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Course Module Information
Course Modules
ECS3103: Understanding Children's Early Learning
Semester 1 and Semester 2 | Credits: 10
Contemporary understandings of childhood construct the child as an active agent in matters that affect their lives. Underpinned by the sociological understanding of childhood, this approach portrays the young child as an active and confident agent, and as a catalyst for their own learning and development. There has been a shift from prioritising developmental theories to understand children, to a ‘post-developmental’ period where we consider socio-cultural theories, among others, to critically analyse our knowledges, practices, skills and values in relation to early childhood education and care.
Participants in this module will draw on these concepts in their consideration of children’s early learning and their own pedagogical approach within Early Childhood settings. Learners will explore methods of planning for children’s early learning, implementing those plans, and capturing the children’s learning through a range of mediums. The development of systematic methods to document children’s progress, as an aid to reflecting on and redefining professional practice in early learning settings, will be examined through the module.
The module explores the role of the ECEC practitioner as a co-constructor of knowledge in collaboration with the child, groups of children, staff teams, families and other stakeholders, including local community members. Developing an ethical and rights-based approach to practice will support the privileging of co-constructed knowledges. Reflection on practice, peer and group reflection should underpin this collaborative approach, and will be examined within the module. The place of assessment of and for learning and related terminology will be examined from both theoretical and applied perspectives.
This module focuses on the Irish context, though this is situated within and influenced by broader international developments. Learners will be challenged to consider new ways of knowing, and new forms of knowledge, with respect to children’s and families’ lived experiences, varied cultures and changing family patterns. The module explores the impact of these varied influences on inclusive pedagogical development, curriculum planning and assessment, as these inform daily lived activities in ECEC.
(Language of instruction: English)
Learning Outcomes
- Discuss the sociology of childhood as it relates to children’s early learning, constructing the child as an agent and catalyst in their own learning
- Outline the emerging Irish approach to pedagogy, curriculum development, situating this within a contemporary international context
- Discuss the concept of co-constructed knowledge, the role of collaboration with stakeholders and the place and various modes of reflection within this approach
- Apply this concept to recognise new ways of knowing and doing in ECEC as it concerns planning, implementing, assessing and extending the curriculum
- Outline the place of assessment of and for learning in Early Years contexts, and the related terminology, from theoretical and applied perspectives
- Assess and demonstrate how to appropriately structure the learning environment to challenge and enhance/enrich children’s thinking and examine the emerging approaches and purposes to documenting children’s learning
- Examine the emerging approaches to and purposes of documenting children’s learning for various audiences, including colleagues, families, relevant agencies and children themselves.
Assessments
- Continuous Assessment (100%)
Teachers
- SUZANNE GOLDEN:
Research Profile |
Email
- SHEILA GARRITY:
Research Profile |
Email
Reading List
- "Quality Adult-Child Interactions in Early Years Services" by Barnardos
Publisher: Barnardos - "Siolta: The National Quality Framework for Early Childhood Education" by Centre for the Early Childhood Development and Education
Publisher: Centre for the Early Childhood Development and Education - "Diversity, Equality and Inclusion Charter and Guidelines for Early Childhood Education and Care." by Department for Children and Youth Affairs.
Publisher: Government Publications - "Pedagogical documentation in early years practice: seeing through multiple perspectives" by Fleet, A, Patterson, C. & Robertson, J (Eds)
Publisher: Sage Publications - "Proposal for key principles of a Quality Framework for Early Childhood Education and Care" by European Commission
Publisher: European Commission - "Early Mathematics: A Guide for Improving Teaching and Learning" by Education Review Office, Te Tari Arotake Matauranga
Publisher: New Zealand Government. Education Review Office.
Note: Module offerings and details may be subject to change.