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Early Childhood Studies
Bachelor of Science (Honours)
Course Details
Course Code | LY_VNWCS_B |
---|---|
Level | 8 |
Duration | 2 Years |
Credits | 120 |
Method of Delivery | On-campus |
Campus Locations | Donegal – Letterkenny |
Mode of Delivery | Full Time |
Course Overview
ATU work in collaboration with North West Regional College (NWRC) to deliver the BSc (Hons) Early Childhood Studies Add-On programme for those who already hold a UK/NI Level 5 qualification in Early Years.
Entry onto the degree programme will be at Year 3 of the four-year programme. Students will develop the skills necessary to assimilate an understanding of the complex and diverse nature of the subject, as well as more general skills which will be widely transferable. Students will become familiar with the Republic of Ireland curriculum developments and implement Aistear: the Early Childhood Curriculum Framework and Síolta, the National Quality Framework for Early Childhood in their placement, which can be in either Northern Ireland or the Republic of Ireland.
Course Details
Year 1
Semester | Module Details | Credits | Mandatory / Elective |
---|---|---|---|
1 |
Communication in Early YearsThis 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. Learning Outcomes 1. Identify and discuss the stages and components of language, literacy, numeracy and pre- writing. |
10 | Mandatory |
1 |
Developmental PsychologyThis module aims to develop students' understanding of holistic development with reference to theory and research in developmental psychology. Learning Outcomes 1. Analyse the nature of development and factors which influence child rens learning and development. |
10 | Mandatory |
1 |
Positive Partnerships and Family Support in ECECThis 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. Learning Outcomes 1. Discuss the evolving nature of the family as well as external influences on this diverse social system. |
05 | Mandatory |
1 |
Research Processes & Methods for ECCEThis 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. Learning Outcomes 1. Explain and dissect the different philosophical and theoretical assumptions underpinning research methodologies, and the rationale for different approaches to research |
05 | Mandatory |
2 |
Practice Placement 2To 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. Learning Outcomes 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. |
30 | Elective |
2 |
International Study & PlacementThis 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. Learning Outcomes 1. Discuss Irish perspectives on Early Childhood and make comparisons with their home country. |
30 | Elective |
2 |
Study AbroadThis module facilitates a period of international study and placement at Queen Maud University (QMUC), Trondheim, Norway. Students will undertake a period of academic study and practical placement during the 13-week period for which they will attain 20 credits from QMUC. Completion of this module will provide 10 credits from Letterkenny Institute of Technology (LYIT). Learning Outcomes 1. Discuss and compare Irish and Norwegian perspectives on Early Childhood Education and Care. |
30 | Elective |
Year 2
Semester | Module Details | Credits | Mandatory / Elective |
---|---|---|---|
1 |
Comparative EducationThis module will compare how policy and practice in other contexts has influenced Early Childhood Education and Care (ECEC) provision in Ireland. Students will reflect on challenges within the Irish context and propose strategies aimed at enhancing quality. Learning Outcomes 1. Appraise and critically discuss the varying perspectives on quality in ECEC. |
10 | Mandatory |
1 |
Research for Evidence Based PracticeThe module provides an opportunity for the student to further develop their research knowledge, understanding and skills. The module will explore key debates central to understanding what exactly is meant by evidence-based practice, build on previous studies of research methods by examining additional methodologies and their relevance in the context of social justice, power and privilege, climate change and the UN sustainability goals as these relate to social care. Students will be supported in small group tutorials (1:20 max) to interrogate and internalise a sound understanding of techniques and strategies to develop research questions and identify suitable and relevant research methods to address lead research questions. Research ethics and professional standards will be embedded in the context of learning throughout the module. Learning Outcomes 1. Describe and discuss key tenets of research for evidence-based practice, and areas where debate and critique have surfaced in relation to what this means in reality. |
10 | Mandatory |
1 |
Leadership and Supervision in ECECThis module will prepare students to undertake supervisory, management and leadership roles in ECEC practice. Students will develop an understanding of leadership theories and apply skills in supervision practice relevant to required professional standards of the ECEC educator. This module promotes the adoption of a democratic and critically reflective approach to personal professional development and ethical democratic leadership. Learning Outcomes 1. Identify the theory and applicability of supervision and management in ECEC practice |
05 | Mandatory |
1 |
Practice Placement IIIThe central aim of this module is to examine the links between the acquisition and use of skills and knowledge adopting a democratic and critically reflective approach to the education and care of young children. The module content promotes reflection and discussion about how theories inform practice. The student will apply some leadership skills in practice illustrating personal and professional growth in competencies as an ECEC educator. Demonstrating a commitment to continuing professional development as a core attribute of the professional ECEC educator. Following work practices in line with requirements in the UN Convention on the Rights of the Child, Early Years Services Regulations, Inspections, National Quality and Ethical Frameworks and the General Data Protection Regulation, 2016. Learning Outcomes 1. Communicate an understanding of requirements to lead ECEC practice and quality processes that derive from evidence-based research on the holistic child and contemporary childhood and family issues |
05 | Mandatory |
2 |
Children with Additional NeedsThe module will engage students in the evaluation of a range of conditions pertinent to early childhood and the accommodations utilized to support children as individuals and unique learners. Areas such as additional needs, physical, intellectual, specific learning disabilities and autism will be explored. Students will discuss the importance of implementing child-led support, in partnership with parents, carers, colleagues, local communities and professionals in order to enhance the holistic development and lifelong learning of the child. Learning Outcomes 1. Critically evaluate from a historical and current perspective services, provisions, policies and frameworks in relation to best practice, locally, nationally and internationally. |
10 | Mandatory |
2 |
Outdoor Play & Risk MasteryThis module evaluates the role of outdoor play and risk in early childhood. Theoretical and practice perspectives will be drawn upon to provide students with both a theoretical framework and applied skills in planning, designing, and maintaining a challenging and diverse learning environment. Learning Outcomes 1. Critique the characteristics of outdoor and risky play with particular reference to nature therapeutic experiences, balanced sensory integration and emotional control. |
10 | Mandatory |
2 |
Curricula and Playful Pedagogy in Primary EducationThis module will examine the Curricula developments in Ireland’s Primary Education System, which influence children’s learning within infant classes. Students will appraise a variety of teaching methodologies which promote a more playful experience of education and best practice in curriculum delivery. Students will also critically reflect on the pedagogical skills for planning, teaching and assessing the Primary School Curriculum and the Aistear Curriculum Framework so that every child can thrive to reach their full potential. Learning Outcomes 1. Critically review the aims and principles of the Primary School Curriculum in Ireland. |
05 | Mandatory |
2 |
Mentoring and Professional DevelopmentThis module aims to enable participants to advance their skills in the process of mentoring as a vehicle to strengthen practice. A key objective of First 5 is to improve Continuing Professional Development (CPD) for all those who work in ECEC settings, indicating that the ECEC educator must be fully prepared for the demands of their professional roles. Learning Outcomes 1. Critically analyse theories of andragogy that inform and direct adult education in ECEC professional practice |
05 | Mandatory |
Download a prospectus
Entry Requirements
Minimum Entry Requirements
NI/UK: Students must have a UK Level 5 Childcare qualification.
ROI: Students must have an ROI Level 6 Childcare qualification.
The selection process is implemented by ATU. Recognition of Prior Learning (RPL) and Recognition of Prior Experiential Learning (RPEL) will also be considered for entry.
Special Requirements
Garda Vetting
Non-Eu candidates will not be considered for this course unless there are still places available after all eligible EU candidates have been considered. Offerees are subject to garda vetting. Registration is temporary until garda vetting is successfully completed. Students who cannot complete garda vetting may be unable to go out on necessary placement or to fulfil course requirements. In such cases, students will be ineligible to complete registration & will be required to leave the course.
Early Childhood Studies Work Placement
Professional Practice Placement provides invaluable experience for students. Level 8 students complete 750 hours and Level 6 students complete 300 hours. Students must work with children in the following age groups:
Birth – 18 months
18 – 36 months
3 – 6 years
Further Information
Contact Information
Head of Department
Dr Nigel McKelvey
Email: EESS.Donegal@atu.ie
Early Education & Social Studies