NCI Courses

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.

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.

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.

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.

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.

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.

Exploring personal and professional values through critical evaluation and reflective practice. values such as attitudes, bias and prejudice both societal and in practice.

Presentation of work/ CA in class

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