Module Code: H7QAEE
Long Title Quality Assurance in ECEC Environments
Title Quality Assurance in ECEC Environments
Module Level: LEVEL 7
EQF Level: 6
EHEA Level: First Cycle
Credits: 10
Module Coordinator: Meera Oke
Module Author: Stephanie Roe
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 Demonstrate critical knowledge and understanding of key concepts, theories and multiple perspectives of quality assurance and standards in early childhood education and care environments.
LO2 Demonstrate how quality environments are critical and influenced by quality assurance programmes, national and international policies and procedures, current practices, government bodies and external agencies.
LO3 Identify approaches in measuring and recording quality of education and care with focus on holistic wellbeing of babies, toddlers and young children.
LO4 Demonstrate the ability to develop policies and procedures pertaining to quality practices in early childhood education and care.
LO5 Critically evaluate the role of the early childhood educator in leading and delivering a high quality ECEC service.
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
Introduction to quality assurance (week 1)
Course Overview and Assessments. Definition of quality in ECEC, the implications of quality on children’s learning and development outcomes, the current view of quality assurance in ECEC
Theoretical Frameworks (Week 2)
Discuss a range of theoretical frameworks of quality assurance, including key concepts, examine National and International Frameworks for example, ‘Síolta’, National Quality Framework principles and standards.
Multiple Perspectives on Quality (Week 3)
The view of ECEC quality from the perspective of the children themselves, their parents, the adult and the observer, by the staff, government bodies and agencies, and society in general.
Influencers of Quality Assurance in Irish ECEC environments (Week 4)
Macro and Exo influences on quality assurance in ECEC. For example, DCYA -Better Start programmes, DES -Early Years Education Inspectors, TUSLA- QRF, Síolta Quality. Assurance Programme. NCCA -Aistear/ Síolta Practice guide
Area of Quality Assurance (Week 5)
Structural quality (physical environments), Process quality (pedagogical environments, interactions and relationships, interconnection between care & education, practices and routines) Outcome quality (benefits for children, families, communities and society).
Approaches and instrument tools in measuring and recording quality care and education (week 6 -8)
Discuss a range of approaches used to benchmark quality against standards in ECEC environments and the tools for recording, for example but not limited to observational assessments, self-reporting instruments (checklists, conversations from children, parents and staff) underpinned by Aistear, The National Early Childhood Curriculum Framework, Síolta Quality. Assurance Programme. NCCA -Aistear/ Síolta Practice guide.
Policy development and Procedures pertaining to quality assurance (week 9 & 10)
Discuss a range of policies and procedures in the ECEC environment related to providing a high- quality service and their application. Developing policies and procedures in ECEC in line with QRF
The role of the Early Childhood Educator in proving and maintain a high- quality provision (Week 11-12)
Critically analysing the role of the EYE in providing a quality and maintaining quality provision taking into consideration personal and professional values, skills, knowledge and competencies.
Summary & Revision (Week 13)
n/a
Assessment Breakdown%
Coursework100.00%

Assessments

Full Time

Coursework
Assessment Type: Continuous Assessment % of total: 60
Assessment Date: n/a Outcome addressed: 1,2,3,5
Non-Marked: No
Assessment Description:
Quality Audit: Students will be required to carry out a quality audit on any chosen area of ECEC environment with tools and instruments discussed. Including background information on the setting, rationale for the quality audit, the role of the Educator in supporting a high-quality provision and recommendations. Quality audit must be supported by theory and current literature.
Assessment Type: Continuous Assessment % of total: 40
Assessment Date: n/a Outcome addressed: 4
Non-Marked: No
Assessment Description:
Policy Development: Arising from the Quality Audit and its recommendations, students will be required to develop a policy to improve quality. As part of the assessment students will be required to provide a rationale for the policy supported by theory.
No End of Module Assessment
No Workplace Assessment
Reassessment Requirement
Repeat failed items
The student must repeat any item failed
Reassessment Description
Students must pass all components of assessment on the module; a component fail leads to a component repeat.

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
  • CECDE. (2006), Síolta the National Quality Framework for Early Childhood Education, CEDCE, Dublin.
  • Department of Children and Youth Affairs. (2014), Better Outcomes, Brighter Futures: The National Framework for Children and Young People, 2014-2020, DoCYA, Dublin.
  • National Council for Curriculum & Assessment. (2009), Aistear: The Early Childhood Curriculum Framework, NCCA, Dublin.
  • National Council for Curriculum & Assessment. (2009), Practice guide to Síolta and Aistear, NCCA, Dublin.
  • Penn, H. (2011), Quality in early childhood services, Open University Press, Maidenhead.
Recommended Article/Paper Resources
Other Resources
Discussion Note: