This experience will enable the student to integrate theory with practice and to develop positive attitudes and values towards working with children and their families in an Early Childhood Education and Care setting.

1. Demonstrate an ability to comply with legislation, guidelines, policies and protocols in the Early Childhood Education and Care early years setting to ensure the safety and wellbeing and inclusion of all the children, their families, and staff.   
2. Collaborate within the Early Childhood Education and Care team and the wider community.  
3. Observe and assist Early Years Educators in assessing, documenting, and supporting childrens learning and development. 
4.
Provide a range of meaningful Early Childhood Education and Care experiences in accordance with Aistear (NCCA 2009), Solta (DES 2017) and the TUSLA Quality and Regulatory Framework (2018)  

5. Develop a positive behavioural strategy to support childrens full participation in the Early Childhood Education and Care setting. 
6. Participate in learning opportunities to promote skills and knowledge at a personal and professional level. 
7. Engage in ongoing personal and professional reflection which will provide the basis for discussion with the mentor and thereby promote learning from practice. 

This module will enable the student to understand and promote Child Health and Well - being. Additionally, the student will be introduced to the field of disability and examine a wide range of impairments and strategies to support inclusive practice in Early Childhood Education and Care settings.

1. Identify various approaches and theories relating to the promotion of a health y  lifestyle and health related behaviours of the individual and the community.  
2. Discuss the role of  Early Childhood Education and Care  services in promoting health and well-being and supporting children and families affected by health issues.  
3. Describe the relationship between the concepts of health, ill-health, and disability.  
4. Differentiate and discuss  a  wide  range of childhood health challenges and  describe  the child-centered planning process.  
5. Describe current legislation and its impact on the lives of  children  with disabilities.  
6. Design an  inclusive  early years environment.  

This module will provide the learner with the knowledge, skills, and competence to support children's learning, development, and well-being through the provision of creative and process-based play.  It will empower the students to develop their own creativity and provide them with the opportunity to engage in a range of  creative endeavours .  This module will be delivered by a series of workshops focusing on Art, drama and music and lectures on creativity and expression through the arts.

1. Discuss how creativity, curiosity and imagination develops in infants, toddlers, and preschool children. 
2. Summarise how the creative arts promote holistic development in young children.  
3. Apply a variety of conventions utilised in creative arts to Early Childhood Education and Care practices and, in consultation with children, devise experiences using varied media.  
4. Outline the role of the adult in creating inclusive environments where children feel confident and safe to explore novel situations, take risks and engage in a range of play opportunities.  
5. Describe how providing multiple modalities, evolving, and engaging environments impact the development and outcomes of child-led meaningful experiences. 
6. Plan, initiate, and advocate for a range of child-led creative experiences that support holistic development and well-being.  

This module will develop understanding of equality and diversity in ECEC practice and contemporary childhood issues. Adopting a rights-based approach to ECEC in which children's right to citizenship encompasses their full participation in the social and cultural life of their community.  The importance of affirming each child's identity and sense of belonging will be highlighted, with a view to practitioners being able to apply the knowledge and understanding when working with minority and majority group children and their families. The student will identify how to apply the anti-bias goals in practice following the principles of the Equality Diversity and Inclusion Charter and Guidelines for Early Childhood Care and Education (2016).

1. Appraise a range of information and data about contemporary issues affecting children and childs rights  
2. Communicate an understanding of terminology and concepts relating to equality, diversity, and inclusion in the Irish context  
3. Appraise the research on children and adults awareness and responses to diversity   
4. Critique approaches to equality and diversity education in ECEC practice  
5. Demonstrate practical skills implementing an anti-bias approach that recognises, appropriately celebrates, and embraces all children and their families  

This module aims to introduce the student to the processes involved in providing an effective ECEC curriculum programme. The student will be supported to develop and refine skills specific to leading systematic pedagogical strategies that promote holistic development and the voice of the child.

1. Communicate an understanding of the voice of the individual child in participatory practice. 
2. Provide an appropriate curriculum encouraging active learning and purposeful play experiences. 
3. Appreciate the importance of ongoing reflection for professional practice 
4. Identify the role of the keyworker in writing observation records and interpreting the childs individual strengths, contributions and needs in ECEC programme development. 
5. Use assessment to plan for individual and groups of children  
6. Appraise pedagogy and develop practical competence in leading curriculum programme implementation 

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 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 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.  

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  

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.  

This 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).

1. Discuss and compare Irish and Norwegian perspectives on Early Childhood Education and Care. 
2. Demonstrate an understanding of curriculum organisation and implementation in Norway. 
3. Reflect on early childhood curriculum implementation in Ireland and compare with the Norwegian approach with reference to the new sociology of childhood.  
4. Network and collaborate with other professionals in the Norwegian Kindergarten 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. Discuss the provision of child-led play and the use of the indoor and outdoor environments to support holistic learning, development and well-being.  

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.