Module Code: H6CALD
Long Title Core Approaches to Learning and Development
Title Core Approaches to Learning and Development
Module Level: LEVEL 6
EQF Level: 5
EHEA Level: Short Cycle
Credits: 5
Module Coordinator:  
Module Author: DAVE CORMACK
Departments: NCI Learning & Teaching
Specifications of the qualifications and experience required of staff  
Learning Outcomes
On successful completion of this module the learner will be able to:
# Learning Outcome Description
LO1 Identify principles of ethical reflective practice in early learning and development.
LO2 Describe how to plan for the diversity of learners in the learning environment.
LO3 Demonstrate an awareness of the many different approaches to document a child’s learning.
LO4 Identify the different types of transitions and the importance of overseeing them for the child’s optimum well-being and development.
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).
No recommendations listed
Co-requisite Modules
No Co-requisite modules listed
Entry requirements  
 

Module Content & Assessment

Indicative Content
Principles of ethical reflective practice in the learning environment
• Introduction to the core principles of early childhood education practice underpinning Siolta, Aistear, HighScope, Montessori, Steiner, Froebel, play-based, emergent curriculum. Developing approaches to ethical reflective practice as a means of contributing to the development of child-centred democratic and ethical values and attitudes required of the reflective early childhood educator within their practice. The consideration of the influence of past experiences, values and beliefs on practice.
How to plan for the diversity or learners in the learning environment
• Introduction on how to plan learning experiences for individual children and groups of children, with reference to Aistear, Siolta and the curricula content of specific approaches (for example HighScope) and assessment of children’s interests through observation.
Documenting the Child’s Learning
• This section looks at the different approaches available to the student to document the child’s learning while building on ethical reflection. It will look at how it is approached in various curricula and Aistear. The ethically appropriateness of the documentation will be underpinned by the Standards and principles in Siolta.
Transitions
• Introduction to the idea of transitions in a child’s life and day. It will examine how transitions impact upon the child’s well-being and development and how the student should manage both types of transitions successfully with the child. The idea of transitions will be examined in detail in Standard 13 in Siolta.
Assessment Breakdown%
Coursework40.00%
End of Module Assessment60.00%

Assessments

Full Time

Coursework
Assessment Type: Essay % of total: 40
Assessment Date: n/a Outcome addressed: 4
Non-Marked: No
Assessment Description:
Describe four different transitions that a child would make in an ECE setting (2 that would occur in the course of the day and 2 that would occur over the entire period the child is in the ECE setting) and explain how you would approach them in collaboration with the child and family. Show evidence that the exercise is underpinned by Aistear and Siolta. (2000 words)
End of Module Assessment
Assessment Type: Terminal Exam % of total: 60
Assessment Date: End-of-Semester Outcome addressed: 1,2,3
Non-Marked: No
Assessment Description:
n/a
No Workplace Assessment
Reassessment Requirement
Repeat failed items
The student must repeat any item failed

NCIRL reserves the right to alter the nature and timings of assessment

 

Module Workload

Module Target Workload Hours 0 Hours
Workload: Part Time
Workload Type Workload Description Hours Frequency Average Weekly Learner Workload
Lecture per week 2 Once per semester 0.17
Independent Learning No Description 8.5 Once per semester 0.71
Total Weekly Contact Hours 0.17
 

Module Resources

Recommended Book Resources
  • Liz Brooker and Susan Edwards (ed). (2010), Engaging play, Open University Press, Maidenhead, [ISBN: 9780335235865].
  • Malaguzzi, L. (1996), The Hundred Languages of Children, Reggio Children, Reggio Emilia.
  • Maire Mhic Mhathuna (Editor), Mark Taylor (Editor). Early Childhood Education & Care, Gill & Macmillan Ltd, p.384, [ISBN: 9780717153244].
  • National Council for Curriculum and Assessment. (2015), Aistear / Siolta Practice Guide, NCCA, Dublin.
  • National Council for Curriculum & Assessment. (2009), Aistear the Early Childhood Curriculum Framework, NCCA, Dublin.
  • Nutbrown, C. (2011), Key Concepts in Early Childhood Education & Care, Sage, London, [ISBN: 9781849204019].
  • Centre for Early Childhood Development and Education. (2006), Síolta: The National Quality Framework for Early Childhood Education, http://www.siolta.ie/.
  • Miller L. and Pound L.. (2011), Theories and Approaches to Learning in the Early years, 4,5,6,7,8,9, Sage Publication, london.
Supplementary Book Resources
  • Professor Tina Bruce (Editor). Early Childhood, Sage Publications Ltd, p.440, [ISBN: 9781848602243].
This module does not have any article/paper resources
Other Resources
  • [Website], Children’s Database,
    http://www.childrensdatabase.ie
  • [Website], Early Childhood Ireland,
    http://www.eci.ie
  • [Journal], American Journal of Play.
  • [Journal], An Leanabh Og: The OMEP Ireland Journal of Early Childhood Studies.
  • [Journal], Child Links – The Journal of Barnardos.
  • [Journal], Children’s Research Digest.
  • [Journal], European Early Childhood Education Research Journal.
Discussion Note: