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PSYC7007 - Educational Psychology in ECEC

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Title:Educational Psychology in ECEC
Long Title:Educational Psychology in ECEC
Module Code:PSYC7007
 
Duration:1 Semester
Credits: 5
NFQ Level:Intermediate
Field of Study: Psychology
Valid From: Semester 1 - 2022/23 ( September 2022 )
Module Delivered in 1 programme(s)
Module Coordinator: Cian ONeill
Module Author: Judith Butler
Module Description: This module is designed to provide students with an insight into educational psychology and serves to cover concepts, theories, and principles of human development, learning and behaviour. It relates how these concepts are applied to the Early Childhood Education & Care (ECEC) environment. It highlights how childhood experiences have the potential to impact holistic development and future life chances. These theories and concepts will give the learner a frame of reference on which to base practice.
Learning Outcomes
On successful completion of this module the learner will be able to:
LO1 Define educational psychology and outline its role in ECEC pedagogic practice.
LO2 Evaluate the reciprocal impacts between genes and the environment and the nature vs nurture debate.
LO3 Analyse the psychological theories and factors that impact on child engagement and achievement in the ECEC environment.
LO4 Relate neuroscience to the education and care of children in ECEC.
LO5 Examine how trauma, adverse childhood experiences (ACES) and positive childhood experiences impact on children's learning, development, behaviour and relationships.
Pre-requisite learning
Module Recommendations

This is prior learning (or a practical skill) that is strongly recommended before enrolment in this module. You may enrol in this module if you have not acquired the recommended learning but you will have considerable difficulty in passing (i.e. achieving the learning outcomes of) the module. While the prior learning is expressed as named MTU module(s) it also allows for learning (in another module or modules) which is equivalent to the learning specified in the named module(s).

Incompatible Modules
These are modules which have learning outcomes that are too similar to the learning outcomes of this module. You may not earn additional credit for the same learning and therefore you may not enrol in this module if you have successfully completed any modules in the incompatible list.
No incompatible modules listed
Co-requisite Modules
No Co-requisite modules listed
Requirements

This is prior learning (or a practical skill) that is mandatory before enrolment in this module is allowed. You may not enrol on this module if you have not acquired the learning specified in this section.

No requirements listed
 

Module Content & Assessment

Indicative Content
What is Educational Psychology?
The nature of educational psychology; the scope of educational psychology; the differences between psychology and educational psychology; why do we study educational psychology? Psychological concepts in educational contexts, the reciprocal impacts between play, learning and development.
Nature Vs Nurture
Needs and drives, Mia Kellmer Pringle's Needs of Children, Maslow's need theory, Kohn's motivational theory, positive play-based early learning (First 5). Resilience, Social connectedness and social competence. Co-regulation and self regulation theory. Lessons from Twin Studies. Impact of social, cultural and environmental factors including poverty on learning and development. Vertical and horizontal transitions. A positive transition to primary school is a predictor of children’s future success. Protective factors, connection and relationships.
The Learning Process: Developmental and Learning Theories
Compare and contrast theories and their implications for educating and caring for children, behaviourist theory, cognitive theory, sociocultural theory, multiple Intelligences theory, bio-ecological theory, maturation theory, humanistic theory, moral development and common moral transgressions of childhood. The centrality of socio-emotional relationships and climate in ECEC setting. Personality development, learning styles, application of theory, implication for practice.
Neuro-informed ECEC
Structure and function of human brain, neuron, synaptic transmission, memory, Triune Brain, Neurosequential model. Critical periods. Environmental factors that impact on brain development, biological factors that impact on brain development. Trevarthen in practice. Play behaviour and the social brain. Hand model of the brain (Siegel). Neuro-informed approaches to guide and support children's behaviour In ECEC. Regulate, Relate, Reason (Perry's 3 Rs of connecting to the learning brain). Learning opportunities to promote vagal tone. The importance of co-regulation and connection (time in). Self- regulation. Implications of neuroscience research for practice.
Trauma, Adversity and Trauma Sensitive Environments
Define trauma. Child stress, when stress becomes toxic. Adverse Childhood Experiences (ACES). Deprivation and poverty. Trauma sensitive approaches. Relationship based approaches. Trauma reducing practices. The importance of one good adult, the buffer. Key person approach. Creating a trauma sensitive environment to inform planning and daily interactions with children and their families. Supported transitions, predictable routines and environments, choice, voice and empowerment.
Assessment Breakdown%
Course Work40.00%
End of Module Formal Examination60.00%
Course Work
Assessment Type Assessment Description Outcome addressed % of total Assessment Date
Essay Compare and contrast theories highlighting implications for ECEC practice. 1,2,3 40.0 Week 8
End of Module Formal Examination
Assessment Type Assessment Description Outcome addressed % of total Assessment Date
Formal Exam Terminal Examination based on key topics covered throughout the module. 1,2,3,4,5 60.0 End-of-Semester
Reassessment Requirement
Repeat examination
Reassessment of this module will consist of a repeat examination. It is possible that there will also be a requirement to be reassessed in a coursework element.

The institute reserves the right to alter the nature and timings of assessment

 

Module Workload

Workload: Full Time
Workload Type Workload Description Hours Frequency Average Weekly Learner Workload
Lecture Educational Psychology Lecture 3.0 Every Week 3.00
Independent & Directed Learning (Non-contact) Independent learning 4.0 Every Week 4.00
Total Hours 7.00
Total Weekly Learner Workload 7.00
Total Weekly Contact Hours 3.00
Workload: Part Time
Workload Type Workload Description Hours Frequency Average Weekly Learner Workload
Directed Learning Education Psychology Lecture 3.0 Every Week 3.00
Independent & Directed Learning (Non-contact) Independent learning 4.0 Every Week 4.00
Total Hours 7.00
Total Weekly Learner Workload 7.00
Total Weekly Contact Hours 0.00
 

Module Resources

Recommended Book Resources
  • Aubrey, K & Riley A 2022, Understanding And Using Educational Theories, Sage London [ISBN: 9781529761306]
  • Buckler, S., & Castle, P. 2021, Psychology for Teachers, 3rd Ed., Sage Publications London [ISBN: 9781529743036]
  • Conkbayir, M & Pascal, C 2020, Early Childhood Theories and Contemporary Issues, Bloomsbury London [ISBN: 978170937533]
  • Santrock, J.W 2020, Lifespan Development, International Edition., 18 Ed., McGraw-Hill Education NY [ISBN: 978-126057145]
Supplementary Book Resources
  • Slavin, E. 2018, Educational Psychology: Theory and Practice, 12th Ed., Pearson London [ISBN: 978013489510]
  • Barnyard, P., Dillon, G., Norman, G., & Winder, B 2019, Essential Psychology, Sage Publications London [ISBN: 781526456854]
  • Dowling, J.E 2004, The Great Brain Debate. Nature or Nurture?, Princeton University Press Princeton, NJ and Oxford [ISBN: 9780691133102]
  • Featherstone, S 2017, making sense of neuroscience in the early years, Bloomsbury London [ISBN: 978-147293831]
  • Romero, V, Robertson, R. & Warner, A 2018, Building Resilience in Student impacted by Adverse Childhood Experiences, Corwin London [ISBN: 9781544319414]
  • Siegal , D & Payne Bryson, T 2018, The Whole Brain Child: 12 Revolutionary Strategies to Nurture Your Child's Developing Mind,, Random House USA Inc New York, United States [ISBN: 9780553386691]
Recommended Article/Paper Resources
Other Resources
 

Module Delivered in

Programme Code Programme Semester Delivery
CR_HECEC_7 Bachelor of Arts in Early Childhood Education and Care 5 Mandatory

Cork Institute of Technology
Rossa Avenue, Bishopstown, Cork

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Email: help@cit.edu.ie