This module is rooted in an ecological perspective on childhood development, learning and functioning and is influenced by the 'science of early childhood'.The learner will explore contemporary research in relation to human brain development in particular in the first 3 years. A critical perspective considers the child as an individual within their life systems, emphasising the environment and interpersonal-relationships as key to childhood development. The module explores the child's everyday life in relation to the family, pre-school, and the community.

1. Discuss the ways in which children learn and develop from birth in the context of families and communities.
2. Outline the relationships between the biology, context/culture and learning.
3. Describe theories of learning and child development to children under 3 years of age.
4. Analyse theories of learningand how they inform practice in ECEC settings.

5. Plan for holistic learning, implementation and evaluation of appropriate early childhood education experiences and describe the effectiveness of these experiences with parents and colleagues.

This module aims to equip learners with an understanding of disability and inclusion in early childhood education and care. The module focuses on the importance of a systems approach (using a bio-psycho-social perspective) to create ECEC settings which are inclusive. Learners will be introduced to strategies which will assist them in developing an inclusive approach to practice, with consideration of children's strengths.

1. Discuss the term inclusion, considering different models of inclusion in ECEC

2. Explain the bio-psycho-social model and implications for practice in ECEC

3. Describe a range of disabilities and appropriate strategies for inclusion

4. Examine the role of ECEC educators in supporting children with disabilities and their families

This module will examine some of the main questions raised in the field of the Sociology of Childhood. It will explore various perspectives to evaluate the concept of the 'child' and the 'image' of the child. The purpose of the exploration is to arrive at an appreciation that the meaning of 'child' is a non-stable concept which fluctuates according to cultural context and temporal influences. The module will explore various sociological perspectives in relation to socialisation, gender, poverty and social class. The module will guide the learner to recognise the parameters of sociology in understanding the child and childhood in a holistic way.

1. Describe the term socialisation and its significance in relation to childhood development.

2. Identify social, cultural, political and economic factors that influence childhood opportunities

3. Outlinethe social processes that categorise children into different social groups.

4. Apply sociological frameworks toEarly Year settings to promote inclusion

This module explores the learners participation in encouraging each individual's child holistic development and learning, through the implementation of a flexible, documented, verifiable and broad-based curriculum. Building upon knowledge and skills acquired through an early module pertaining to the curriculum, pedagogy and assessment. Emergent curriculum practices will be explored in relation to planning with children with specific emphasis on pedagogical documentation. The role of learning stories will be examined in highlighting children's learning and development emphasising Aistear.

1. Demonstrate the integrated processes of caring, educating and learning alongside principles, theory and values that underpinning daily work with young children in Early Childhood Education and Care settings.

2. Explain the meaning of a ‘child’s emerging interests’.

3. Design, implement and evaluate appropriate early childhood education experiences.

4. Describe the practitioners pedagogical foundation which supports the spirit of enquiry recognising the co-constructive nature of children’s learning.

This module is underpinned by the Rights of the Child. Acknowledging and respecting the equality issues and diversity in babies and young children is crucial in order to provide a holistic approach to children's development and care in the early years. This module considers the historical perspective and legislative framework that informs contemporary practice. The module will promote self-reflection as a key to providing inclusive Early Childhood Education and Care. Guidelines of good practice from national and international perspectives will be explored and the role of the Early Years Educator will be analysed to support the positive development of a diverse and welcoming society for all children and families. Sustainable Development Goals will underpin the module. The role of the Early Years Educator in actively working with children, parents and colleagues to promote respect and support for the right of every child and adult to participate as equal citizens in society is examined. Children's identity both individual and group is the starting point for working with children in relation to equality and diversity.

1. Demostrate knowledge and understanding of equality and diversity and the relevance of inclusion practices in the ECEC sector.
2. Explore how attitudes, beliefs, assumptions and values may impact on babies and young children and families that access ECEC services.

3. Develop the ability to recognise and the strength to challenge discriminatory policies, procedures and incidents, both within the ECEC sector and the broader community.
4. Audit existing ECEC services with a regard to including all children and families accessing the setting, including programme plans, resources and the environment indoors and outdoors.

This module focuses upon the quality of the physical and environmental contexts where children engage in physical activity and play. An analysis of the pedagogical framing of the indoor and outdoor spaces considers how the environment, the relationship between different spaces, the availability of learning materials interact with child emergent interests to promote, agency, mastery and the promotion of well-being from birth to six years of age.

1. Identify physical sites (indoor and outdoor) for inclusion in a child-led learning environment which will nurture interpersonal-relationships.
2. Understand the child and adult perspectives in planning and using space.
3. Explain how to organise, equip and manage inclusive environments with young children and adults based upon an affordance approach to create open interactive spaces.
4. Define the concept of the environment as the 3rd teacher (Reggio Emilia)
5. Discuss international models of design of space and building for/with young children, with particular reference to Scandinavian/European, US and British models.
6. Demonstrate the value of listening to children when planning and designing indoor and outdoor spaces.

This module will provide the learner with a broad introduction to research terminology, research approaches, research methods and design. The module will accord priority to research with children and/or about children aged 0-6 years. It will consider research as promoting the rights of all children, ensuring child protection and the generation of collaborative adult and child knowledge. The learner will be guided to describe evidence based research. Through the analysis of existing research, the learner will consider the study methods, the conclusions, and recommendations and what they mean for children, their families, communities and the Early Childhood Education and Care sector.

1. Define the process of research.

2. Explore a diverse range of research methods.

3. Discuss child rights, child protection and ethics when applied to primary and secondary research.

4. Describe the role of the adult in the research process, when conducting research with/for or about children aged 0-6 years.

5. Assess and review academic articles relevant to the field of Early Childhood Education and Care, children rights and researching with children in order to conduct an annotated bibliography.

This module is designed to introduce students to the legal framework that governs early childhood. Students will be familiarised with Irish legislation pertaining to the rights of the child. The module will track the historical development of legislation that impacts upon the welfare of children and families. It will also consider international human rights instruments which must frame the Irish approach.

Students will consider how the legislative requirements are enacted in practice and the necessary policies and procedures which are a regulatory requirement to support quality early years provision for children aged 0-6 years. The legal and organisational requirements which are required to support the health, safety and wellbeing of children and educators will be explored, discussed and reflected on in this module.

How regulation and legislation supports high quality provision to support high levels of wellbeing (Sustainable Development Goal 3) and quality inclusive education (Sustainable Development Goal 4) will underpin the links between theory in relation to the law and legislative requirements and supporting implementation of the law in practice.

1. Discussthe sources of law and the impact that each of these sources of law have on the area of early childhood;

2. Demonstrate a knowledge of the national legal framework in relation to children;

3. Demonstrate a nascent understanding of international Human Rights instruments which inform and frame the Irish Legal Framework;

4. AssessIreland’s response to our obligations under the UN Convention on the Rights of the Child;

5. Articulate current challenges, and possible future directions, for the legal framework which governs early childhood.

This module is designed to enhance the development of critical refection, self-awareness and the process of integrating theory and practice. The module and associated practice placement aim to develop learners’ competence in recognising and being able to articulate the elements of a quality early childhood education and care practice with children aged 0–6 years. Starting with the educator’s image of the child as a learner. The learner will be able to identify and apply their learning in practice in relation to structure, process, and outcome quality which included wellbeing and involvement. Learners will be prepared to use their knowledge to support their practice as professional employees in the early childhood education and care sector with children aged 0–6 years. This module is designed to enhance the development of critical refection, self-awareness and the process of integrating theory and practice. Learners will be prepared to use their knowledge to support their practice as professional employees in the early childhood education and care sector. Full attendance 100% is required in class to ensure students have the theoretical underpinnings to practice safely and competently when undertaking practice placement in an early years setting with children aged 0-6 years.

1. Prepare a pre practice placement folder with the appropriate regulatory and employment documentation to support professional practice placement.

2. Critically reflect on pedagogical practice, linking the refection totheory and knowledge to improve quality outcomes for children aged 0-6 years

3. Demonstrate quality relationships and interactions in practice in an early years setting.

4. Demonstrate an understanding of quality early childhood education and care from a rights based perspective which values children voice and participation for children aged 0-6 years.

This module examines child and family centred practice set within a leadership and collaborative practice framework to improve outcomes when working with children, families and communities. Theoretical perspectives and models of child and family centred practice are examined to identify areas of collaboration between the ECEC setting, parents, community and other professions. The relevance of the Sustainable Development Goals to supporting families will be explored.

1. Outline what is meant by child and family centred approaches to inform personal practice.
2. Describe models of child and family centred practice in relation to practice and referrals to other agencies.
3. Define role of ECEC leadership in the formation of collaborations with children, parents, community, colleagues and other professional to support childhood development and learning.
4. Identify links between legislation, policy and child and family centred practice in relation to child protection, child rights and child well-being.

This module explores the significance of transitions that occur throughout the life course and their particular important in influencing the well-being and development of the individual. The module by recognising the significance of transitions investigates the impact of transitions on children, their families and staff in the ECEC setting. The module will explore a range of practices that empower and support children to manage change at entry, within and exiting the ECEC setting for home or to move to primary school.

1. Conceptualise transitions as part of the life course cycle.
2. Identify transition as a social and cultural practice that is part of the development trajectory.
3. Engage with children, parents, teachers and the wider community to scaffold and support child transitions.
4. Demonstrate practices to support transitions that support children’s well-being, sense of identity and belonging.
5. Crtically reflect on the inclusion of children’s, parent’s, staff, teachers and the wider community perspectives in the transtion process.

The Module aims to examine and explore the principles of management within the context of early childhood education and care settings. The module will discuss the business models within Early Childhood in Ireland and compare to international models. The development of Management skills will be central to the module reflecting on the legislative aspects to Early childhood business.
The module will provide an overview of the skills required for managing a small scale business and will focus on planning, governance and required to ensure the viability of a business in the sector. The module will focus on HR implications including legislation which impacts on recruitment and employment decisions for the organisation

1. Analyse the Tusla Quality and Regulatory Framework statutory requirements and inspection process in early childhood settings

2. Evaluate the characteristics required to become and efficient and effectivemanagerwithin an early years service.

3. Evaluate the role of the manager in the inspection process.

4. Discuss relevant policy documents within an Early years and School Age Childcare context

To provide students with a working knowledge and understanding of the institutional frameworks and law governing employment in Ireland.

1. have a comprehensive knowledge of employment legislation and common law;

2. have a critical understanding of legal best practice in recruitment, employment, termination of employment and employee relations policies and procedures based on established legal principles;
3. have an awareness of the mechanisms and institutions that are available to adjudicate on employment law disputes.

The overall purpose of this module is to identify and critically examine the relationship between the child, the outdoor environment, and the adult in early childhood education. The learner will evaluate their ability to lead outdoor provision within a setting. The immense benefits of outdoor play to children's well-being will be evaluated. This module will provide an opportunity to investigate the rationale for learning outdoors and to interrogate the main theoretical perspectives that inform contemporary and international models of outdoor learning. The learner will explore the role of the natural environment, risk and outdoor play in early childhood development. Students will draw on this theoretical framework to develop confidence and competence in designing outdoor learning spaces and in developing curriculum and outdoor learning practices in line with Aistear (2009), the Early Childhood Curriculum Framework and Siolta (2006) The National Quality Framework for Early Childhood Education and the Aistear Siolta Practice Guide (2015).

1. Identify and critically examine the relationship between the child, the outdoor environment, and the adult in early childhood education
2. Plan and design an outdoor space for early childhood education that incorporates an appreciation of the differing pedagogical and development needs of children 0-6 years of age.
3. To understand the main pedagogical frameworks of learning out of doors in early childhood education from contempory domestic and international perspectives.
4. Plan outdoor learning experiences that demonstrate a knowledge and understanding Aistear (2009), The Early Childhood Curriculum Framework and Solta (2006) The National Quality Framework for Early Childhood Education.

This module draws upon theoretical perspectives which inform different understandings of leadership and democratic governance within an ECEC service and beyond the service. The module will explore leadership, group dynamics and facilitation methods to work in partnership with children, parents, colleagues, other organisations and the wider community.

1. Critically analyse leadership by gaining an understanding of theories, practice and various models that can be applied in the ECEC setting.
2. Evaluatethe dynamics associated with inter-personal, inter-group and inter-organisational interactions.

3. Analyse processes that lead to the inclusion of children’s voices utilising a rights based approach so they are heard in decisions that affect their lives.

4. Evaluatethe importance of democratic governance in sustaining the ECEC context in relation to practice, regulation and funding.

5. Demonstrate a critical self-awareness of personal skills and competencies applied during democratic interactions.

This module will critically appraise contemporary issues in Early Childhood Education and Care. Dominant debates pertaining to childhood development and training, professionalisation of the sector, theoretical underpins of current National and International ECEC policy will be examined. Media coverage of key incidents pertaining to ECEC will be critical reviewed as they emerge.

1. Discuss the emerging perspectives influencing the Early Learning and Care and School Age Childcare policy agenda

2. Demonstrate an awareness of the issues and trends that impact Early Learning and Care & School Age Childcare provision in Ireland

3. Analyse the professional role profiles, skills and knowledge for newly graduated educators within the context of the career framework

4. Discuss the use of digital technology in the ELCsetting as a pedagogical and communication tool when working with children, families and the wider community.

This module builds upon the previous 'Research with Children' and 'Supporting Enquiry to enact the Curriculum' module and Practice Development modules 1 and 2. In preparation for the Practice Development 3 module, the learner will be facilitated to examine the 'Experienced Practitioner' profile. The module is aligned to Trends in ECEC. The learner will be encouraged to evidence skills, knowledge and competencies required of an experienced Early Years Educator through refection.

The learner will also be required to design and implement an exemplar of quality practice. ATU through collective facilitative spaces will support the learner to develop the exemplar of quality practice underpinned by the Mosaic approach as part of the third practice development module. These spaces will provide learners with a forum to discuss ethics, dilemmas and how the experience can inform ongoing practice from the initial concept to fruition of the project.

The learner will demonstrate through the exemplar of quality practice the ability to lead pedagogical practice. Full attendance at lectures is required to ensure students have the required knowledge and theory to ensure that they are safe and competent practitioners when on practice placement in early years setting.

1. Demonstrate the ability to work autonomously as an Early Years Educator.

2. Co-construct the learning with children by engaging in sustained shared thinking to enhance quality provision.

3. Applytheoretical principles tocurricular development and practice

4. Lead the development, design, implementation and evaluation of an exemplar of quality practice taking an action research approach.

This module presents the theory and practice of interpersonal interactions within the professional relationship.This module builds on the Building interpersonal relationships and Supporting Enquiry to Enact the Curriculum offered at Level 6. It aims to develop the students’ ability to critically analyse the nature of educator / child / family relationships and to build skills in developing and maintaining relationships within the early years context. The module explores self-awareness, personal and interpersonal power, attitudes, values and perceptions in communication, verbal and non-verbal strategies, dealing with difference and the skill of working together. This module advocates taking care of oneself as an ECEC professional and examines the prevention of burnout in the workplace.

1. Critically analyse the nature of relationships and relationship boundaries and their application in early childhood education and care.
2. Appraise the value and relevance of self awareness for personal and professional development.
3. Evaluate how personal and societal values, attitudes and perceptions influence the establishment and maintenance of professional relationships in early childhood education and care.
4. Demonstrate mastery of establishing and maintaining relationships by exercising appropriate analysis, abstraction, application and judgement in respect of appropriate interpersonal skills.
5. Evaluate the importance of self care for ECEC professionals, appraise a number of mindfulness techniques to prevent exhaustion, burnout and promote well being.

The aim of this module is to provide the student with the knowledge and understanding of the meaning of reflective practice as part of ongoing professional development in early childhood education.

1. Critically analyse the meaning of reflection and reflective practice within professional practice.

2. Critically analyse the main theories and models of contemporary reflective practice.

3. Criticallyappraisethe skills required for effective reflective practice.
4. Criticallyanalysethe contemporary debates related to reflective practice such as assessment and facilitation of reflective practice.

5. Critically analysethe skills of reflective writing.

Building on their professional practice in previous years and the learning from modules covered, learners will work independently under the guidance of lecturers to develop their ability to work autonomously and critically reflect on their practice. In preparation for the Practice Development 4 the learner will be facilitated to examine the 'Advanced Practitioner' profile. At the core of professional competence lies the constant ability to connect the dimensions of knowledge, practice and values.

The learner will be required to design and implement a practice based workshop to early childhood educators within a setting. The learner will also develop a 'Supervision policy' and provide support and supervision within the service. ATU Galway Mayo through collective facilitative spaces will support the learners as they engage in group reflections as a community of learners to construct and share understandings of theory and practice.

1. Design, implement and evaluate a practice based workshop for early childhood educator.

2. Critically evaluate the need for accepting professional responsibility and the capacity for acting on a self-directed, discretionary, accountable basis in a broad range of contexts

3. Demonstrate the ability to provide support and supervision to an early childhood educator

4. Demonstrate the reflexive capacity to apply a suite of professional transferable skills within a range of applications contexts.

This module is designed to develop the learners knowledge and understanding of the role of literacy and numeracy in the early years for children and their families. The aim of the module is to critically evaluate national and international perspectives for literacy and numeracy. How literacy and numeracy initiatives are embedded in national and international frameworks will be explored and appraised. In particular in relation to international practices and national frameworks of Better Outcomes Brighter Futures 2014 – 2020 and First 5: A Whole Government Strategy for Babies, Young Children and their Families 2019 – 2028

1. Critically discuss the concepts of literacy and numeracy and the important role of language and communication

2. Describe pedagogical practices to support children’s emergent literacy and numeracy development.

3. Demonstrate practices that support language, literacy and numeracy development for children 0-6 years old

4. Evaluate curriculum approaches in relation to literacy and numeracy including Solta(2006), Aistear (2009), Better Outcomes Brighter Future 2014 – 2020 and First 5 2019 – 2028.

5. Critically appraise contemporary National and International initiatives to support literacy and numeracy development.

This module aims to enable students to conceptualise creativity and critically evaluate the role of the Arts within an emergent curriculum. The role of the educator in facilitating Creative expression, including experiences from areas of music, theatre, dance or creative movement and the visual, media and literary arts will be studied. The coming together of the Arts in Education Charter, Aistear (National Early Childhood Curriculum Framework, 2009) and the Free Preschool Year creates the unprecedented opportunity to position early childhood arts as a right and a core experience of childhood. Students will focus on rediscovering and developing their own creativity in order to creatively engage babies, toddlers and young children in purposeful and meaningful arts experiences. International practice will be examined in relation to analysis of practice with particular reference to the work of Malaguzzi and Gardner.

1. Critically evaluate the role of the Arts within an emergent curriculum
2. Critically examine case studies of exemplar practice and programmes internationally
3. Explore the creative self in workshops and examine the role of the educator in emphasising achievement in personal expression and reflection on ones own patterns of thinking and creativity
4. Evaluate ability to facilitate childrens own ideas and skills, often enhancing the creative learning already taking place in the setting.

This module offers a critical perspective on the neurodiversity paradigm and its implications for care practice, peer support and social activism.

1. Critical perspective on the neurodiversity paradigm.
2. Critical perspective on the pathology / bio-medical paradigm.
3. Appreciation of various discourses regarding autism and other medicalised neurodivergent experiences.
4. Capacity to apply the implication of these critical reflections to a variety of practice settings and social activism.

This module aims to equip students with knowledge of natural and cultural environments that can be utilised in early childhood settings.

1. Identify and interpret a range of habitat types and species in the Irish landscape.
2. Demonstrate and interpret the role of nature based learning within the Emergent and Inquiry-based Curriculum

3. Appraise the significance of embedding the SustainableDevelopment Goals, Ocean and Climate Literacy Principles in Early Learningand School AgeChildcareEducation

4. Evaluate the evidence for how people and communities lived in the past.

This module is designed to enable the learner to examine and understand the importance of quality school age childcare provision for children 6 to 12 years of age. The module will build on previous modules in relation to child development and extend that knowledge of child development theories for children from 6 to 12 years of age. The module will focus on national and international school age childcare provision with the importance of play and relaxation as central to the provision. The module will support the learner to work effectively and foster and support good relationships with and between providers of school age childcare, children, their parents, primary schools and wider community.

1. Describe a broad range of child development theories relevant to 6 12 age range.

2. Critically evaluate and apply those theories to implementing and planning a programme of activities for school age childcare to include play and relaxation.

3. Compare and contrast national and international models of school age childcare provision.

4. Engage with providers, children, parents, primary schools and the wider community to support childrens varying needs.

This module prepares learners for the use of digital media and preparing digital content. This module builds on the Trends in ECEC module offered at Level 7. The learner will plan, capture and edit video, audio and still images. Learners will be equipped with the necessary leadership skills when evaluating and using digital technology in an early childhood setting. Learners will showcase their work in a final ePortfolio.

1. Plan, capture and manipulate images.

2. Plan, capture and manipulate video and audio.

3. Produce a digital initiative suitable for intended audience.

4. Plan and publish digital work in an ePortfolio.

5. Evaluate the issues and opportunities that digital technologies present in the early years.

6. Recommend strategies for introducing digital technologies to an early childhood setting.

This module provides the learner with a broad practical insight into the business management skills that can be applied by the Early Years Leader within the context of an Early Childhood Setting.

The quality of early years provision is an essential component for the Early Years Leader in the effective running of an Early Childhood Setting. Therefore, the aim of this module is to also enable the Early Years Leader to demonstrate business management qualities and skills to ensure that the quality of childcare can be maintained and sustained effectively and smoothly within the context of an Early Childhood Service/Setting.

Leadership in any job role is important. Early Year Leaders in management positions are the facilitators of their Early Childhood Settings success and growth. The aim of this module is to demonstrate how the role and responsibilities of Early Years Leader is to develop, support, encourage, motivate and measure the performance of their staff, so that staff in turn, can later become Early Year Leaders. In addition, the module also aims to demonstrate how the Early Years Leader will work and develop relationships with staff, parents and multi-agencies to foster, nurture and deliver high standards of practice, knowledge, and quality of childcare within an Early Childcare Setting.

This module introduces learners to the area of work and organisational psychology issues that are relevant to an Early Childcare Service/Setting.

The module also outlines for the learner the process that an Early Years Leader can undertake in the recruitment and selection of staff, training and development, discipline and grievance procedures, employees well-being, health and safety, legislation relating to data, together with the know-how to compile policies and procedure.

The Early Childhood setting is a business and therefore Early Years Leaders must have an understanding of the day to day running of the business in line with Regulatory Compliance and ensuring compliance with National policy including National Schemes and there effects on parents, staff and the setting. Students should be able to understand the business planning of an ELC setting and ensure services are sustainable and viable into the future. Students should be able to demonstrate, leadership skills, innovation, project management all while supporting their teams to flourish and grow.

This module and Practice Development 4 are directly linked with a co-taught and co-assessment element

1. Critically evaluate the roles, skills and responsibilities of early year leaders which contribute to the quality of leadership and management within early years provision

2. Critically evaluate methods of employee supervision, appraisal and development, appropriate to organisational rationale

3. Critique the functional roles of management in the following business disciplines: Leadership, Business Planning, Sustainability, Human Resource Management (HRM). Ensuing compliance with national regulatory requirements and national policy requirements.

4. Analyse appropriate structures to ensurean understanding of multi-agency working and partnerships ensuring due diligence, oversight and responsibility

5. Identify under Irish law employment practice relevant within an ELCand SAC setting

6. Demonstrateskills to effectively manage budgets and daily operations ensuring financial stability for the business

This module builds on modules Research with Children, Practice Development 2 and Practice Development 3. The learner will be encouraged to evidence skills, knowledge and competencies required of an 'Advanced' early years educator.

The learner will be required to carry out the research project in order to bring together a range of professional and practical skills related to planning, management, conducting and reporting independently.

1. Integrate the theory and practice in one area of early childhood education and care.
2. Critically evaluate a range of literature pertinent to a specialist area within the chosen field of study.
3. Identify and discuss a research methodology appropriate to the focus and context of the project
4. Critically examine and synthesise links between relevant theories and practice.