This module will support learners to critically reflect on their pedagogical practices and develop their capacity to support others in their reflections on the same. Pedagogical leadership is a vital aspect of leadership in Early Years Settings which involves developing the knowledge, skills and professionalism of others and requires the leader to be able to inspire, motivate, affirm and also challenge or extend the practice and pedagogy of educators. Leaders should develop cultures of reflection and inquiry and effect positive change within Early Years Settings. This module will support learners to critically engage with the structures and forces which influence pedagogy and pedagogical leadership within their own and others contexts.

The module will begin with an analysis of current practices within an EY setting and a project approach will be used whereby students will work with others to improve pedagogical practices throughout the module through the development of a plan, implementation of this plan and evaluation of this plan.

1. Critically explore the concepts of advocacy, pedagogy and pedagogical leadership

2. Critically analyse theoretical perspectives and structures in ECEC

3. Critically reflectonpedagogy and advocacy practices

4. Evaluatethe role of research in developing, leading and reflecting on pedagogy and advocacy

Developing strong, effective and ethical leadership for high quality and more equitable services for all children requires transformational leaders characterised as creative, interactive, visionary and empowering individuals. The EU Quality Framework, First 5, OECD (2021) Strengthening Early Childhood Education and Care in Ireland: Review on Sector Quality , and Nurturing Skills : The Workforce Development Plan for Early Learning and Care and School-Aged Childcare 2022-2028 , and he National Action Plan for Childminding, collectively view leadership as an important component of a high-quality Early Learning and Care competent system.

This module will explore Early Learning and Care ( ELC) leadership concepts , strategies and styles in the contexts of key policy initiatives in national contexts. It will equip learners to examine contemporary ELC issues, reflect on their own leadership influences and values , develop innovative leadership practices which underpin children's rights, needs and potential that provide quality experiences for children in partnership with families.

1. Critique the conceptualisation of professional leadershipin the context of the evolving Early Childhood Care and Education sector, and evaluate the implications for practice from a variety of qualityand theoretical perspectives.

2. AppraiseEarly Childhood Education and Careleadership theories and strategies and their potential application to their own ECECorganisation.

3. Critically examinethe relationship between professional leadership, quality, ethics and governance in an Early Childhood Education and Care context.

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

5. Analyse the role of the Early Childhood Educator as a leader in planning and delivering high quality developmentally appropriate School Age Childcare in a range of diverse Early Learning and Care environments.

6. Critically analyse the leadership role andidentify a strategic localaction planrequired for the implementation of the National Action Plan For Childminding.

This module focuses on the socio-cultural contexts of children's everyday lives, and invites students to take a step back from their practice to look at the 'bigger picture' of contemporary childhood. It requires critical thinking around commonsense ideas, and questioning assumptions about childhood and children's culture. It also explores a range of perspectives on issues such as diversity, equality and education itself, which are central to children's experiences.The module examines children's lives from a range of contemporary and historical perspectives, drawing on Sociology of Childhood and on empirical policy-based work. It provides ECCE leaders with a contextual lens on current issues in children's lives, informing linkages between theory and practice.

1. Evaluate key historical and contemporary trends and changes in relation to the ‘Irish family’, or the concept of family, in today’s society.

2. Comprehensively assess a range of current debates surrounding children’s cultural worlds, with a focus on issues such as consumption, toys and games, food, communication and media

3. Apply a multidisciplinary perspective to children’s play and its relevance for the early years sector

4. Demonstrate a critical understanding of the meaning of concepts such as assimilation, multi-cultural and intercultural approaches to working with children from minority groups in early years settings

5. Critically analyse current initiatives in policy and practice within the voluntary and statutory sectors as they relate to children and families (e.gTUSLA, Meitheal, Better Outcomes, Brighter Futures, Children’s and Young Peoples Services Committee [CYPSC]).

This module introduces students to concepts from Contemporary Psychology. Students on the MA in Leadership and Advocacy programme examine the science of wellbeing, resilience, flourishing, and emotional intelligence under the umbrella of the Positive Psychology movement. Students explore how this knowledge can be utilised to enhance their effectiveness as leaders & advocates in ECEC, support their team and optimise resilience of children in their services. The module focuses on both developing students understanding of theoretical principles and application to augment their skills and competencies in their leadership roles.

1. Identify how the Positive Psychology movement compliments traditional perspectives in Psychology.

2. Assess the significance of the Neuropsychology of thestress response systemand its impact on human functioning.

3. Analyse the importance ofemotional recognition and regulation in children and adults for Early Year’s Educators.

4. Examine the contribution of current Psychological research to our understanding of childrens mental health and their capacity to cope and thrive.

5. Investigatethe importance ofsuccessful emotional functioning fortheECECleaderand appraise a number oftechniques to prevent exhaustion, burnout and promote well being

This module will provide the learner with the necessary research skills to undertake a level 9 research project. Learners will critically review literature, engage with their ontological and epistemological position; the paradigms of research study; methods of data collection and data analysis associated with chosen paradigms. The learner will gain the knowledge, skills and competencies to determine the appropriateness of individual methods in given research contexts. Issues of research ethics, validity and reliability of chosen paradigms and methods will also be discussed and debated. Learners will develop research project management skills that are applicable not only to their research dissertation but also to the future and their further research activities.

1. Explore existing knowledge and its application to student’s chosen research area.
2. Analyse paradigms of research enquiry and explicate where chosen paradigms fit within their research area of interest.
3. Demonstrate a critical understanding of the practice and principles of qualitative and quantitative social research.

4. Judge the importance of ethics to any research study and incorporate this within their research proposal.
5. Demonstrate appropriate project management skills to ensure successful completion of level 9 research project.

Recent changes in both the policy arena and in the reform of services to support young children and families have drawn renewed emphasis on interprofessional and interagency collaboration (IPIAC). The overarching aim of this module is to enable ECEC leaders to critically analyse their existing and potential role within the IPIAC landscape and understand the relationship and importance of IPIAC across and between ECEC/affiliated settings and agencies involved in children's education and 'care' services (e.g. Disability/Inclusion and Early Intervention Services, CYPSC services, Health and Social Care Services, Child Protection and Welfare Services, etc).

Drawing on an overarching children's rights and community of practice lens, the emphasis is on developing values, knowledge and skills around integrated and seamless provision of child/family-centred practices, particularly for those from vulnerable or 'at-risk' groups. The overall objective is to begin to develop leaders in the ECEC sector who understand the necessity and value of collaboration in improving outcomes for children/families and who seek to incorporate this in their future professional development and leadership/advocacy practice.

1. Critique the conceptualisation of IPIAC in the context of ECECsettings, from a variety of disciplinary and theoretical perspectives and assess the utility of these frameworks for informing leadership and advocacy in relation toIPIAC in the ECEC sector.

2. Critically examine international/national policies as well as regulatory and quality frameworks prioritisinga focus on IPIAC for children in the early years and consider the implications of these for leaders/advocates in the ECEC sector.

3. Systematically source and critically evaluate the evidence base for IPIAC as well as other evidence that has informed the development of and emphasis on IPIAC in the early years.

4. Understand and analyse the variety of inter-agency, inter-organisational and inter-professional discourses that influence effective IPIACin the early years and serve as barriers and facilitators to effective leadership and implementation of IPIAC in practice.

5. Analyse the role of ECEC leaders/advocates in facilitating authentic participationof young children and families ininfluencingwhat is provided in terms of universal and targeted IPIAC interventions for children and families in the early years.

6. Reflect on and evaluate ones existing and potential role in leading, managing, advocating for, and implementing effective child and family centred IPIAC interventions of relevance to the ECEC sector.