Module Code: |
H6ISP |
Long Title
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Introduction to Social Policy in Early Childhood Education
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Title
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Introduction to Social Policy in Early Childhood Education
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Module Level: |
LEVEL 6 |
EQF Level: |
5 |
EHEA Level: |
Short Cycle |
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 a clear understanding of how Social Policy is created and implemented in Ireland. |
LO2 |
Discuss the impact Social Policy has in shaping society. |
LO3 |
Identify the key influencers on Social Policy which impacts directly and indirectly on children from birth to six years of age. |
LO4 |
Demonstrate knowledge of current Social Policy in Ireland as it specifically relates to children. |
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 |
What is Social Policy?
What is Social Policy, where it can be found in society, how is it created and implemented in Ireland? Definition of Social Policy. What drives the creation of Social Policy? What government departments are responsible for identifying and recognising the need for policy? Exploration of the Social Policy Cycle in relation to children.
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Influencers
Exploration of the various areas of social policy, how they are interrelated and how they can impact on the child. Who/what are the key influencers of Social Policy in relation to children. Groups such as Barnardo’s, Start Strong, Early Childhood Ireland, and Children’s Rights Alliance advocate on behalf of children and the family, how do they make their voice heard, what channels do they use? Looking at the roles children and parents have in influencing social policy. Examining Social Policy which relates to children at a macro level and a micro level within and outside Ireland.
Learners will appreciate that Social Policy is fluid and dynamic, is not something they have no control over and that they themselves are the advocates for children’s needs and rights.
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Current Social Policy which impacts on children’s lives in Ireland
Better Outcomes, Brighter Futures: The National Policy Framework for Children & Young People 2014 – 2020; Right from the Start: The National Early Years Strategy for Children 0-6 years; Child & Family Relationship Act 2015, Free Preschool Year; Healthy Ireland: A Framework for Improved Health and Wellbeing 2013 -2025
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Assessment Breakdown | % |
Coursework | 100.00% |
AssessmentsFull Time
Coursework |
Assessment Type: |
Project |
% of total: |
100 |
Assessment Date: |
n/a |
Outcome addressed: |
1,2,3,4 |
Non-Marked: |
No |
Assessment Description: Describe how Social Policy is created in Ireland and illustrate this by researching and reporting on creation, implementation and impact of a current Social Policy (2500 words) |
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No End of Module Assessment |
Reassessment Requirement |
Coursework Only
This module is reassessed solely on the basis of re-submitted coursework. There is no repeat written examination.
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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 |
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 |
Workload: Part Time |
Workload Type |
Workload Description |
Hours |
Frequency |
Average Weekly Learner Workload |
Independent Learning |
No Description |
8.5 |
Once per semester |
0.71 |
Lecture |
per week |
2 |
Once per semester |
0.17 |
Total Weekly Contact Hours |
0.17 |
Module Resources
Recommended Book Resources |
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Considine, M., Dukelow, F.. (2009), Irish Social Policy, A Critical Introduction, Gill & Macmillan, Dublin.
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Yeo, A., Lovell, T.. (2007), Sociology and Social Policy for the Early Years, Hodder Arnold, U.K..
| Recommended Article/Paper Resources |
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Fine-Davis, M.. (2007), Childcare in Ireland Today: Briefing
Paper to the Irish Congress of Trade
Unions,
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Goodbody Economic Consultants. (2011), Evaluation of Initial Implementation of
Síolta, Final Report,
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HSE. Healthy Ireland - A Framework for
Improved Health & Wellbeing
2013-2015,
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Department of Health & Children. (2014), Right from the Start, Expert Advisory
Group on the Early Years Strategy
Presentation to the Joint Committee on
Health and Children,
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Department of Children and Youth Affairs. (2011), Life as a Child and Young Person in
Ireland,
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Oireachtas Library & Research
Service. (2012), Early Childhood Education and Care in
Spotlight No. 4 April 2012,
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National Economic and Social Forum. (2005), Report 31, Early Childhood Care and
Education,
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Start Strong. (2013), “Right from the Start” Recommendations
of the Expert Advisory Group,
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Start Strong. (2013), Shaping the Future,
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Mhic Mhathúna, M. & Taylor, M. (2012), Social Policy and Early Childhood
Education and Care., Early Childhood Education & Care.
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UNICEF. (2008), Report Card 8 Innocenti Research Centre
A League Table of Early Childhood
Education and Care in Economically
Advanced Countries,
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Urban, M., et al.. (2011), Competence Requirements in Early
Childhood Education and care,
| Supplementary Article/Paper Resources |
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TRAVERS, J.. (2007), Social Policy and the Welfare State,
| Other Resources |
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[Website], Citizens Information Service. Departments of State,
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[Website], National Children's Database.
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