Laois and Offaly ETB
Laois and Offaly ETB
Programme Module for
Supervision in Early Childhood Care
leading to
Level 6 QQI
Supervision in Early Childhood Care 6N1973
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Supervision in Early Childhood Care 6N1973
Laois and Offaly ETB
Introduction
This programme module may be delivered as a standalone module leading to certification in a QQI
minor award. It may also be delivered as part of an overall validated programme leading to a Level 6
QQI Certificate.
The teacher/tutor should familiarise themselves with the information contained in Laois and Offaly
ETB programme descriptor for the relevant validated programme prior to delivering this programme
module.
The programme module is structured as follows:
1. Title of Programme Module
2. QQI Component Title and Code
3. Duration in hours
4. Credit Value of QQI Component
5. Status
6. Special Requirements
7. Aim of the Programme Module
8. Objectives of the Programme Module
9. Learning Outcomes
10. Indicative Content
11. Assessment
a. Assessment Technique(s)
b. Mapping of Learning Outcomes to Assessment Technique(s)
c. Guidelines for Assessment Activities
12. Grading
13. Learner Marking Sheet(s), including Assessment Criteria
Integrated Delivery and Assessment
The teacher/tutor is encouraged to integrate the delivery of content where an overlap between
content of this programme module and one or more other programme modules is identified. This
programme module will facilitate the learner to develop the academic and vocational language,
literacy and numeracy skills relevant to the themes and content of the module.
Likewise the teacher/tutor is encouraged to integrate assessment where there is an opportunity to
facilitate a learner to produce one piece of assessment evidence which demonstrates the learning
outcomes from more than one programme module. The integration of the delivery and assessment
of level 6 Communications and level 6 Mathematics modules with that of other level 6 modules is
specifically encouraged, as appropriate.
Indicative Content
The indicative content in Section 10 does not cover all teaching possibilities. The teacher/tutor is
encouraged to be creative in devising and implementing other approaches, as appropriate. The use
of examples is there to provide suggestions. The teacher/tutor is free to use other examples, as
appropriate. The indicative content ensures all learning outcomes are addressed but it may not
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Supervision in Early Childhood Care 6N1973
Laois and Offaly ETB
follow the same sequence as that in which the learning outcomes are listed in Section 9. It is the
teacher’s/tutor’s responsibility to ensure that all learning outcomes are included in the delivery of
this programme module.
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Supervision in Early Childhood Care 6N1973
Laois and Offaly ETB
1. Title of Programme Module
Supervision in Early Childhood Care
2. Component Name and Code
Supervision in Early Childhood Care 6N1973
3. Duration in Hours
150 hours (typical learner effort, to include both directed and self directed learning)
4. Credit Value
15 Credits
5. Status
This programme module may be compulsory or optional within the context of the validated
programme. Please refer to the relevant programme descriptor, Section 9 Programme Structure
6. Special Requirements
The provider must have all of the following in place to offer this award:
In the programme validation application, the provider is required to state that they will ensure
that each learner on the programme will be given an opportunity to acquire knowledge, skill and
competence and have some assessments carried out in a notified Early Childhood Care and
Education setting or recognised equivalent.
7. Aim of the Programme Module
This programme module aims to equip the learner with the knowledge, skill and competence to
supervise others in providing child care and education in a range of Early Childhood Care and
Education (ECCE) contexts.
8. Objectives of the Programme Module:


The module is designed to provide the learner with opportunities to acquire the knowledge,
skills and attitudes necessary to effectively supervise an early childhood education and care
setting.
The module aims to promote good practice, equality and respect for diversity in early
childhood education and care.

The learner will gain an opportunity to develop both a theoretical and practical
understanding of supervisory management skills.

The learner will develop organisational skills appropriate to their role.

The learner will cultivate proficiencies in leading a childcare team.

The learner will develop an appreciation of the importance of working in partnership with
parents.

To assist the learner to develop the academic and vocational language, literacy and
numeracy skills related to Early Childhood Care & Education through the medium of the
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Supervision in Early Childhood Care 6N1973
Laois and Offaly ETB
indicative content.

To enable the learner to exercise substantial personal autonomy and responsibility.
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Supervision in Early Childhood Care 6N1973
Laois and Offaly ETB
9. Learning Outcomes of Level 6 Supervision in Early Childhood Care 6N1973
Learners will be able to:
1. Evaluate the key concepts, principles and practice in leadership, supervision and or line
management within the ECCE setting
2. Analyze the role and responsibilities of a supervisor in an ECCE setting and the key attributes
and skills required, to include communication, time management, organizational skills and
knowledge of current legislation and best practice guidelines
3.
Explain the role of the supervisor in an ECCE setting in implementing best practice and in
establishing, maintaining and continuously improving standards and quality
4. Select processes to motivate and support team members in achieving agreed actions
5. Develop strategies for overcoming barriers to effective supervision, to include recognition of
common challenges and problems when working with individuals and teams, and identification
of possible resolutions
6.
Implement a range of organizational policies and procedures in an ECCE setting ensuring
adherence to best practice and guidelines
7.
Utilize a range of supervisory skills to supervise staff in an ECCE setting
8. Delegate and assign work and or tasks to others, monitoring progress and evaluating results
9. Supervise a team in an ECCE setting, to include agreeing a plan and or actions and monitoring
and evaluation of progress
10. Critically reflect on own attributes and skills as a supervisor, to include analysis of, time
management, communication, organizational skills and achievement of objectives
11. Evaluate learning and or training needs of the team, implementing training plans in line with
organizational objectives.
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Supervision in Early Childhood Care 6N1973
Laois and Offaly ETB
10. Indicative Content
This section provides suggestions for programme content but is not intended to be prescriptive. The
programme module can be delivered through classroom based learning activities, group discussions,
one-to-one tutorials, field trips, case studies, role play and other suitable activities, as appropriate.
Section 1 : Theory of Supervisory Management
1. Evaluate the key concepts, principles and practice in leadership, supervision and or line
management within the ECCE setting
The learner will be able to:

Explain the key concepts, principles and practice in leadership/supervisory/line management
within the early childhood education and care setting

Explore the decision making process

Examine problem-solving in a structured and creative way

Review a range of theories of motivation e.g. Maslow, Mc Gregor etc

Describe the role and function of leadership in the context of team supervision

Evaluate a range of different approaches of supervision practice e.g. peer supervision, one to
one supervision, group supervision

Explain the role of confidentiality in working with parents/carers/staff members
2. Analyse the role and responsibilities of a supervisor in an ECCE setting and the key
attributes and skills required, to include communication, time management,
organisational skills and knowledge of current legislation and best practice guidelines
The learner will be able to:

Describe the role and responsibilities of a supervisor in an ECCE setting.

Discuss the role and responsibilities of the supervisor in relation to parents/carers

Recognise the central role played by parents/carers in their children’s lives.

Discuss parental/carer’s rights and responsibilities under relevant legislation e.g. UN
Convention on the Rights of the Child, Children First Child Protection Guidelines etc.

Discuss how teams function effectively
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Supervision in Early Childhood Care 6N1973
Laois and Offaly ETB
3. Explain the role of the supervisor in an ECCE setting in implementing best practice and in
establishing, maintaining and continuously improving standards and quality
The Learner will be able to:

Outline the key skills and attributes required as a supervisor in an ECCE setting

Discuss the supervisor’s role in staff recruitment, induction and dismissal

Differentiate between the roles, responsibilities and relationships of the childcare worker,
supervisor and manager

Outline the process of effective delegation

Examine the role of documentation (record keeping) within the ECCE setting
Section 2: Practical Supervisory Skills
4. Select Processes to motivate and support team members
The Learner will be able to:

Examine national guidance for the protection and welfare of children as laid down in
“Children First” and “our Duty of Cae”

Identify ways of involving all team members in the decision making process to include
devising team objectives and work plans

Develop processes to motivate and support team members in their own personal and
professional development.
5. Develop strategies for overcoming barriers to effective supervision, to include recognition
of common challenges and problems when working with individuals and teams, and
identification of possible resolutions
The learner will be able to:

Develop strategies to deal with conflict within an ECCE setting

Develop an awareness of equality and diversity issues that may cause barriers to effective
supervision e.g. cultural/language barriers.
6. Implement a range of organisational policies and procedures in an ECCE setting ensuring
adherence to best practice and guidelines
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Supervision in Early Childhood Care 6N1973
Laois and Offaly ETB
The learner will be able to:

Develop a range of organisational policies and procedures for implementing daily, weekly
and monthly checks to ensure best practice and adherence with legislative requirements and
the principles of Aistear and Siolta

Develop strategies/documentation to monitor and evaluate staff members/trainees work
practices

Devise a range of approaches for communicating with parents/carers in a way that promotes
trust and confidence in the ECCE setting

Maintain links with a range of professionals, networks and agencies that support the
supervisor in his/her role
7.
Utilise a range of supervisory skills to supervise staff in an ECCE setting
The learner will be able to:

Demonstrate a range of key personal and practical skills required to supervise an ECCE
setting

Design appropriate documentation for recording supervision practice e.g. process
recordings, one-to-one supervision sheets, observations etc.

Relate supervision theory to planning and evaluating practice within the ECCE setting

Devise documents to support staff supervision e.g. appraisal forms etc

Outline the process of planning, monitoring and evaluating work programmes
8. Delegate and assign work and or tasks to others, monitoring progress and evaluating
results
The learner will be able to:

Use delegation skills to assign tasks or work to staff members/trainees.

Monitor and evaluate such tasks.
9. Supervise a team in an ECCE setting, to include agreeing a plan and or actions and
monitoring and evaluation of progress
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Supervision in Early Childhood Care 6N1973
Laois and Offaly ETB
The learner will be able to:

Use appropriate approaches of supervision within the ECCE setting e.g. appraisals

Organise, plan, implement and evaluate a team meeting

Provide members of the childcare team with feedback on their performance and support
them in developing an action plan

Use goals and objectives to support staff development within an ECCE setting
11. Evaluate learning and or training needs of the team, implementing training plans in line with
organizational objectives
The learner will be able to:

Implement procedures for keeping up to date with legislation and emerging theory and
practice relating to early childhood education and care.

Relate supervision theory to planning and evaluating practice within the ECCE setting

Develop training plans for staff members following appraisals and document
implementation plans

Use goals and objectives to support staff development within an ECCE setting

Develop processes to motivate and support team members in their own personal and
professional development

Be aware of on-going research into issues relation to ECCE regarding quality and legislative
changes
Section 3: Personal & Professional Practice
10. Critically reflect on own attributes and skills as a supervisor, to include analysis of, time
management, communication, organizational skills and achievement of objectives
The learner will be able to:

Devise strategies for coping with stress and work pressure
 Use effective personal and professional time management.
 Use reflective practice at work

Explain the importance of self-awareness in working life
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Supervision in Early Childhood Care 6N1973
Laois and Offaly ETB

Devise ways to evaluate personal strengths and shortfalls in personal and professional skills
and knowledge
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Supervision in Early Childhood Care 6N1973
Laois and Offaly ETB
12. Assessment
11a.
Assessment Techniques
Learner Record
100%
11b. Mapping of Learning Outcomes to Assessment Techniques
In order to ensure that the learner is facilitated to demonstrate the achievement of all learning
outcomes from the component specification; each learning outcome is mapped to an assessment
technique(s). This mapping should not restrict an assessor from taking an integrated approach to
assessment.
Learning Outcome
1. Evaluate the key concepts, principles and practice in leadership,
supervision and or line management within the ECCE setting
2. Analyze the role and responsibilities of a supervisor in an ECCE
setting and the key attributes and skills required, to include
communication, time management, organizational skills and
knowledge of current legislation and best practice guidelines
3. Explain the role of the supervisor in an ECCE setting in
implementing best practice and in establishing, maintaining and
continuously improving standards and quality
4. Select processes to motivate and support team members in
achieving agreed actions
5. Develop strategies for overcoming barriers to effective
supervision, to include recognition of common challenges and
problems when working with individuals and teams, and
identification of possible resolutions
6. Implement a range of organizational policies and procedures in
an ECCE setting ensuring adherence to best practice and
guidelines
7. Utilize a range of supervisory skills to supervise staff in an ECCE
setting
8. Delegate and assign work and or tasks to others, monitoring
progress and evaluating results
9. Supervise a team in an ECCE setting, to include agreeing a plan
and or actions and monitoring and evaluation of progress
10. Critically reflect on own attributes and skills as a supervisor, to
include analysis of, time management, communication,
organizational skills and achievement of objectives
11. Evaluate learning and or training needs of the team,
implementing training plans in line with organizational
objectives
Assessment
Technique
Learner Record
Learner Record
Learner Record
Learner Record
Learner Record
Learner Record
Learner Record
Learner Record
Learner Record
Learner Record
Learner Record
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Supervision in Early Childhood Care 6N1973
Laois and Offaly ETB
11c.
Guidelines for Assessment Activities
Learner Record
100%
The Learner record will be compiled over the duration of the course

The learner is required to compile a professional and personal record which will be
supported by appropriate documentation. The record will demonstrate evidence of:








Planning and implementation of initiatives and actions in the early childhood
education and care setting
Involvement of children, members of the childcare team and parents/carers in
decision making and actions taken
Identification of issues arising in an early childhood education and care setting
(personal and general)
Action taken and strategies developed to deal with issues arising (personal and
general)
Demonstration of supervision, organisational and leadership skills
Application of supervision approaches to work practices
Implementation and evaluation of early childhood education and care team meetings
Communication of information within the early childhood education and care setting
The learner will also:

Critically evaluate personal development under the following headings:
 Candidate’s own role
 Value and contribution to the team
 Personal and professional learning.
Evidence for this assessment technique may take the form of written, oral, graphic, audio, visual
or digital evidence, or any combination of these. Any audio, video or digital evidence must be
provided in a suitable format.
All instructions for the learner must be clearly outlined in an assessment brief
12.Grading
Distinction:
Merit:
Pass:
Unsuccessful:
80% - 100%
65% - 79%
50% - 64%
0% - 49%
At levels 4, 5 and 6 major and minor awards will be graded. The grade achieved for the major award
will be determined by the grades achieved in the minor awards
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Supervision in Early Childhood Care 6N1973
Laois and Offaly ETB
Supervision in Early Childhood Care
6N1973
Learner Marking Sheet
Learner Record
100%
Learner’s Name: ________________________________
Learner’s PPSN: ________________
Assessment Criteria
Maximum
Mark
Thorough planning and implementation of appropriate initiatives and actions
10
Close involvement of children, members of the childcare team and
parents/carers
10
Clear identification of issues arising
5
Effective action taken and considered development of strategies
10
Critical analysis and effective application of underpinning approaches
10
Effective communication of information
5
Judicious use of supervisory, organisational and leadership skills
20
Efficient and effective planning, implementation and evaluation of team
meetings
10
Critical and reflective evaluation of: candidate’s own role; value to the team;
personal and professional learning
20
Total Marks
Learner
Mark
100
Assessor’s Signature:
_________________________
Date: ___________________
External Authenticator’s Signature:
_________________________
Date: ________________
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Supervision in Early Childhood Care 6N1973