 05 Credits
Duration
Semester
Fee
Start Term
2016 - Full Academic Year 2016-17
End Term
9999 - The End of Time
Author(s)
Silvia Gursinski, Aoife Cooney
Programme Membership
SG_HEARL_G07 201600 Bachelor of Arts in Early Childhood Care and Educ SG_HEARL_H08 201700 Bachelor of Arts (Honours) in Humanities in Early Childhood Care and Educ SG_HEARL_H08 201800 Bachelor of Arts (Honours) in Early Childhood Care and Educ
Description

This module will prepare students for engaging in professional practices when working with children in a variety of ways. It will support students in developing the knowledge and practical skills which enable them to observe, plan, facilitate, evaluate, record and report on appropriate structured activites and play opportunities for children in their early years. It will develop their ability to make links between these practices and relevant curriula, policies and legislation. The module will also introduce students to a variety of approaches to working with children and provide them with an insight into professional development. This module must be passed in order for students to be eligible to begin placement. 

Learning Outcomes

On completion of this module the learner will/should be able to;

1.

Observe, plan, facilitate, assess, document, evaulate and report on both structured activities and play opportunities for children in their early years.

2.

Explain the role of Aistear, Siolta, the Pre School Regulations, other relevant national policy and legislation and setting policies in relation to learning outcome 1.

3.

Discuss their awareness and knowledge of approaches to Early Childhood Care and Education.

4.

Evaluate their preparedness for ensuring professional practices , including reflective practices specifically, are employed whilst on placement.

Teaching and Learning Strategies

Active learning strategies will be employed as much as possible to enable learners to have practical hands on experience with the content. Students will be introduced to key ideas in lectures and then explore these in more depth in tutorial classes. 

Module Assessment Strategies

PDP 10% 

Project 50% - LOs 1&2

Project 40% LOs 3&4

Repeat Assessments

Project

If any learning outcome can not be deemed to have been met then a repeat assessment is required. 

Indicative Syllabus

Aistear, Siolta, the UNCRC and setting policies will play a significant role throughout each of the headings below. Links will be made consistenly throughout the module. Links will also be made to previous learning in other modules, most specifically Learning through Play

Planning:Students will be introduced to short term, medium term and long term planning as well as looking at thematic planning and child centered planning. Students will consider the role of the practitioner, the children, the children's carers and the community in planning.  Students will discuss the importance of learning environements when planning.

Facilitating: Students will consider the role of the practitioner and the interaction skills and qualities they employ when working with children in both structured activities and play opportunities. The students will discuss the impact of interpersonal skills and qualities and their view of the child on facilitation. Strategies for supporting children's behaviour in these situations will be examined.

Assessment: Students will explore a variety of assessment strategies in order to ascertain children's interests and needs and gain insight into the appropriate use of these strategies in supporting children and theirr learning and development. Students will consider AiFL concepts.

Documenting: Students will explore a range of methods of documenting planning, facilitation and assessment of structured activites and play opportuities. They will examine the importance of documentation and its role. 

Evaluation: Students will differentiate between assessment and evaluation. They will also consider the role of reflection in action and reflection on action. 

Reporting: Students will discuss the importance of reporting to a number of stakeholders and gain insight into a variety of methods of reporting.

Approaches: Students will be introduced to approaches such as HighScope, Reggio Emilia inspired practices, Montessori and Steiner.

Preparedness for Placement: Areas such as threshold concepts, professional identity and self efficacy, professional boundaries, setting personal goals, ethical practices and continuous professional development will be considered. 

Coursework & Assessment Breakdown

Coursework & Continuous Assessment
100 %

Coursework Assessment

Title Type Form Percent Week Learning Outcomes Assessed
1 Assessment 1 Continuous Assessment Assessment 50 % Week 9 1,2
2 Assessment 2 Continuous Assessment Assessment 40 % Week 13 3,4
3 PDP Continuous Assessment Assessment 10 % Week 13 4

Full Time Mode Workload


Type Location Description Hours Frequency Avg Workload
Lecture Lecture Theatre Lecture 1 Weekly 1.00
Tutorial ECCE Skills Laboratory Tutorial 2 Weekly 2.00
Total Full Time Average Weekly Learner Contact Time 3.00 Hours

Required & Recommended Book List

Recommended Reading
2012-02-24 Early Childhood Education & Care: An Introduction for Students in Ireland Gill & Macmillan Ltd
ISBN 071715324X ISBN-13 9780717153244

Unique new text introducing the theories and concepts of Early Childhood Education and Care, highlighting the knowledge, values and skills required to become a competent ECEC practitioner in Ireland today. Written by educators, practitioners and policy experts from across Ireland, this book is organised in four parts: Part 1: Theoretical Underpinnings of Early Childhood Education and Care Introduces students to the key concepts and theories from a range of relevant disciplines, enabling them to make sense of a child's place in the world. Part 2: Approaches to Early Childhood Education and Care Demonstrates the richness and breadth of pre-school learning models, describing the numerous theoretical and practical perspectives in early education and care. Part 3: Pedagogy and Learning Explores the different types of environments and situations contributing to young children's learning and reinforces the importance of engaging with parents and the community. Part 4: structures and Issues Outlines the unique character of the ECEC sector in Ireland, while also highlighting the importance of ethics and the significance of diversity in ECEC practice. Suitable For: Undergraduate degree programmes in Early Childhood Education and Care in Institutes of Technology and Colleges of Education. Unique new text introducing the theories and concepts of Early Childhood Education and Care, while highlighting the knowledge, values and skills required to become a competent ECEC practitioner in Ireland today. Written by educators, practitioners and policy experts from across Ireland, this book is organised in four parts: Part 1: Theoretical Underpinnings of Early Childhood Education and Care Introduces students to the key concepts and theories from a range of relevant disciplines, enabling them to make sense of a child's place in the world. Part 2: Approaches to ECEC Demonstrates the richness and breadth of pre-school learning models, describing the numerous theoretical and practical perspectives in early education and care. Part 3: Pedagogy and Learning Explores the different types of environments and situations contributing to young children's learning and reinforces the importance of engaging with parents and the community. Part 4: Issues and Context Outlines the unique character of the ECEC sector in Ireland, while also highlighting the importance of ethics and the significance of diversity in ECEC practice.

Recommended Reading
2013-05-17 Early Years Practice: Getting it Right from the Start Gill & Macmillan Ltd
ISBN 0717157202 ISBN-13 9780717157204

Unique book integrating the theory and principles of the curriculum framework Aistear, together with the quality standards of Siolta, to provide a context for everyday practice in early years settings. * Unlocks links between Aistear and Siolta providing a clear direction for combined effective use. * Defines key competencies from Siolta by exploring the four themes of Aistear. * Uses examples from Aistear and Siolta to expand on and illustrate key aspects of best early years practice. * Strengthens understandings of what constitutes good practice. * Introduces reflective practice as a means of raising the quality and effectiveness of practice within early years settings. * Draws on research to highlight the effects of quality practice on the development and education of young children. * Encourages reform for more effective and rewarding early years practice. Written For: Students taking certificates, diplomas and degrees in early childhood education and practitioners working in the field of early childhood education and care

Recommended Reading
2011-04-19 Children's Rights in Practice SAGE Publications Ltd
ISBN 1849203806 ISBN-13 9781849203807

Considering the rights of the child is now central to good multi-agency working, Children's Right in Practice offers an explanation of the theoretical issues and the key policy developments that have impacted practice. It helps the reader to understand children's rights in relation to their role in working with children and young people. Looking at education, health, social care and welfare, it bridges the gap between policy and practice for children from birth to 19 years.

Chapters cover the child's right to play, youth justice and children's rights, the voice of the child, ethical dilemmas in different contexts, involvement, participation and decision making, safeguarding and child protection, social justice and exclusion.

This book helps the reader understand what constitutes good practice, while considering the advantages and tension of working across disciplines.

 

Module Resources

URL Resources

http://www.ncca.ie/en/Curriculum_and_Assessment/Early_Childhood_and_Primary_Education/Early_Childhood_Education/Aistear_Toolkit/Aistear_Toolkit.html

http://siolta.ie/

http://www.dcya.gov.ie/viewdoc.asp?fn=/documents/Publications/Child_Care_Pre-_School_Services_Regs_2006.pdf

Other Resources

Placement portfolio

Additional Information

Commencement of placement is reliant on a record of attendance, as noted by module leader, and successful completion of module assessment(s). In order to progress to placement, full attendance is also required at all compulsory placement preparation workshops, as arranged by the Placement Facilitation Unit.