This 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.

1. Appraise and critically discuss the varying perspectives on quality in ECEC. 
2. Evaluate ECEC systems of provision in Irish and International contexts . 
3. Critically analyse salient issues that may impact on ECEC policy and practice. 
4. Judge how research influences emerging trends and policy development in ECEC practice in Ireland. 
5. Articulate how ECEC frameworks and regulations impact on quality. 
6. Critically discuss workforce development issues, including status, pay scales, qualifications policy and funding in ECEC. 

The 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.

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. 
2. Enhance knowledge and understanding of greater range of research methods, through analysing examples of research that deal with issues of race, gender, sexuality, poverty climate change or the UN Sustainability goals 
3. Develop and explain decision making in the preparation of research proposals and ethical approval forms from research funders, which clearly demonstrates a sound understanding of the key principles of ethics guiding research. 
4. Demonstrate critical, analytical thinking through generating a research proposal  

This 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.

1. Identify the theory and applicability of supervision and management in ECEC practice   
2. Critically analyse the application of educational leadership theories. 
3. Examine the processes associated with leading ECEC team motivation and cohesion. 
4. Analyse the requirements for managing staff and systems in the   Early Years Services Regulations, Inspections, National Quality and Ethical Frameworks  
5. Develop practical competence in leading the 1-1 supervision meeting process and facilitating reflective team meetings 

The 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.

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 
2. Contribute as an Advanced Practitioner to the quality provision in the ECEC setting with specific input to management practices. 
3. Demonstrate ability to deal with and manage effectively unpredictable scenarios in practice with children, ECEC colleagues and parents/guardians. 
4. Seek out experiences on placement that will challenge and drive contribution towards personal responsibility, self-direction and accountability to utilise transferable skills. 
5. Engage in reflective practice regarding ability to apply class based- theory to everyday practice 
6. Analyse current personal and professional growth from earlier placement practice experiences  

The 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.

1. Critically evaluate from a historical and current perspective services, provisions, policies and frameworks in relation to best practice, locally, nationally and internationally. 
2. Discuss the characteristics, causes and diagnostic processes associated with an additional need / disability, focusing on the impact on the child from their micro to macro system. 
3. Appraise theories, strategies, interventions and environments that will support a child with an additional need / disability in the early years environment. 
4. Develop and utilise a working Individual Education Plan (IEP) / play plan/ task analysis in order to optimise the childs holistic development. 
5. Reflect and understand the roles encountered in interdisciplinary team and how these are complimentary and in partnerships with parents/carers. 
6. Analyse the need for continuous professional development, personal well-being, and support of the Early Years Educator. 

This 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.

1. Critique the characteristics of outdoor and risky play with particular reference to nature therapeutic experiences, balanced sensory integration and emotional control. 
2. Advocate, in partnership with the child, for their right to engage in a range of outdoor and challenging experiences.   
3. Critically discuss the importance of empowering children to engage in challenging play experiences and develop risk mastery.  
4. Appraise relevant legislation and policies in the Irish and international contexts. 
5. Plan, organise and develop outdoor environments which promote creative and independent play in babies, toddlers and young children. 
6.
Conduct a risk benefits assessment which is child-centred and inclusive. 

This 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.

1. Critically review the aims and principles of the Primary School Curriculum in Ireland. 
2. Appraise Aistear: The Early Childhood Curriculum Framework, in relation to curriculum provision in primary school. 
3. Compare key methodologies and pedagogical approaches relating to playful teaching and learning within infant education. 
4. Examine a variety of effective assessment strategies in infant classes which supports every child as a unique learner. 
5. Judge effective and inclusive planning strategies suitable for the curricula within infant classes.   

This 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.

1. Critically analyse theories of andragogy that inform and direct adult education in ECEC professional practice 
2. Analyse the concept of mentoring in relation to ECEC roles, responsibilities, and strategies to monitor progress  
3. Devise and apply strategies to plan for effective training and assessment of ECEC educators knowledge, understanding and skillset 
4. Develop practical competence in leading personal and professional growth of ECEC educators 
5. Appraise the role of reflective practice in professional development.