This module aims to develop students' understanding of holistic development with reference to theory and research in developmental psychology.

1. Analyse the nature of development and factors which influence child rens learning and development.
2. Examine holistic development and the range of supports/strategies which are grounded in the various paradigms of theory and research.
3. Discuss participatory research with children and the methodological issues and innovative techniques that can be adopted .
4. Critically a ssess the various trends within the dominant paradigms of research relating to development.
5. Plan, design, produce and evaluate a range of learning experiences which promote motor skills in young children in accordance with the First 5 Strategy and The Early Years Quality and Regulatory Framework (TUSLA 2018) .

This module develops the social care students understanding of research methodology, research methods, and the strategies of critical analysis and research skills that will enable them to compare a range of literature relevant to their professional practice.

1. Explain and dissect the different philosophical and theoretical assumptions underpinning research methodologies, and the rationale for different approaches to research 
2. Weigh up and make appropriate decisions based on appreciating the key features, strengths, and limitations of a range of research methods including the appropriateness of populations, samples and sampling frames for different methodologies , and research methods .  
3. Compare the rationale and strategies for reviewing literature and writing research proposals.  
4. Examine the legal and ethical issues associated with undertaking research  in general, and   also  with vulnerable groups; and demonstrate ability to apply this knowledge to appraising criteria for ethical approval  

This module examines the concepts of language, literacy, numeracy and pre-writing skills in early childhood.  The student will also engage with a range of practical experiences which promote creative expression in Early Childhood Education and Care. The student will examine and apply a variety of pedagogical techniques and strategies aimed at supporting children's learning and development in these areas.

1. Identify and discuss the stages and components of language, literacy, numeracy and pre- writing. 
2. Compare and contrast evidence-based strategies to promote and support communication skills in early childhood. 
3. Appraise the relevance of art, music, drama, play and ICT in facilitating communication in early childhood.  
4. Determine strategies and approaches that promote learning and development in the areas of science, technology, engineering, and mathematics (STEM) during early childhood. 
5. Examine the significance of relationships and interactions and apply effective communication and pedagogical strategies which promote inclusive practice. 
6. Engage with the requirements of Practice Placement 2. 

This module examines the influences that contribute to the evolving nature of family studies in Ireland. Concepts including: family support, policy, structures, and dynamics are explored with reference to their role in supporting the developing child. The work of Tusla- The Child & Family Agency and multi-disciplinary services between Social Care and Early Childhood are analysed across all levels of need from child welfare to child protection. The role of the Early Years Educator is also presented, with a particular focus on building positive partnerships with all families as well as acting as a medium of support for vulnerable children and families.

1. Discuss the evolving nature of the family as well as external influences on this diverse social system.  
2. Evaluate the theoretical perspectives underpinning the development of the Children and Family Agency in Ireland and critique the journey towards a quality support service for children and families.  
3. Analyse how Early Childhood Care and Education Services provide family support and intervention, promote parental involvement, and develop inter-disciplinary partnerships for children in need of support. 
4. Demonstrate practical skills and the required professional competencies of an Early Years Educator for family support through individual and group work scenarios on applying best practice methods for developing positive partnerships and appropriate interventions for children and families.  

To provide the student with experience within an Early Childhood Education and Care setting so that he/she continues to develop confidence and competence.  In addition, the placement will provide the student with the opportunity to apply theoretical concepts and principles in their professional practice with children.

1. Create an enabling and inclusive environment, under the guidance of the Early Years Educator, and in accordance with the First 5 Strategy and The Early Years Quality and Regulatory Framework (TULSA), which meets the learning and developmental needs of the child. 
2. Apply strategies to appropriately implement the anti-bias goals and approach in ECEC practice (Diversity, Equality and Inclusion Charter and Guidelines 2016).  
3. Apply the arts to support the creativity and imagination of the child. 
4. Demonstrate an ability to complete effective assessment in accordance with Aistear that supports Childrens Learning and Development.    
5. Apply a range of pedagogical practices and create a high-quality environment, in partnership with Early Years Educators, that supports Childrens rights and play.  
6. Lead out in the planning, implementation, and evaluation of meaningful play opportunities and experiences in partnership with the child. 
7. Develop management and leadership education practices together with colleagues. 
8. Maintain a reflective journal which will provide the basis for discussion with the placement mentor and thereby support learning from practice. 

This module has been developed to facilitate International Students from Queen Maud University (QMUC), Norway who come to Ireland to undertake a period of practical placement in Early Childhood Education and Care services alongside academic study at Letterkenny Institute of Technology (LYIT).  This module will be comprised of academic lectures at LYIT and also 25 days (6.5 hours per day) of placement in an Early Childhood Service.  LYIT will organise the placement for each student in a TUSLA registered Early Childhood Education and Care setting.  Students will be required to satisfy Garda Clearance requirements and any other mandatory requirements prior to undertaking their practical placement.  

This module will provide students with an understanding and experience of Early Childhood Education and Care in Ireland.  In doing so, it will assist students to compare and contrast early childhood services in the Irish context with the home perspective.

1. Discuss Irish perspectives on Early Childhood and make comparisons with their home country.  
2. Discuss curriculum organisation and implementation in Ireland.  
3. Critically reflect on early childhood curriculum implementation in their home country and compare with the Irish approach.  
4. Network and collaborate with other professionals in the Early Childhood Education and Care setting, and work in partnership with colleagues, children parents, and outside agencies  
5. Assist in the planning, implementation, delivery and evaluation of meaningful play opportunities and experiences in partnership with the child and their educational ecosystem.
6. Explore the nature of learning and development with reference to the factors that positively impact on young children.