Module Code: |
H6DPLLL |
Long Title
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Diversity and pluralism in Learning Language and Literacies
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Title
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Diversity and pluralism in Learning Language and Literacies
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Module Level: |
LEVEL 6 |
EQF Level: |
5 |
EHEA Level: |
Short Cycle |
Module Coordinator: |
Meera Oke |
Module Author: |
Stephanie Roe |
Departments: |
NCI Learning & Teaching
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Specifications of the qualifications and experience required of staff |
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Learning Outcomes |
On successful completion of this module the learner will be able to: |
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Learning Outcome Description |
LO1 |
Demonstrate an awareness of diversity and pluralism in the nature of learning language and literacy in the context of early childhood education and care. |
LO2 |
Apply a critical understanding of cultural, linguistic and literacy diversity of learning in Early Childhood Education and Care environments. |
LO3 |
Identify the key principles and the application of a rights based, anti-bias, equality and diversity practice in ensuring the well-being of babies and young children. |
LO4 |
Establish competencies through the role of the ECEC educator in supporting resilience and empowering each child with reference to learning language and literacy. |
LO5 |
Exploration of personal and professional values, attitudes, bias and prejudice both societal and in practice. |
Dependencies |
Module Recommendations
This is prior learning (or a practical skill) that is required before enrolment on this module. While the prior learning is expressed as named NCI module(s) it also allows for learning (in another module or modules) which is equivalent to the learning specified in the named module(s).
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No recommendations listed |
Co-requisite Modules
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No Co-requisite modules listed |
Module Content & Assessment
Indicative Content |
Awareness of diversity and pluralism in learning (week 1 & 2)
Course Overview and Assessments, definitions of diversity and pluralism in learning, psychological perspectives and key ideologies of pluralism in education, era of identity and belonging, diversity and pluralism in early year’s environments, the importance of shaping the learning of children from culturally and linguistically diverse backgrounds, etc.
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Cultural, Linguistic, gender and ability Diversity (CLAD) (week 3 & 4)
Development of cultural, linguistic and ability/Literacy diversity children in the context of ECEC, quality of inclusion in the early year’s classroom. For example; access, participation in supporting young children’s cultural and social development, intentional curriculum and teaching and pedagogical practice, appropriate materials and equipment, interactions, relationships and engagement with diverse children and their families.
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Theoretical Frameworks (week 5)
Key principles of an inclusive practice including children’s rights and values in early year’s education and care. Concepts and the implementation of a right- based and equality and diversity practice. Understanding the educational framework UDL in early year’s education and care and its significance to practice. Appropriate interventions and learning strategies for example Access and Inclusion Model (AIM’s) and other relevant frameworks.
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Application to practice (week 6)
Creating social cohesion, integration and stability, conflict resolution, positive social transformation, accountability, promoting children's individual and group identity and sense belonging in practice. Application to practice underpinned by Síolta - standards and principles, Aistear – themes, universal design for learning (UDL), and UN convention on the Rights of the Child. Introduction to the CA, including planning and organisation of CA, understanding the brief, question and answer session or any other relevant information required.
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The role of the ECEC educator (week 7)
Competencies and skills in advocating for a democratic, inclusive and anti-bias approach by supporting resilience and empowering each child as individuals. Key components of working with and within a multidisciplinary team, principles of good communication, co-operation and collaboration.
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The role of the ECEC educator Cont. (week 8)
Recognising an effective community of practice which may include but not limited to resilience, empowerment, and celebration of diverse communities and supporting young children and their families to provide positive outcomes for children.
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Personal and Professional values and attitudes (week 9 & 10)
Exploring personal and professional values through critical evaluation and reflective practice. values such as attitudes, bias and prejudice both societal and in practice.
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Presentation of CA (Week 11 & 12)
Presentation of work/ CA in class
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Summary and revision (week 13)
n/a
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Assessment Breakdown | % |
Coursework | 100.00% |
AssessmentsFull Time
Coursework |
Assessment Type: |
Continuous Assessment |
% of total: |
60 |
Assessment Date: |
n/a |
Outcome addressed: |
1,2,3 |
Non-Marked: |
No |
Assessment Description: Students will be presented with scenarios regarding cultural, linguistic, literacy, gender and ability diversity children in ECEC.
Students will then be required to plan, design and present an activity for diverse children in an ECEC environment. Concentrating on the rationale for the activity, careful planning, & design. Role of the educator in implementation of the activity (40%). The activity will be presented in class (20%) |
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Assessment Type: |
Continuous Assessment |
% of total: |
40 |
Assessment Date: |
n/a |
Outcome addressed: |
1,2,3,4,5 |
Non-Marked: |
No |
Assessment Description: Throughout the semester students will participate in online quizzes. |
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No End of Module Assessment |
Reassessment Requirement |
Repeat failed items
The student must repeat any item failed
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Reassessment Description Students must pass all components of assessment on the module; a component fail leads to a component repeat.
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NCIRL reserves the right to alter the nature and timings of assessment
Module Workload
Module Target Workload Hours 0 Hours |
Workload: Full Time |
Workload Type |
Workload Description |
Hours |
Frequency |
Average Weekly Learner Workload |
Lecture |
Lecture |
36 |
Per Semester |
3.00 |
Independent Learning |
Independent Learning |
178 |
Per Semester |
14.83 |
Workbased learning |
Workbased Learning |
36 |
Per Semester |
3.00 |
Total Weekly Contact Hours |
6.00 |
Module Resources
Recommended Book Resources |
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Murray, C. & Urban, M. (2012), Diversity and Equality in Early Childhood, Gill Education, Dublin.
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CECDE. (2006), Síolta the National Quality Framework for Early Childhood Education, CECDE, Dublin.
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Department of Children and Youth Affairs. (2014), ter Outcomes, Brighter Futures: The National Framework for Children and Young People, 2014-2020, DoCYA, Dublin.
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Department of Children and Youth Affairs. (2016), Diversity, Equality and Inclusion Charter and Guidelines for Early Childhood Care and Education, DoCYA, Dublin.
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National Council for Curriculum & Assessment. (2009), Aistear: The Early Childhood Curriculum Framework, NCCA, Dublin.
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Cathy Nutbrown,Peter Clough,Frances Atherton. (2013), Inclusion in the Early Years, 2nd ed. SAGE Publications Limited, p.208, [ISBN: 1446203239].
| Supplementary Book Resources |
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National Council for Curriculum & Assessment. (2009), Practice guide to Síolta and Aistear, NCCA, Dublin.
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Hanafin, J., Boyle, A., Boyle, L., & Flynn, M. (2018), Inclusion and leadership in diverse and challenging contexts: Irish travellers and early years education. Leading and Managing, 24(2), p.44.
| This module does not have any article/paper resources |
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Other Resources |
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[Website], Access and Inclusion Model,
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[Website], Early Childhood Ireland,
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[Website], Aistear Síolta Practice Guide,
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[Website], Department of Education and Skills,
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[Journal], European Early Childhood Education
Research Journal.
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