International and domestic legal frameworks play a significant role in shaping the life circumstances of children. Accordingly, there is a formidable body of minimum statutory requirements that the Early Childhood Educator (ECE) must comply with when providing childcare services encompassing the sector-specific laws in addition to the laws of more general application. This module attempts to disentangle the law relating to the disparate functions performed by the ECE practitioner allowing for focused comprehension of the legal framework for practice. As a necessary starting point, the module gives context to the substantive law by outlining the sources of law in which these particular legal rules are located as both international and domestic law influence early childhood care and education from birth to six years. Study is then primarily functional in that it concentrates on the diverse range of law applicable to the daily running of an early years setting. Students will have the opportunity to explore the regulatory requirements by examining the legal duties and responsibilities of practitioners in compliance with the sector- specific regulations. Child Care Act 1991 (Early Years Services) Regulations 2016. Accountability to the pre-school child will be a core aspect of this module through an examination of health and safety law and principles of negligence. The rights based perspective of this module is inspired by the continual evolution of the early years sector arising from international imperative influences and therefore a study of relevant Conventions applicable to children will broaden learners knowledge of human rights standards underpinning practice in the sector. A concise introduction to education law is set against constitutional principles and values. The final section of the module will introduce the student to family law, exploring its relevance to the sector and in particular putting emphasis on the adult-child legal relationship.

At the close of this module, the student will have developed an understanding of what it means to work in a competent way in an early years setting in accordance with certain key aspects of the current legal framework.

1. Identify the sources of law and their relative positions of authority within the Irish legal system

2. Examine how the regulatory framework for pre-school services aims to inform and ensure the health, safety and welfare of pre-school children while attending such services.

3. Adopt a children’s right perspective to the knowledgeof early years learning to promoteand ensurechild centred practice.

4. Apply the salient concepts and objectives of health and safety law and the key principles of the tort of negligence to hypothetical situations as a means of preventing injury in early years settings.

5. Discuss the international and nationalrights of children to education and the corresponding responsibilities of parents and the State.

6. Outline the legal framework in which family life and childhood is understood in Ireland.

Curriculum, Assessment and Documentation II is part of a strand that progresses over two years. In Year Two, specific attention is paid to assessment and planning methods informed by the national curriculum and quality frameworks and childcare preschool regulations to identify children's developmental needs. Students will be encouraged to share individual perspectives on a democratic and critically reflective approach to the education of young children. The progression of Curriculum, Assessment and Documentation in relation to different approaches highlights the importance of engagement in regular self- reflection and group reflection which is grounded in reflective practice theory. The following are key elements that students within their spiralled learning journey will expound upon; curriculum design principles, curriculum planning as shared enquiry, assessment of and for learning, pedagogical documentation, pedagogical narration, evaluation of and reflection on practices. Through these elements, the role of the curriculum in supporting children's behaviours will be challenged. Building on the creating and organising effective learning environments scaffold, students will develop further critical thinking and understanding of the curriculum. The module will provide students with opportunities to critically analyse, evaluate and reflect on a range (including international perspectives) of Early Years curriculum, assessment, and documentation content and to use these to design and implement appropriate strategies that contribute to development as a practitioner.

1. Examine principles of curriculum design when creating curricula and the concepts of assessment for learning, assessment as learning and assessment of learning when assessing

2. Apply the concepts of democratic and participatory approaches to early education when planning, assessing and documenting childrens learning and experiences

3. Compare and contrast international approaches to pedagogical documentation and specifically their role in supporting reflective practices

4. Analyse the role of curriculum and assessment in supporting childrens behaviour and transitions

5. Create individual setting policies in relation to curriculum, assessment and documentation

The overarching aim of this module is to recognise the value of positive nutrition and physical activity for young children birth-6 years. Building on knowledge and skills covered in HLTH06060 Children's Health, Safety and Wellbeing students will be provided with the requisite expertise and training in the principles and practice of health promotion. Students will understand the components of healthy nutrition and feeding practices in the ELC setting, ways to improve nutrition and food safety, the importance of physical activity for young children and ways to construct physical activity programmes. An emphasises on the importance of respecting and partnering with parents/guardians to help children establish healthy lifestyles will be examined.

1. Explore the key principles of health promotion includingcurrent national and international policy.

2. Understand health promotion theory and the ‘settings-based’ approach to promotehealth and wellbeing in the early years.

3. Describe the nutritional requirements of children aged birth-6 years and devise nutritionally appropriate menusinformed byrelevant guidelinesand regulatory frameworks.

4. Examinethe importance of regular participation in physical activity in ELCsettings.

5. Prepare age appropriate physical activity programmes to promote child health and wellbeing in ELCsettings.

Building on the sociological perspectives on Irish society and childhood explored in year 1. This module will consider sociological perspectives on childhood in greater depth. The module will examine how children's lives and childhood are constituted by structural forces and how children's agency and the concept of gener-agency has come to be central to a contemporary perspective on childhood. Students will learn about socialisation theory, social construction approaches to understanding childhood and the tensions shaping relationships between generations. There has been a cultural shift in the recognition of children as a social group with sometimes separate interests to those of adults and a claim on rights as articulated in the UN Convention on the Rights of the Child. The module will focus on childhood as a social construction with its emphasis on children's culture, children's participation, the role of adults in supporting children's agency and the centrality of children's experiences. Children's experiences, children's culture and children's agency are at the centre of the analysis.

1. Identify a variety of sociological approaches to the study of childhood with a focus on the social construction approach

2. Outline the ways in which childrens lives and childhoods are shaped by structural forces

3. Analyse how best to support childrens agency in early years settings

4. Discuss childrens rights and participation in a contemporary context

5. Understand children’s participation in a variety of contexts (e.g. care, early years settings, on-line anddigital cultures)

This module builds on Psychological theory studied in year one and places particular emphasis on the provision of positive care environments to support young children's development, mental health, behaviour & learning. As young children's 'mental health is strongly influenced by their relationships with adults in their lives and by the caregiving environment' (First 5, p 74), a key element of this module focuses on infant and child mental health. Development of the human brain & the impact of positive and negative early life experiences are examined. In addition, emphasis is placed on emotional regulation, behaviour and the role of the Early Childhood Educator in supporting young children's positive emotional coping skills . Finally, ethical child observations to objectively record behaviours and identify developmental needs are explored. The overall aim of the module is to produce competence in the student's ability to apply the principles of child development when working sensitively & responsively in Early Learning and Care environments with young children. Aistear's themes (Wellbeing, Identity & Belonging, Exploring & Thinking, Communicating); Aistear's Principles (The Child's Uniqueness, Relationships, Parents, Family & Community, Role of the Adult, Communication & Language); Síolta's Standards (Interactions, Play, Curriculum, Identity & Belonging) and First 5 (Information, services & supports for parents & Positive mental health) underpin the content and application of this module.

1. Explore developmental patterns of emotionally & socially positive children & examine the impact of adverse childhood experiences on young childrens development, learning & mental health.

2. Examine executive functions, metacognition, self – regulation of emotions and reactivity in relation to childrens development, learning & behaviour.

3. Use Psychological approaches to support young childrens functional behaviour, develop positive relationships & nurture resilience.

4. Recognise the contribution of ethical observations to objectively record behaviours and identify developmental needs.

Early Childhood Educators play an important role in supporting the development of young children's curiosity, exploration, and wonder, which are key for engagement in STEAM (Science, Technology, Engineering, Arts, Mathematics) education. Through engaging with children's natural ability to explore and ask questions, observe and create, STEAM activities can be integrated in ECEC by providing play-based opportunities to experience, experiment and engage in problem-based learning. This module will focus on how Early Childhood Educators can enrich children's learning, through the use of STEAM concepts within a holistic and integrated child-led approach. Field trips to The Ark , Ireland's Cultural Centre for 2-12 year olds; Imaginosity , The Children's Museum, and the National Children's Science Centre in Dublin will play a role in this. Students will also identify challenges in delivering STEAM concepts in an ECEC setting and explore some of the tensions with adopting the STEAM approach in early education.

1. Identify opportunities for a STEAM lens to be applied when partneringwith young children and articulatethe benefits ofengagement with STEAM principles and practices.

2. Develop experiences and environments that support STEAM exploration in ECEC environments using an integrated, play-based curriculum

3. Utilise and evaluate pedagogical and assessment practices that support childrens engagement with STEAM principles and practices.

4. Critique the concept of STEAM in ECEC.

5. Reflect upon and document their attitudes, experiences, hopes and fears in relation to implementing a broad range of contemporary and potential approaches to STEAM as ECECEducators.

This practice placement offers students the opportunity to gain experience in a variety of ELC settings. The practice placement will allow students to begin to develop their identities as ELC practitioners. Furthermore, students will demonstrate qualities in their provision of care to children and in working with a variety of ELC stakeholders. The practice placement will provide an opportunity for the student to analyse and apply theoretical concepts, knowledge and skills involving key aspects such as; evidenced informed care; pedagogical practices; the view of the child; co-construction of experience; ethical and reflective practice; development of inclusive relationships; communication skills; supporting individual identities; cultural competence; interdisciplinary working. The placement experience affords insight into the many complex aspects of working to support children, families and communities from diverse environments.

100% attendance at placement preparation workshops is required.

1. Apply the knowledge, skills, understanding, values and principles to support and lead the health, wellbeing, care, learning and development of young children through evidence-informed care and pedagogical practices.

2. Articulate the view of the child and childhood that underpins student practices and develop an understanding of the child as a co-constructor of their lived experiences.

3. Apply an emerging professional identityasreflective,ethical, flexible and autonomous professionals working within the regulatory and wider Irish ELC context.

4. Develop the ability to communicate with others to build inclusive relationships and partnerships with children,families and communities from diverse environments.

5. Understand the individual identities of children and demonstrate cultural competence.

6. Engage in interdisciplinary working and with communities of practice with peers and professionals from multiple disciplines.

Leadership is a socio-cultural construct ( Coleman & Earley, 2005 :Hujala & Purolia ,1998 ) that is underpinned by the beliefs and values of society. Providing quality ECEC requires leaders to understand and meet the myriad of governance, regulatory and professional requirements for which they are accountable. It is essential that Early Childhood Educators critically consider and apply their professional accountabilities in ways that are consistent with their vision for quality, their professional values and their local context. First 5 , Goal D , An effective Early Childhood System outlines in Building Block 1, the leadership, governance and collaborative components of this system and this module aims to provide students with the requisite knowledge, competences and understanding of effective and professional leadership and advocacy in the context of contemporary regulatory practices required in the Siolta Standards, 10, 11, 12 and 15, Tusla Quality Regulatory Framework, Governance, Early Years Education Inspections, Area 4, Quality of Management and Leadership for learning. Contextualising both national and international models, students will analyse contemporary theoretical frameworks, key concepts, principles, and values. In addition, the module encourages students to identify and apply empowering practices in democratic and inclusive leadership and advocacy while providing them with opportunities to critically reflect on their placement experiences of leadership and identify their individual leadership approach.

1. Examine the contribution of contemporary theories of leadership, concepts, principles, and values for Early Childhood Education and Care environments.

2. Identify the occupational roles (Urban, Robson and Scacchi, 2017 ) responsibilities, competencies and functions of quality leadership for the Early Education and Care sector in the context of national policy frameworks and guidelines.

3. Evaluatethe challenges of current ECEC leadership practices of leading a competent system in developing a sustainable community of practice.

4. Analyse the concept of advocacy and examine their advocacy and examine the early year’s professional’srole in ECEC.

5. Critically interrogate key areas of ECEC practices which Early Childhood Educators should advocate for and selectappropriate advocacy approaches to support children, families, communities, the staff in an ECEC setting and the ECEC sector.

6. Apply the principles of leadership and advocacy in support of the delivery of highquality professional practice.

Building upon the knowledge of pedagogical principles introduced in the children's Play and Pedagogy module, students will be equipped with a repertoire of pedagogical practical skills allowing for a progression in pedagogical theory. Students will engage in deeper learning of Early Childhood curriculum models such as Reggio, Steiner, Froebel and Montessori. The Early Years educator will differentiate between leading curriculum implementation in line with quality practice independently or as a member of a team. The Learning & Pedagogy strand comprises two modules progressing over two years and this module will enable students to transform their established professional identity by connecting with the global learning environment. International Early Years curricula will be established through connections with organisations within the global educational community which will broaden students' global awareness by offering an array of international educational perspectives that will transform their own professional identity.

1. Explore Early Childhood curriculum models such asReggio, Steiner, Froebeland Montessori in terms of their historical and cultural origins.

2. Examine in depthEarly Childhood curriculum models such asReggio, Steiner, Froebel and Montessori in terms of their philosophical underpinnings.

3. Analyse how the Early Childhood pedagogical approachesof Reggio, Steiner, Froebel and Montessori are applied in practice.

4. Critique a number of contemporary and international early years educational perspectives and methodologies.

This module will focus on the distinctive elements for outdoor and nature-based programming for children in the early years. Topics will include facilitating structured, unstructured and risky outdoor play; fostering independence, curiosity and confidence in children through engagement with the outdoor environment; promoting in children a deep knowledge and sense of stewardship of the natural environment; maintaining a balance of indoors and outdoors experiences; building a sustainable ECEC practice; developing an outdoor play and nature-based curriculum; and developing outdoor play spaces while considering risk management, safety guidelines and preschool regulation. Students will explore how to integrate the Aistear curriculum with outdoor and nature-based practice, as well as interfacing with the National Early Years Strategy regarding literacy and numeracy and the introduction of E-STEAM (environment, science, technology, engineering, arts, and technology) concepts. Particular attention will be given to the work of key early childhood educationists in relation to outdoor play such as Froebel, Montessori, Steiner, Malaguzzi and McMillan, and national and international perspectives towards outdoor and nature-based ECEC will be explored. The module will use the Outdoor classroom that is currently being created as well as incorporating trips to local natural areas such as Hazelwood Forest, Beaches, a local forest school etc. This will be a fundamental element of the course to ensure that students are immersed in experiences outdoors and in nature throughout the semester.

1. Critically examinethe concepts of outdoor-based early childhood care and education

2. Evaluate a nature-basedapproach in the delivery of early childhood care and education

3. Explore the various pedagogical approaches to outdoor and nature-based early childhood education and careincludingnational and international perspectives.

4. Plan and demonstrate an ability to facilitate the delivery of outdoor-based early childhood education and care

5. Design and demonstrate the ability to facilitate the delivery of a nature-based early childhood education and care ina variety of early yearsenvironments

This is a flipped module which aims to equip learners with the knowledge, skills and competencies to help ensure equitable access, participation and inclusion of children with Additional Needs (ANs) by virtue of disability/developmental challenges in one or more of the following categories recognised by (i) the Department of Children, Equality, Disability, Integration and Youth and (ii) the Department of Education: -Physical Disability/Developmental Needs-Social/Emotional Disability/Dev Needs-Challenges in area of attention/listening-Intellectual Disability/Developmental Needs- SLCNs (Speech, Language and Communication Needs). This module also places focus on developing the learner's legal knowledge of relevant international and domestic human rights imperatives for future practice in the specialised area of child disability, envisaging the child as a rights-holder, and thus ensuring equal opportunity and access leading to social inclusion during childhood and moving into adulthood. The module aim is two pronged; working intrinsically with inclusive legal awareness and disseminating pertinent policy and documentation students in the (classroom) will identify integration of specific special educational needs, as well working (on-line) developing inclusive cultures by means of implementing the evidence- based framework Universal Design for Learning (UDL). Students will have the unique opportunity to complete the Universal Design for Learning Digital Badge which is embedded in the content and assessment components of this module. Micro-credentials, or digital badges, offer students recognition for contributions made during their studies. IT Sligo facilitates this digital badge and students will be issued with the digital badge which is designed uniquely to the ECEC Sector. This will be earned through engagement with online learning resources, undertaking of a reflective exercise, utilising Peer Triads for engagement which involves organising participants into small groups (known as triads) to work on activities relating to the course materials as well as a development of a case study outlining how UDL was implemented in their own teaching & learning practice. This integration brings together the core fundamentals that recognises educational differences, educational legal obligation and inclusive educational design and highlights how these fundamentals interrelate for the Early Years Educator.

1. Interrogate models of Disability/Developmental challenge and Inclusion.

2. Identify how a rights perspective set out in the legal framework (both international and domestic) aims to promote and ensureequal opportunity and inclusion for children with disabilities.

3. Demonstrate an awareness of how the constitutional and statutory guarantee of equality of treatment aims to achieve non-discriminatory practice in respect to children with disabilities in an early years setting.

4. Identify the Universal Design for Learning (UDL) principles and their associated affective neurological networks that align with neuro-educational research and reflect on the principles and guidelines of (UDL)that can accommodate individual learning differences and cater for the wide range of diversity in ECECenvironments.

5. Critically reflect and implement an aspiration of Universal Design for Learning (UDL) strategies within a given ECECgroup and report on the desired effects of this implementation.

Children and Social Policy has been designed to introduce students to the particular relevance of social policy as it impacts on the lives of children in Irish society and beyond. It provides an opportunity to gain an understanding of how social policy is developed and the historical and contemporary influences on its formation, particularly in the area of child and family welfare. The module will examine how children's situation and experience is structured by inequalities across a range of policy arenas e.g. housing policy, disability policy, poverty alleviation policy and early years provision itself. The manner in which various agencies and welfare providers attempt to protect, recognise and deliver the social policy needs of children will be a core focus of the module.

1. Appraise the scope of social policy and its relevance to early years professionals and their work.

2. Consider the historical and ideological influences on the development of social policy with reference to children and families in Irish society.

3. Critically assess the role of the Welfare State and the organisation and delivery of a range of state services, support agencies, policies and programmes available to children and families

4. Explorepolicy-making in action – key social policy case studies: homelessness and housing policy, health, social inclusion and poverty, minority ethnicities, early years provision anddisability as they impact on children and their families

5. Possess and effectively communicatea clear knowledge of the development of policy and provision for children in the early years in comparative perspective takingEuropean contexts and the Irish context

The module addresses the need for early years practitioners to provide an environment where the welfare of the child is paramount, in line with the requirements of the Children First Guidance for the Protection and Welfare of Children , 2017. The focus will be on the range of adverse childhood experiences which can result in the neglect and abuse of young children and the required actions of early years professionals as child protection designated persons under the relevant legislation. It will ensure students are familiar with the roles and mechanisms in place to support families and children's welfare and work in an interdisciplinary manner when child protection concerns arise. Students will learn to identify signs and symptoms of abuse and reporting procedures when concerns arise about suspected abuse; they will also consider how to best support children, parents and colleagues if/when there are ongoing child protection investigations. The module will equip the student with knowledge of the legal parameters, encompassing both international and domestic law, that will enable them to develop a specialised understanding of the child protection system in preparation for their role as an early years professional. The student will also examine how a range of statutes incorporating criminal and civil sanctions can be used as a framework of protection for children.

1. Describe the obligations of early years settings as ‘relevant services’ and the role of early years practitioner as ‘mandated persons’ under the 2015 Children FirstAct in identifying and reporting concerns as laid out in Children First, National Guidance for the Protection and Welfare of Children 2017.

2. Demonstrate an understanding of child abuse in its various manifestations and the principles guiding theprofessional early years practitioner workingwith children, parents and colleagues where there are child protection concerns.

3. Understand and be able to respond supportively to families living withadversity.

4. Critically assess the influence of historical and contemporaryideologieson the development of child protection services andhow Irish and international child abuse enquiries have contributed to current child welfare and protection polices and practice.

5. Identify the key principles and concepts within the legal framework which seeks to ensure children are protected from harm, having cognisance of the role of the ECCE practitioner, parents, the CFA, Gardai and the judicial system.

This practice placement offers students the opportunity to gain further experience in a variety of ELC settings. The practice placement will allow students to further develop and evolve their identities as ELC practitioners. Furthermore, students will demonstrate effective leadership qualities in their provision of care to children and in working with a variety of ELC stakeholders. The practice placement will provide an opportunity for the student to analyse and apply theoretical concepts, knowledge and skills in an increasingly systematic and professional manner involving key aspects such as; evidenced informed care; pedagogical practices; the view of the child; co-construction of experience; ethical and reflective practice; development of inclusive relationships; communication skills; supporting individual identities; cultural competence; interdisciplinary working; leadership. The placement experience affords further insight into the many complex aspects of working to support children, families and communities from diverse environments.

100% attendance at placement preparation workshops is required.

1. Embody the knowledge, skills, understanding, values and principles to support and lead the health, wellbeing, care, learning and development of young children through evidence-informed care and pedagogical practices including play.

2. Analyse the view of the child and childhood that underpins student practices and develop an understanding of the child as a co-constructor of their lived experiences.

3. Demonstrate an evolving professional identityas leaders in reflective,ethical, flexible and autonomous practice working within the regulatory and wider Irish ELC context.

4. Evaluate and lead effective strategies to communicatewith others to build inclusive relationships and partnerships with children,families and communities from diverse environments.

5. Apply a leading role in supportingthe individual identities of children and demonstrate cultural competence.

6. Evaluate interdisciplinary working and lead communities of practice with peers and professionals from multiple disciplines.

7. Support children, families, peers and colleagues through the demonstration of leadership practices.

Philosophy is vital to the study of education, and therefore early education and a sound knowledge of different philosophical perspectives leads to a deeper engagement with the choices and commitments an educator makes within their educational practice (Allen & Goddard, 2017). Philosophy raises and addresses questions and in this module, this will be in relation to early educational aims, methods, and problems, and will be linked to modules on educational policy, pedagogy, and curriculum.

This module will involve students in critical thinking, critical debate and critical reflection on education and care and the relationship between these. Students will also explore the impact that their understandings of these topics has on their and others practices when working with very young children in Early Years environments. It will support students with philosophical thinking on their positionality in relation to their Early Education and Care practices.

Students will explore multiple discourses related to the sector and the impact that these can have. They will examine the dominant discourses and question the potential impact of an unquestioning approach towards these and explore in-depth the limitations of relying on one particular set of theories to the exclusion of others.

Key concepts and contemporary issues relevant to the area will be explored and critically examined. Students will explore a variety of positions or arguments on these with a view to evaluating them and forming their own position on them.

The module will support the development of attention to alternative voices and the capacity to explore alternative potentialities.

Students will be supported to gain confidence in outlining their considered rationale for the approaches they take to ECEC and to take this forward into their career whilst practical experiences of engaging with philosophical thinking will support students to engage in philosophical thinking and inquiry with young children.

1. Engage in philosophical debate and discussion in relation to a wide range of concepts relevant to ECEC.

2. Critically examine a wide range of discourses present in ECEC literature and practice.

3. Create and articulate a personal and professional philosphy on ECEC.

4. Critique methods which could support the implementation ofphilosophical approaches when working with young children.

This module aims to build on understandings introduced at earlier stages in the programme by exploring and theorising the multiplicity of childhoods beyond universalist or West-centric conceptualisations. It combines critical sociological and anthropological perspectives on childhood to examine ongoing debates around bio-social dualisms. It further explores the implications of these perspectives for contemporary children's everyday lives, cultural activities and participation, both in western (WEIRD) countries and in the majority world. Through reading, case studies, reflection and discussion, students will be encouraged to consider children's lives in context, and the importance of interactions between children and adults.

The module informs practice in Early Years Education by enabling students to examine their own point of views and perceptions, challenge their 'truths' and maybe reach new perspectives. The emerging ECCE professionals will develop an informed understanding of culturally diverse approaches to growing up in order to support the cultural and social well-being of children and young people they may be working with, to support parents and inform policy in terms of cultural diversity, anti-racism,children's agency and empowerment. They will also explore children's intra-actions in networks and assemblages involving human and non-human actors.

1. Demonstrate a critical understanding of cultural relativity in relation to experiencesand theoriesofchildhood.

2. Evaluate a range of sociological and anthropological theories of childhood.

3. Apply an understanding of and reflection on the impact of ethnocentrism, re-examining own attitudes in a practitioner context.

4. Display an empathetic understanding of the value of an intercultural early educational setting.

5. Synthesise understandings of plural childhoods (race, migration, gender, sexuality).

6. Analyse the significance of online and digital environments in children’s culture globally.

This module's primary focus is preparing students for their future roles in the sector. Students, as nascent professionals, will be expected to demonstrate and critically assess their role in professional practice situations and contexts. The module's focus is for the student to strategically consider, plan, implement, and evaluate professional practice, with the child`s individuality remaining at the core. It also requires the student to explore how they, in leading professional practice, will encourage team members to do likewise. The module learning experience will be enhanced by students working with professionals from the sector and guests from international fields. Adopting, amongst others, a case study approach for learning, advice and guidance will be provided to the student, exploring expectations and challenges within ELC professional leadership practice.

1. Adopt and model a critical approach to the co-constructionof high quality, play based and holistic programmes for babies, toddlers and young children which incorporate care, play and learning experiences to provide for the continuity of the learning and development of children.

2. Critically apply highly effective, systematic assessment and observation methods to evaluate, form opinions and progress holistic learning and development, with and for children.

3. Critique theoretical perspectives onthe role of adult in play and advocate to support theunderstanding of others, on the critical role of the educator and the critical importance of playful experiences for children.

4. Engage in and advocate for pedagogical practices that are continuously and robustly informed by evidence-based theory and knowledge of childrens care, development and learning.

5. Apply advanced and specialised teaching techniques to promote innovative, democratic, enquiry based pedagogical practices that are fully and continuously responsive to individual childrens strengths, interests, dispositions and needs, to support childrens agency, participation and emergent learning and development.

6. Develop, maintainand evaluate, high quality, stimulating pedagogicalenvironments with and for children.

Early Childhood Educators are emerging into a dynamic, exciting and challenging work environment and require skills, knowledge and competencies to make this important transition. This module aims to develop the emerging Early Childhood Educator's role at a time of change. It addresses the individual, team and the organisational challenges and opportunities that exist in the ELC sector. It is a multidisciplinary module drawing from the fields of psychology, management, and organisational theory. In this module, learners will gain an understanding of the interconnectivity between the individual professional Early Childhood Educator, the team, and organisational contexts. This module adheres to Standards 10 (Organisations) and 11 (Professional Practice) in Síolta.

1. Explore the psychological factors for the emerging Early Childhood Educator which promotes positive working environments and flourishing in the workplace.

2. Examine the contribution of personality theory, attribution theory and group processes in understanding the Early Learning & Careworking environment .

3. Analyse the importance and complexities of the roles and responsibilities of both team members andteam leaders within the Early Learning and Care organisational setting

4. Critically evaluate conflict management theories and practice, in the context of the evolving early years sector
5. Develop the capacity of anemerging Early Childhood Educatorto create a learning culture with in anELC organisation.

6. Appraise the value of good governance, quality and compliance within the developing professional early years sector

This module aims to equip students with critical understandings of Practitioner Research with young children, together with the practical skills required to undertake such inquiry. Grounded in child-centred philosophies, it introduces a range of approaches to research with children, including Participatory Research, Action Research and Child-led Research. Coming to focus on Practitioner Inquiry, frames such as the Mosaic Approach are considered, along with practical explorations of creative and arts-based methods including drawing, collage, photo-elicitation, mapping, walking tours and digital methods. Contested concepts, such as children's 'voice' and silences are debated throughout. Techniques for appropriate analysis and dissemination are also discussed. Importantly, key ethical issues in research with children and in Practitioner Research in particular are central to the module.

1. Evaluate a rangeof approaches to research with children

2. Applyparticipatory methods fromchildhood research

3. Appraise appropriate forms of analysis and communication of findings

4. Critically examine the role of ethics in childhood research

5. Design a research project with a child centredapproach

This module aims to equip students with the necessary knowledge, practices and values to work as a collaborating professional in the Early Learning & Care (ELC) sector. It requires the student to explore, through a contemporary and interdisciplinary lens, partnership relationships that might support the child. The module focuses on the role of the Early Years Educator in building collaborative professional relationships with children, families, organisations and community. Students will explore changes and diversity in family structures and how to reflect these in an early years setting, making use of parents' and communities' cultural capital. Students will foster an understanding of the role agencies such as C reate , the National Development Agency for Collaborative Arts, Children's and Young People's Services Committees (CYPSC), Donegal Travellers Project (DTP) and other family support services in the statutory and voluntary sectors and the role they play in the lives of children. A particular focus is placed on understandings of diverse contexts, for example, the impact of poverty, educational disadvantage and cultural diversity and the uniqueness of families and how to apply these understandings to best practice, in order to create the respectful, participatory relationships needed to ensure the best outcomes for the child. In addition, students will consider the ethics of relationship building when working with communities, children and their families/carers in the context of individual and collective work placed relations.

1. Critique their understanding of working in professional partnerships.

2. Critically engage with meaningful, participatory and proactive relationships, applying purposeful partnership strategies and linking theory with practice.

3. Analyse the various roles played by Family Support Agencies, arts and culture organisations, artists, voluntary community organisations, and acquire the skills of working in collaboration to promote positive outcomes for children.

4. Critically interrogate models, ie projects and programmes,of cross-sector collaborations between emerging leaders in creative and cultural organisations, and/or family support agencies andearly years settings.

5. Develop reflexive strategies for instigating, managing and maintainingpartnerships in practice.

6. Analyse how the diversity of families and communities can be reflected in the ECECsetting.

The complex and challenging professional management responsibilities of Early Childhood Educators have increased exponentially in the past two decades, requiring specific knowledge, values, skills and competencies to ensure the highest standards of child centred quality practice. Developing, managing and sustaining a quality Early Learning and Care environment through support and supervision of all staff and students, implementation of innovative evidence informed policies and practice and coordinating the governance and effective operation of an ethical, and legislatively compliant ELC setting are the core functions of the professional ELC manager. In addition, the module is also designed to provide an overview of specific aspects of the legal framework essential in transacting business in the ELC sector. As employment issues touch upon the basic rights and protections for both employer and employees in our free market economy, the student will be exposed to the core principles and concepts of current employment laws. The student will also examine how data protection and freedom of information laws impact the early years landscape.

1. Examine the functions, roles and practices of contemporary management concepts, theories in the context of diverse Early Learning and Care environments.

2. Explore the Human Resource Management systems necessary to implement effective, democratic organisational structures and processes.

3. Analyse the importance of creating and sustaining a competent support and supervision system for staff and students to develop their personal and professional capacities.

4. Identify appropriate systems and structures to facilitate respectful engagement of all stakeholders with evaluation, monitoring, and accountability processes.

5. Apply acquired knowledge to a range of employment issues arising in practice.

6. Critically examine legal parameters and principles governing data protection and freedom of information in the context of the Early Learning and Care environment.

Policy is both text and action, words and deeds, it is what is enacted as well as what has been intended. The gap between rhetoric and reality within the Early Learning & Care sector is often commented upon. All relevant policies in the Early Learning & Care sector must be focussed ultimately on their impact on the welfare and wellbeing of the child within an early years setting. As such, Early Childhood Educators are required to understand the wider social policy development process and apply these policy intentions into child-centred quality practice within their respective ELC organisations.

Building on previous modules in this programme, students will explore the dynamic policy context of the ELC sector. The overarching aim is to draw together perspectives on policy design, implementation and impact and provide students with the requisite competencies and skills to translate and implement policy into practice.

Implementing Policy into Practice brings the learner through the policy cycle including the key stages of design, implementation and impact and challenges the learner to provide a critique of the key contributing factors to successful execution throughout these individual phases. Key theoretical frameworks discussed in the module include Bronfenbrenner's Ecological Systems theory, the Policy Cycle, Bardachs Eight-Fold Policy Analysis theory, Implementation theory, Behavioural Change and Nudge theory.

The emphasis is on the process of developing and implementing policy, providing learners with; a better understanding of policy design and an appreciation of the complexity of the processes involved in implementing and evaluating policy within their workplace.

1. Appraise the role that social policy plays in the wider context of policy development and implementation within the Early Learning & Care sector.

2. Examine the policy cycle and differentiate between the key phases of policy development, implementation and impact.

3. Consider a range of factors affecting how policy is implemented within a local Early Learning & Care setting..

4. Evaluate the impact of policy on the local practice of an early years organisation to support quality processes and outcomes for the child.

5. Critically reflect on the role of the Early Childhood Educators to uphold their professional values and practice within the context of a dynamic policy and practice environment.

The aim of this module is to critically reflect on the pivotal leadership role of the Early Childhood Educator in planning, implementing and evaluating practices to ensure improved continuity of learning and care experiences for young children across a variety of early childhood education and care settings.

Students will critically evaluate key international perspectives in research evidence, policy and practice on early childhood transitions. They will compare and contrast relevant theoretical frameworks and conceptual tools to explore how these can be operationalised in practice to better understand the complexity of transitions and inform child-centred, quality practices, leadership skills and professional competency to support children throughout a variety of horizontal and vertical transitions.

Module content is underpinned by the NCCA's Aistear framework, Síolta Standards and Principles and the Aistear/Síolta Practice Guide as well as modules introduced in the formative years of the programme including, e.g., PSYC06028 & PSYC06029 – Child Development 1 and 2, CARE06032- Relational, Nurturing and Caring Pedagogy, EDUC06027 & CARE07049 -Inclusive Practice 1 and 2, EDUC06022- Curriculum Planning and Documentation 1, EDUC06023-Curriculum Planning and Documentation 2, EDUC07031- Pedagogical Approaches and Practices of Early Childhood, EDUC07037 & EDUC06029-ECCE Practice Placements Years 2 and 3, MGMT07064 – Professional Leadership and Advocacy for Early Learning and Care Environments.

1. Critique the conceptualisation of early childhood transitions from a variety of disciplinary and theoretical perspectives and assess the utility of these frameworks for informing leadership and management of transitions in practice.

2. Critically examine international/national policies, regulatory and quality frameworks prioritising a focus on leading, managing and supporting early childhood transitions in practice and consider the implications of these for the child and the Early Childhood Educator.

3. Lead, plan, implement and critically evaluate a variety of evidence-informed pedagogies and curricular practices to support children’s transitions both within and between settings, and in partnership with parents and relevant professional stakeholders.

4. Critically compare and contrast inclusive leadership practices, guidelines and wellbeing interventions for supporting children and families considered to be most vulnerable in transition.

5. Critique and analyse international, contemporary and integrative perspectives on the concept of school readiness from a holistic, ready child, ready family, ready school perspective and consider the implications of this for the child and for the role of the Early Childhood Educator.

6. Critically evaluate and consider international and national strategies for improved alignment of learning and care standards, assessment, pedagogy and curricula across Early Childhood Education and Care Settings and primary school contexts.

This module aims to support students to apply learning from the Child Centred Practitioner Research Module. Students will undertake an inquiry project related to the ELC sector. Students will learn through active engagement with this process. Students will write a structured research paper that captures the process. Students will further produce a showcase of learning which may be presented to stakeholders in the sector and/or academic audiences etc.

1. Liase with ELC settings or other stakeholders to support development of the inquiry project

2. Critically analyse extantliterature in the field

3. Justify selection of approach and methods used in inquiry project

4. Undertake inquiry toaddress questions as raised bypartners in the inquiry project in an ethically responsive manner

5. Critically evaluate the findings from the inquiry and discuss this in the context of the current literature from the field

6. Communicate the findings of the inquiry project adhering to best practice social scientific conventions and scholarly expectations