| Title: | Pers & Prof Dev: Intermediate |
|---|
| Long Title: | Pers & Prof Dev: Intermediate |
|---|
| 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 securing their professional practice placement and in enhancing the development of the skills, attitudes, dispositions, understanding and knowledge(s) required during their placement experience.
|
| Learning Outcomes |
| On successful completion of this module the learner will be able to: |
| LO1 |
Apply selected key professional skills required for working as an early childhood practitioner. |
| LO2 |
Integrate the core dispositions and attitudes required for working as an early childhood practitioner. |
| LO3 |
Examine and practice a range of skills, relevant to the early childhood education and care profession, during small group interactions in class. |
| LO4 |
Communicate and participate as a valuable team member. |
| 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 |
|
Preparing for professional practice placement
Application procedures - placement selection, CV, cover letter, making initial contact; interview preparation and technique; establish learning goals for placement experience; role and responsibility of student, on-site mentor and CIT supervisor; expectations; coping with difficulties; working with your supervisor; communicating electronically.
|
|
Child Protection
Theory and practice of child protection; Children First - legislation, regulation, reporting, documenting, designated liaison person.
|
|
Professional skills, dispositions and attitudes
Enabling children to learn; observation methods and documentation; plan and document provocations to provide learning opportunities, with due regard to the national practice frameworks, guidelines and regulations; enhanced conflict resolution skills; philosophising with children to support critical and creative thinking; supporting children's participation rights through democratic practice; documenting reflective practice; deepening reflective practice; written and verbal communication skills relating to work with children, colleagues, parents, co-professionals.
|
|
Professional conduct in the workplace
Working as part of a team; professional communication; decision making; negotiation skills; effective conflict resolution - children and colleagues; working ethically; valuing diversity.
|
|
Personal Development
Early childhood role models - identification and reflection; identity & belonging, well-being, communicating, exploring and thinking themes in relation to self; personal values and ethics.
|
| Assessment Breakdown | % |
|---|
| Course Work | 100.00% |
| Course Work |
|---|
| Assessment Type |
Assessment Description |
Outcome addressed |
% of total |
Assessment Date |
| Reflective Journal |
Weekly journal entry based 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 assessed in this element. |
1,2,3 |
50.0 |
Every Week |
| Project |
Develop a portfolio of learning based on tasks identified in class. Includes documentation relating to securing professional work practice placement. 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 |
50.0 |
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 |
Class lectures & discussion |
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, Supporting Quality: Guidelines for Best Practice in Early Childhood Services, National Children’s Resource Centre [ISBN: 1 898662 64 9]
- Colwell, J. et al 2015, Reflective Teaching in Early Education, Bloomsbury Publishing Plc London [ISBN: 9781441172044]
- DCYA 2011, Children First: National Guidance for the Protection and Welfare of Children, Government Publications Dublin [ISBN: 9781406425895]
- Graham, I. & McDermott, M. 2010, Your Learning and Development: Continuing Professional Development in Early Childhood Care and Education, Barnardos' Training and Resource Service Dublin [ISBN: 9781906004194]
| | Supplementary Book Resources |
|---|
- Donegal County Childcare Committee Ltd. 2012, Professional Pedagogy for Early Childhood Education, DCCC Publishing Donegal [ISBN: 9781907235054]
- Jane Murray 2018, Early Childhood Pedagogies: Creating Spaces for Young Children to Flourish, Routledge Oxon [ISBN: 9781138202597]
| | This module does not have any article/paper resources |
|---|
| Other Resources |
|---|
- Website: 2015Aistear Siolta Practice Guide, NCCA, Dublin
- Website: CECDE 2006, Síolta: The National Quality Framework
for Early Childhood Education
, CECDE, Dublin
- Website: NCCA 2009, Aistear: The Early Childhood Curriculum
Framework
, NCCA
- Website: National Early Years Quality Development
Service
, Better Start
- Website: Write Your CV, Trinity College Dublin, Dublin
- Website: Knight, G. 2013, How to prepare for an interview, IrishJobs.ie
- Website: Tusla Child and Family Agency
- Website: DCYA 2016, Diversity, Equality and Inclusion
Charter and Guidelines for Early
Childhood Care and Education
|
Module Delivered in
|