| Title: | Pers & Prof Dev: Fundamental |
|---|
| Long Title: | Pers & Prof Dev: Fundamental |
|---|
| Field of Study: |
Education Studies
|
| Valid From: |
Semester 1 - 2022/23 ( September 2022 ) |
| Module Coordinator: |
Cian ONeill |
| Module Author: |
Jane OSullivan |
| Module Description: |
This module is designed to support the student in developing the fundamental skills, attitudes, dispositions, understanding and knowledge(s) required for their future role as an early childhood professional. Learning will be experiential in nature. |
| Learning Outcomes |
| On successful completion of this module the learner will be able to: |
| LO1 |
Identify the key professional skills required for working as an early childhood practitioner. |
| LO2 |
Discuss the core dispositions and attitudes required for working as an early childhood practitioner. |
| LO3 |
Apply the 'theory to practice process' as related to the early childhood education and care profession through selected portfolio work. |
| LO4 |
Develop core intrapersonal and interpersonal skills and apply them effectively in relevant and appropriate settings. |
| LO5 |
Examine and practice a range of skills, relevant to the early childhood education and care profession, during small group interactions in class. |
| 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 |
|
Professional skills, dispositions and attitudes
Professional attitude, awareness and conduct; self-assessment; personal and professional responsibilities; recognising and managing stress; core dispositions of an early childhood practitioner; becoming a team player; basic observational skills; basic conflict resolution skills; reflective practice; applying theory to practice through portfolio work.
|
|
Professional conduct in the workplace.
Expectations; roles and boundaries; ethical and professional conduct; confidentiality; purpose of policies and procedures.
|
|
Communication
Communication basics; barriers to communication; listening skills; communication styles; conversation skills; fitting in and getting along; public speaking - voice control, visual aids, oral presentations.
|
|
Social Skills
Exploring and developing awareness of self and other; improving confidence in interactions with others; communication and relationship building skills; teamwork; problem solving; personal conflicts and how to manage them.
|
|
Personal development
Self-esteem; self-development; attitude; image; growth mindset; motivation; awareness of self; identifying and addressing personal needs; work/life balance.
|
| Assessment Breakdown | % |
|---|
| Course Work | 100.00% |
| Course Work |
|---|
| Assessment Type |
Assessment Description |
Outcome addressed |
% of total |
Assessment Date |
| Reflective Journal |
Weekly reflection based on learning achieved during interactive class activities and discussions. Note that this assessment element is inextricably related to the delivery; therefore the student is required to attend the classes of this module in order to be re-assessed in this element. |
1,2,3,4,5 |
60.0 |
Every Week |
| Project |
Develop a portfolio of learning based on tasks assigned during class. Note that this assessment element is inextricably related to the delivery; therefore the student is required to attend the practical sessions of this module in order to be re-assessed in this element. |
1,3,5 |
40.0 |
Week 13 |
| No End of Module Formal Examination |
| Reassessment Requirement |
Coursework Only
This module is reassessed solely on the basis of re-submitted coursework. There is no repeat written examination.
|
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 |
Lectures and class discussions |
1.0 |
Every Week |
1.00 |
| Tutorial |
Discussion and skills development groups |
2.0 |
Every Week |
2.00 |
| Independent & Directed Learning (Non-contact) |
Independent and guided research and reading |
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 |
| Lecture |
Lectures and class discussions |
1.0 |
Every Week |
1.00 |
| Tutorial |
Discussion and skills development groups |
2.0 |
Every Week |
2.00 |
| Independent & Directed Learning (Non-contact) |
Independent and guided research and reading |
4.0 |
Every Week |
4.00 |
| Total Hours |
7.00 |
| Total Weekly Learner Workload |
7.00 |
| Total Weekly Contact Hours |
3.00 |
Module Resources
| Recommended Book Resources |
|---|
- Barnardos' Training and Resource Service and Border Counties Childcare Network 2010, Your Learning and Development: Continuing Professional Development in Early Childhood Care and Education, Barnardos' Training and Resource Service Dublin [ISBN: 9781906004194]
- Donegal County Childcare Committee Ltd. 2012, Professional Pedagogy for Early Childhood Education, DCCC Publishing Donegal [ISBN: 9781907235054]
- Schonfeld, H. 2015, Reflective Practice for Early Childhood Practitioners, Barnardos Dublin [ISBN: 9781906004330]
- Dweck, C. 2000, Self-Theories: Their Role in Motivation, Personality, and Development, Psychology Press New York [ISBN: 1841690244]
| | Supplementary Book Resources |
|---|
- Fennell, M. & Brosan, L. 2011, An Introduction to Improving Your Self-Esteem, Constable & Robinson Ltd. London [ISBN: 9781849014724]
- Envy, R. & Walters, R. 2013, Becoming a Reflective Practitioner in Early Years, Sage Publications London [ISBN: 9781446267943]
- Hayes, C., Daly, J., Duncan, M., Gill, R., Whitehouse, A. 2014, Developing as a Reflective Early Years Professional: Critical Thinking, Critical Publishing Northwich [ISBN: 9781909682214]
| | This module does not have any article/paper resources |
|---|
| Other Resources |
|---|
- Website: Dweck, C. 2014, The Power of Believing That You Can
Improve
, TED
- Website: infedCarl Rogers, core conditions and
education
, YMCA George Williams College.
- Website: NCCA 2009, Aistear: the early childhood curriculum
framework
- Website: CECDE 2006, Síolta, the National Quality Framework
for Early Childhood Education
- Website: NCCAAistear Síolta Practice Guide
- Document: Early Years Forum 2021, Code of Professional Responsibilities, Ireland
- Policy Document: Government of Ireland 2022, Nurturing Skills: The Workforce Plan
for Early Learning and Care and
School-Age Childcare 2022-2028
|
Module Delivered in
|
