Module Code: H7ASLE_P
Long Title Placement: Application of Strategies in Learning Environments in ECEC Practice
Title Placement: Application of Strategies in Learning Environments in ECEC Practice
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 Increase collaborative skills through the creation of learning communities in practice.
LO2 Develop skills in application of pedagogical strategies and documentation in early childhood education and care environments.
LO3 Develop awareness and skills in enhancing interpersonal and intra-personal skills in learners.
LO4 Develop skills in applying, evaluating, synthesising, communicating information from research to practice.
LO5 Show an awareness of the principles of high quality professional ethical 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).
No recommendations listed
Co-requisite Modules
No Co-requisite modules listed
Entry requirements  
 

Module Content & Assessment

Indicative Content
Developing learning communities
Networking and discussions with colleagues on practice related to providing space and time for babies, toddlers, young children to work independently, in pairs and in small and large groups; supporting children to initiate, taking the lead and follow through on their ideas; supporting children to think for themselves, working with stakeholders including parents. Including pedagogical strategies of building relationships, active listening, scaffolding, modelling, demonstrating and asking open-ended questions (among others), will be acquired and documented.
Pedagogical strategies
How to plan, arrange the learning environment in settings to support children’s positive dispositions for learning (wonderment, excitement, curiosity, concentration, perseverance and full engagement in experiences) indoors and outdoors. How to ensure the pedagogical environment supports problem-solving, challenge, creativity, imagination through a variety of interesting, accessible and open-ended materials. How to provide first-hand experiences, building on children’s interests. How to support the development of creativity, art, music, drama, early language, literacy, numeracy, science and holistic learning and pre literacy development.
Enhancing inter and intra -personal skills
How to work in teams; how to engage in adult-adult interactions (including parents and other adults in ECE settings involved in children’s transitions) and adult-child interactions. Develop active and transformative listening skills, conflict resolution and problem-solving strategies, engage in sustained shared thinking or extended purposive conversations with children.
Evaluating, synthesizing and communicating research information
Students will learn how to apply, evaluate, synthesise and communicate the theory and research learned in the Year 3 course work and how to apply this professional knowledge in practice.
Assessment Breakdown%
Coursework100.00%

Assessments

Full Time

Coursework
Assessment Type: Portfolio % of total: 100
Assessment Date: n/a Outcome addressed: 1,2,3,4,5
Non-Marked: No
Assessment Description:
Learners will develop a portfolio of their practice using a VLE platform.
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 12 Per Semester 1.00
Lecturer Supervised Learning Mentoring 24 Per Semester 2.00
Independent Learning Independent Learning 114 Per Semester 9.50
Workbased learning Workbased learning 100 Per Semester 8.33
Total Weekly Contact Hours 11.33
 

Module Resources

Recommended Book Resources
  • French, G. (2014), Let them talk: Evaluation of the language enrichment programme of the Ballyfermot early years language and learning initiative, Pobal.
  • French G. (2013), Early speech and language matters: Enriching the communication environment and language development in early childhood,, Barnardos Training and Resource Service.
  • French G. (2012), Early literacy and numeracy matters: Enriching Literacy and Numeracy Experiences in Early Childhood, Barnardos Training and Resource Service.
  • Hayes N. (2013), Early Years Practice - Getting it Right from the Start, Gill & Macmillan, Dublin.
  • National Council for Curriculum & Assessment. (2015), Aistear / Siolta Practice Guide, NCCA, Dublin.
Supplementary Book Resources
  • Bilton, H., James, K., Wilson, A. and Woonton, M. (2005), Learning Outdoors: improving the quality of young children's play outdoors, David Fulton, Oxford.
  • French, G. (2008), Supporting quality: Guidelines for professional practice in early childhood services (3rd ed.). Book I Policy and governance. Book 2 Enhancing children’s learning and development, 3rd Ed, Barnardos, Dublin.
  • Mathers, S., Eisenstadt, N., Sylva, K., Soukakou, E. & Ereky-Stevens, K. (2014), Sound foundations: a review of the research evidence on quality of early childhood education and care for children under three, implications for policy and practice, Oxford University Press.
  • Neylon G. (2014), An analysis of Irish pre-school practice and pedagogy using the early childhood environmental four curricular subscales, Irish Educational Studies.
This module does not have any article/paper resources
Other Resources
Discussion Note: