Upon successful completion of this programme the graduate will be able to demonstrate... :
| PO1 |
Knowledge - Breadth |
| |
(a) |
Display a comprehensive knowledge of the theory, policies, concepts and pedagogical methods pertaining to Early Childhood Education and Care (ECEC) and School Age Childcare (SAC) incorporating the Montessori Philosophy of Education. |
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(b) |
Select and utilise relevant knowledge sources and applications of key principles relating to equality and diversity, additional needs, EAL (English as an additional language), children’s rights, outdoor learning, physical movement and adapted physical education. |
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(c) |
Develop and justify a comprehensive, personal world view, centred on international evidence-based best practice in the Early Childhood Education and Care (ECEC) and School Age Childcare (SAC) domains. |
| PO2 |
Knowledge - Kind |
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(a) |
Apply appropriate theoretical concepts and utilise the necessary skills to plan for instruction and design ECEC and SAC prepared environments that promote critical thinking, autonomy, care of self, well-being, and respect for others and the setting. |
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(b) |
Acquire, evaluate and apply knowledge through research, critical thinking and problem solving to design, implement and evaluate inclusion, equality and diversity practices that positively support children with a range of abilities and additional needs across a variety of education and care settings. |
| PO3 |
Skill - Range |
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(a) |
Apply operational and leadership principles to effectively manage in the Early Childhood Education and Care (ECEC) and School Age Childcare (SAC) domains. |
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(b) |
Demonstrate practical and technical competence in a range of skills and tools relating to curriculum design, differentiated learning and assessment, and an analytical engagement with Early Childhood Education and Care (ECEC) and School Age Childcare (SAC) practice frameworks. |
| PO4 |
Skill - Selectivity |
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(a) |
Exercise appropriate judgement, and select appropriate solutions using evidence-based best practice, in a number of complex planning functions relating to service provision and operational design of Early Childhood Education and Care (ECEC) and School Age Childcare (SAC) settings. |
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(b) |
Analyse complex issues relating to Early Childhood Education and Care (ECEC) and School Age Childcare (SAC) and develop appropriate solutions through the disciplines of differentiated teaching, transition, assessment and monitoring educational progress. |
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(c) |
Recognise and act, within a critically reflective process, on personal and sectoral development actions in keeping with national and international best practice. |
| PO5 |
Competence - Context |
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(a) |
Organise and manage people and processes in the transient and constantly changing sectors of the Early Childhood Education and Care (ECEC) and School Age Childcare (SAC) domains. |
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(b) |
Conduct advanced research, incorporating Montessori theory and concepts and problem-solving skills in a professional, accountable and creative manner in a wide range of contexts within the Early Childhood Education and Care (ECEC) and School Age Childcare (SAC) domains. |
| PO6 |
Competence - Role |
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(a) |
Work independently or as a member of a team, both ethically and professionally, in the processes of contributing to, coordinating and initiating effective change within the Early Childhood Education and Care (ECEC) and School Age Childcare (SAC) domains. |
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(b) |
Apply effective leadership and communication skills when working with a variety of educational settings, leading groups, managing teams, initiating and driving change within the Early Childhood Education and Care (ECEC) and School Age Childcare (SAC) domains. |
| PO7 |
Competence - Learning to Learn |
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(a) |
Display the attributes of a reflective, autonomous, self-directed learner possessing the appropriate competencies, confidence and discipline to broaden and deepen knowledge and expertise in the Early Childhood Education and Care (ECEC) and School Age Childcare (SAC) domains. |
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(b) |
Engage in continuous professional development (CPD) and utilise appropriate new learning opportunities to re-focus, re-frame and/or contextualise prior learning. |
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(c) |
Identify and assess the training needs of staff and colleagues in the relevant work environment and foster a ‘learning organisation’ culture to develop a sense of empowerment, initiative and entrepreneurship. |
| PO8 |
Competence - Insight |
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(a) |
Display self-confidence and an appropriate assertiveness when managing work-related problems, while demonstrating an appreciation of the ethical and legal issues involved in the sensitive management of work colleagues, collaborating with various educational settings, and/or communicating with parents. |
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(b) |
Relate Montessori’s concept of ‘the society of social cohesion’ in the context of solidarity and empathy with child groups. |
