Modules for Early Years and Childhood Studies
Programme
First Year
Students take 60 credits as follows:
Module
AP1110
AP1123
AP1149
AP1504
ED1010
ED1012
ED1013
ED1014
SS1006
SS1015
SS1016
Module Title
Psychology as Science (5 credits)
Introduction to Biological and Cognitive Perspectives on Psychology (5
credits)
Introduction to Developmental and Social perspectives on Psychology (5
credits)
Research Methods in Education and Psychology (5 credits)
Historical Developments in the Irish Education Sector (5 credits)
Early Years and Childhood Studies: Pedagogy and Practice (5 credits)
Contemporary Issues in Early Years and Childhood Studies 1 (5 credits)
Contemporary Issues in Early Years and Childhood Studies 2 (5 credits)
Social Analysis and Child Care Policy 1 (5 credits)
Social Policy and Society Part 1 (5 credits)
Social Policy and Society Part 2 (10 credits)
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Second Year
Students take 60 credits as follows:
Module
AP2104
AP2504
ED2004
ED2005
ED2006
SS2027
SS2401
Module Title
Developmental Psychology (5 credits)
Early Years and Childhood Health and Wellbeing Project (15 credits)
The Curriculum in Special Needs Education (5 credits)
Early Years and Childhood Policy: Planning and Practice (5 credits)
Early Years and Childhood Curricula: Ideology, Pedagogy and Practice (10
credits)
Childcare Placement and Preparation (15 credits)
Social Analysis and Child Care Policy 2 (5 credits)
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Third Year
Students take 60 credits as follows:
Module
AP3104
AP3501
Module Title
AP3504
AP3514
ED3009
Applied Developmental Psychology (5 credits)
Applying Psychological Theory and Reflective Practice to Placement Context
(5 credits)
Child and Family Health Psychology (5 credits)
Psychological Perspectives on Special Educational Needs (5 credits)
Advanced Studies in Early Years and Childhood Studies (10 credits)
ED3010
SS3401
SS3402
Education Placement (10 credits)
Social Analysis, Gender and Society (15 credits)
Social Research in Early Years and Childhood Studies (5 credits)
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60
AP1110 Psychology as Science
Credit Weighting: 5
Semester(s): Semester 1.
No. of Students: Min 6, Max 540.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Method(s): 12 x 1hr(s) Other (Online content); 12 x 1hr(s) Other (Online self-paced
learning); 5 x 1hr(s) Tutorials.
Module Co-ordinator: Dr Ciara Mary Greene, School of Applied Psychology.
Lecturer(s): Dr Ciara Mary Greene, School of Applied Psychology; Staff, School of Applied
Psychology.
Module Objective: To place psychology in a conceptual, historical, scientific and applied
context.
Module Content: Psychology as a scientific discipline. Introduction to the scientific method in
Psychology; historical perspectives on Psychology; branches of modern Psychology.
Learning Outcomes: On successful completion of this module, students should be able to:
· Define commonly used terms in psychology;
· Understand the role of the scientific method in Psychology;
· Show understanding of the historical development of the discipline;
· Illustrate with examples the broad thematic areas within psychology.
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Assessment: Total Marks 100: Continuous Assessment 100 marks (Submission of 5 x short
essays, 500-600 words each, over the course of the semester).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up
to and including 7 days late, 5% of the total marks available shall be deducted from the mark
achieved. Where work is submitted up to and including 14 days late, 10% of the total marks
available shall be deducted from the mark achieved. Work submitted 15 days late or more shall
be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
Formal Written Examination: No Formal Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous
Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated.
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AP1123 Introduction to Biological and Cognitive
Perspectives on Psychology
Credit Weighting: 5
Semester(s): Semester 2.
No. of Students: Min 6, Max 392.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Method(s): 24 x 1hr(s) Lectures; 4 x 1hr(s) Tutorials.
Module Co-ordinator: Dr Mike Murphy, School of Applied Psychology.
Lecturer(s): Dr Mike Murphy, School of Applied Psychology; Dr Annalisa Setti, School of Applied
Psychology.
Module Objective: To introduce key concepts in biological and cognitive psychology
Module Content: The brain as the organ of the mind. Biological bases of behaviour. An
introduction to cognitive psychology which includes memory, perception, reasoning and
language.
Learning Outcomes: On successful completion of this module, students should be able to:
· Define commonly used terms in cognitive psychology and biopsychology;
· Illustrate the scientific nature of contemporary psychology with examples;
· Describe at least five experiments or demonstrations in cognitive and biopsychology;
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· Describe and contrast at least two theories in cognitive and biopsychology;
· Comprehend the scientific approach to understanding human nature.
Assessment: Total Marks 100: Formal Written Examination 100 marks.
Compulsory Elements: Formal Written Examination.
Penalties (for late submission of Course/Project Work etc.): None.
Pass Standard and any Special Requirements for Passing Module: 40%.
Formal Written Examination: 1 x 1½ hr(s) paper(s) to be taken in Summer 2015.
Requirements for Supplemental Examination: 1 x 1½ hr(s) paper(s) to be taken in
Autumn 2015.
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AP1149 Introduction to Developmental and Social
Psychology
Credit Weighting: 5
Semester(s): Semester 1.
No. of Students: Min 6, Max 392.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Method(s): 24 x 1hr(s) Lectures; 4 x 1hr(s) Tutorials.
Module Co-ordinator: Dr Marcin Szczerbinski, School of Applied Psychology.
Lecturer(s): Ms Anna O'Reilly-Trace, School of Applied Psychology; Dr Marcin Szczerbinski,
School of Applied Psychology; Dr Robert King, School of Applied Psychology.
Module Objective: To introduce key concepts in developmental and social psychology
Module Content: An introduction to theories and research in social psychology focusing on the
areas of social influence (e.g. inter-group behaviour and conformity), social relations (e.g. group
identity and prosocial behaviour) and social thinking (e.g. attitudes and attribution). An
introduction to theories and research in developmental psychology, covering selected aspects of
perceptual, motor, cognitive, social and emotional development in childhood, adolescence and
adulthood.
Learning Outcomes: On successful completion of this module, students should be able to:
· Define commonly used terms in developmental and social psychology;
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· Illustrate the scientific nature of contemporary developmental and social psychology with
examples;
· Describe at least five experiments or demonstrations in each of the following areas of
psychology: developmental, social;
· Describe and contrast at least two theories in each of the following areas of psychology:
developmental, social.
Assessment: Total Marks 100: Formal Written Examination 100 marks.
Compulsory Elements: Formal Written Examination.
Penalties (for late submission of Course/Project Work etc.): None.
Pass Standard and any Special Requirements for Passing Module: 40%.
Formal Written Examination: 1 x 1½ hr(s) paper(s) to be taken in Winter 2014.
Requirements for Supplemental Examination: 1 x 1½ hr(s) paper(s) to be taken in
Autumn 2015.
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AP1504 Research Methods in Education and Psychology
Credit Weighting: 5
Semester(s): Semesters 1 and 2.
No. of Students: Min 6, Max 100.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Method(s): 24 x 1hr(s) Lectures.
Module Co-ordinator: Dr Marcin Szczerbinski, School of Applied Psychology.
Lecturer(s): Dr Marcin Szczerbinski, School of Applied Psychology; Dr Audrey Dunn Galvin,
School of Applied Psychology.
Module Objective: The module is an introduction to the research methodology of the social
sciences. It should teach you how social scientists (especially those working in the field
education and psychology) go about studying human behaviour and human mind. It should also
teach you about the value, indeed, indispensability of scientific research as a tool for solving
practical problems concerning childcare, teaching, healthcare, and other aspects of human
wellbeing.
We hope that this module will help you develop into savvy consumers of research: people who
appreciate the value of research evidence, know where to find that evidence, can understand it,
are able to appraise it critically, and can use it to improve their own professional practice (e.g. in
teaching or childcare).
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Module Content: The scientific method. Psychological and educational measurement. Basic
principles and skills of data analysis (quantitative and qualitative). Evidence-based practice.
Ethical principles of human research. Academic writing and publishing.
Learning Outcomes: On successful completion of this module, students should be able to:
· Understand key terms used to describe the process of scientific research;
· Know the key elements of scientific research and use this knowledge to distinguish between
good and poor science, as well as between science and pseudoscience;
· Begin to develop the skills of critical evaluation of scientific news presented in the media;
· Understand ethical issues in researching people;
· Use the tools and concepts of descriptive statistics to interpret numerical data;
· Know about the basics of academic publishing: the types of scholarly publication, the peerreview process, and the structure of a typical peer-reviewed research paper;
· Develop academic writing skills, especially the skills of presenting scientific evidence in a format
and style accessible to a layperson;
· Know why scientific research is indispensable in finding answers to theoretical and practical
problems of human development, including childcare and education;
· Understand the concept and the process of evidence-based practice.
Assessment: Total Marks 100: Formal Written Examination 50 marks; Continuous Assessment
50 marks (3 very brief practical reports).
Compulsory Elements: Formal Written Examination; Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up
to and including 7 days late, 5% of the total marks available shall be deducted from the mark
achieved. Where work is submitted up to and including 14 days late, 10% of the total marks
available shall be deducted from the mark achieved. Work submitted 15 days late or more shall
be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
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Formal Written Examination: 1 x 1½ hr(s) paper(s) to be taken in Summer 2015.
Requirements for Supplemental Examination: 1 x 1½ hr(s) paper(s) to be taken in
Autumn 2015. Marks in passed element(s) of Continuous Assessment are carried forward, Failed
element(s) of Continuous Assessment must be repeated.
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ED1010 Historical Developments in the Irish Education
Sector
Credit Weighting: 5
Semester(s): Semester 1.
No. of Students: Min 8, Max 100.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Method(s): 24 x 1hr(s) Lectures.
Module Co-ordinator: Dr Maura Cunneen, School of Education.
Lecturer(s): Dr Maura Cunneen, School of Education.
Module Objective: To give students a firm grounding in historical educational developments
and issues and their impact on the contemporary Irish sector.
Module Content: This foundation module looks at the historical development of education in
schools and pre-schools in Ireland. Specifically, it introduces students to educational theorists,
the development of Early Years provision, the First and Second Level Education Systems and
other issues related to education in historical and contemporary contexts.
Learning Outcomes: On successful completion of this module, students should be able to:
· Recognise key themes in the historical development of educational theory;
· Discuss key concepts in relation to the influence of educational theorists on contemporary
educational developments;
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· Differentiate between competing historical ideologies in early years and childhood education;
· Evaluate historical and contemporary issues in the development of Early Years, First and
Second Level education in Ireland.
Assessment: Total Marks 100: Continuous Assessment 100 marks (1 x 2,000 (max) word essay
75 marks; In-class test 25 marks).
Compulsory Elements: Continuous Assessment. Attendance will be monitored by class
register.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up
to and including 7 days late, 5% of the total marks available shall be deducted from the mark
achieved. Where work is submitted up to and including 14 days late, 10% of the total marks
available shall be deducted from the mark achieved. Work submitted 15 days late or more shall
be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40% In order to pass
the module, all elements of continuous assessment must be passed independently ie students
must receive at least 40% in both the in-class test and the essay.
Formal Written Examination: No Formal Written Examination.
Requirements for Supplemental Examination: Students failing this module must submit a
4,000 word essay as prescribed by the School.
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ED1012 Early Years and Childhood Studies: Pedagogy
and Practice
Credit Weighting: 5
Semester(s): Semesters 1 and 2.
No. of Students: Min 8, Max 100.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Method(s): 24 x 1hr(s) Lectures.
Module Co-ordinator: Ms Marcella Towler, School of Education.
Lecturer(s): Ms Marcella Towler, School of Education; Dr Anna Ridgway, School of Education;
Ms Patricia J O'Connor, School of Education.
Module Objective: This module is the beginning of the Professional practice preparation for
students to help them to prepare for Placement and the workplace. It will introduce students to
different philosophical and pedagogical approaches to early years and childhood educational
practice.
Module Content: Students will be introduced to child development, child observation, health,
hygiene. It also introduces students to the following approaches to early years and childhood
practice - Montessori, Steiner, Froebel, Naionra, Highscope, Multiple Intelligences and Teaching
for Understanding and facilitates the integration of theory and practice.
Learning Outcomes: On successful completion of this module, students should be able to:
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· Participate in group discussions on the integration of theory and pedagogical practice
· Prepare and carry out appropriate activities for the young child
· Use observational schedules to document children's learning
· Illustrate the relationship between competing ideologies in early years and childhood education
and child development, curriculum planning and methodology
· Discuss the impact of pedagogical interventions on practice
· Discuss the key issues in relation to child development and the health and well-being of young
children.
Assessment: Total Marks 100: Continuous Assessment 100 marks ((1 x 2,000 (max.) word
project 90 marks; 1 in-class observation test 10 marks.).
Compulsory Elements: Continuous Assessment, in class test and attendance at classes. As the
lectures and workshops in this module form the basis of the students' professional practice
preparation, attendance at at least 80% of lectures and workshops is required. Attendance will
be monitored by class registers.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up
to and including 7 days late, 5% of the total marks available shall be deducted from the mark
achieved. Where work is submitted up to and including 14 days late, 10% of the total marks
available shall be deducted from the mark achieved. Work submitted 15 days late or more shall
be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40% All components
must be passed independently.
Formal Written Examination: No Formal Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous
Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated
(A total mark of less than 40% for CA or failure to attend fewer than 80% of lectures and
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workshops, requires a student to carry out, write up and submit 1 x 5,000 word Child
Development Observation and Assessment by the end of August, as prescribed by the School.).
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ED1013 Contemporary Issues in Early Years and
Childhood Studies 1
Credit Weighting: 5
Semester(s): Semester 2.
No. of Students: Min 8, Max 100.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Method(s): 24 x 1hr(s) Lectures.
Module Co-ordinator: Dr Mary Horgan, School of Education.
Lecturer(s): Dr Mary Horgan, School of Education.
Module Objective: To give students a firm grounding in early years and childhood education
theory - curriculum, teaching approaches and other contemporary issues related to pedagogy
and practice.
Module Content: This foundation module looks at the historical development, theory and
practice of education in schools and pre-schools. Specifically, it introduces students to curriculum
theory and pedagogy, child development, health and welfare issues and research on values,
culture and identity.
Learning Outcomes: On successful completion of this module, students should be able to:
· Recognise and discuss key themes and concepts in relation to policy, pedagogy and practice in
early years and childhood education in Ireland and differentiate between competing ideologies.
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· Discuss key issues concerning child development and health and welfare;
· Illustrate the relationship between competing ideologies in early years and childhood education
and child development, curriculum planning and methodology
· Begin to apply theory to critically analyse professional experience.
Assessment: Total Marks 100: Formal Written Examination 100 marks.
Compulsory Elements: Formal Written Examination. Attendance in class will be monitored by
class register.
Penalties (for late submission of Course/Project Work etc.): None.
Pass Standard and any Special Requirements for Passing Module: 40%.
Formal Written Examination: 1 x 1½ hr(s) paper(s) to be taken in Summer 2015.
Requirements for Supplemental Examination: 1 x 1½ hr(s) paper(s) to be taken in
Autumn 2015.
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ED1014 Contemporary Issues in Early Years and
Childhood Studies 2
Credit Weighting: 5
Semester(s): Semester 2.
No. of Students: Min 8, Max 100.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Method(s): 24 x 1hr(s) Lectures.
Module Co-ordinator: Dr Maura Cunneen, School of Education.
Lecturer(s): Dr Maura Cunneen, School of Education.
Module Objective: To give students a firm grounding in topical issues related to early years
and childhood development and education.
Module Content: This foundation module looks at early years and childhood specifically as it
relates to child development, learning strategies and health and safety issues in the context of
contemporary Irish society.
Learning Outcomes: On successful completion of this module, students should be able to:
· Recognise key concepts in early years and childhood in contemporary Ireland;
· Discuss key issues concerning child development demonstrating their practical application in
early years and childhood educational settings;
· Evaluate the Health and Safety concerns of Irish early years and childhood settings;
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· Demonstrate understanding of the learning strategies implemented in early years and
childhood educational settings.
Assessment: Total Marks 100: Formal Written Examination 100 marks.
Compulsory Elements: Formal Written Examination. Attendance in class will be monitored by
class register.
Penalties (for late submission of Course/Project Work etc.): None.
Pass Standard and any Special Requirements for Passing Module: 40%.
Formal Written Examination: 1 x 1½ hr(s) paper(s) to be taken in Summer 2015.
Requirements for Supplemental Examination: 1 x 1½ hr(s) paper(s) to be taken in
Autumn 2015.
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SS1006 Social Analysis and Child Care Policy I
Credit Weighting: 5
Semester(s): Semester 2.
No. of Students: Min 10, Max 100 (-).
Pre-requisite(s): None
Co-requisite(s): None
Teaching Method(s): 12 x 2hr(s) Lectures.
Module Co-ordinator: Dr Deirdre Horgan, School of Applied Social Studies.
Lecturer(s): Dr Pat Twomey, School of Applied Social Studies.
Module Objective: To introduce students to the main concepts, perspectives and methods
used in the study of society.
Module Content: Students will be assisted to think conceptually about the systems and
structures of society. They will examine key sociological perspectives including the discourse
around childhood.
Learning Outcomes: On successful completion of this module, students should be able to:
· Present and explain the key concepts and the main perspectives in sociology
· Identify and discuss the significant changes that have shaped modern society and sociological
thinking
· Provide an understanding of the process of globalisation and how it has contributed to the
uneven development of the global economy
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· Discuss the concept of childhood, tracing the origins of childhood in modern society.
· Identify and discuss key theoretical perspectives on childhood with a particular emphasis on
the new sociology of childhood
· Analyse research on childhood well-being in the context of childhood diversity
· Examine the discourse on children's rights and citizenship
· Demonstrate an ability to think crtically about social issues.
Assessment: Total Marks 100: Formal Written Examination 50 marks; Continuous Assessment
50 marks (1 x 2000 word essay).
Compulsory Elements: Formal Written Examination; Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up
to and including 7 days late, 5% of the total marks available shall be deducted from the mark
achieved. Where work is submitted up to and including 14 days late, 10% of the total marks
available shall be deducted from the mark achieved. Work submitted 15 days late or more shall
be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
Formal Written Examination: 1 x 1½ hr(s) paper(s) to be taken in Summer 2015.
Requirements for Supplemental Examination: 1 x 1½ hr(s) paper(s) to be taken in
Autumn 2015. Marks in passed element(s) of Continuous Assessment are carried forward, Failed
element(s) of Continuous Assessment must be repeated (Students must submit alternative
assessment, as prescribed by the Department).
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SS1015 Social Policy and Society Part 1
Credit Weighting: 5
Semester(s): Semester 1.
No. of Students: Min 10, Max 100.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Method(s): 12 x 2hr(s) Lectures; 12 x 1hr(s) Tutorials.
Module Co-ordinator: Dr Shirley Martin, School of Applied Social Studies.
Lecturer(s): Dr Shirley Martin, School of Applied Social Studies; Dr Deirdre Horgan, School of
Applied Social Studies.
Module Objective: To introduce students to the main concepts, theories and perspectives
underpinning social policy and trace its origins and evolution as a discipline.
Module Content: Definitions of social policy will be explored; the development of Irish Social
Policy its history and key concepts will be examined. There will be an emphasis on children
throughout. In particular, how key social policy and welfare developments reflect our
understanding of childhood and impact on children's lives.
Learning Outcomes: On successful completion of this module, students should be able to:
· Recognise the main concepts, theories and perspectives underpinning the discipline of social
policy
· Describe the main features of the Irish Welfare State
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· Critically evaluate Irish social policy development since 1922.
Assessment: Total Marks 100: Continuous Assessment 100 marks (1 x book review (1,000
words) 20 marks, 1 x essay (1,200 words) 70 marks. Attendance at workshops 10 marks. Those
attending less then 80% of workshop will forfeit the attendance mark.).
Compulsory Elements: Continuous Assessment. Attendance at tutorials will be monitored by a
class register.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up
to and including 7 days late, 5% of the total marks available shall be deducted from the mark
achieved. Where work is submitted up to and including 14 days late, 10% of the total marks
available shall be deducted from the mark achieved. Work submitted 15 days late or more shall
be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
Formal Written Examination: No Formal Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous
Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated
(as prescribed by the School).
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SS1016 Social Policy and Society Part 2
Credit Weighting: 10
Semester(s): Semester 2.
No. of Students: Min 10, Max 100.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Method(s): 12 x 2hr(s) Lectures; 12 x 1hr(s) Tutorials.
Module Co-ordinator: Dr Shirley Martin, School of Applied Social Studies.
Lecturer(s): Dr Shirley Martin, School of Applied Social Studies.
Module Objective: To introduce students to the main concepts, theories and perspectives
underpinning social policy and trace its origins and evolution as a discipline.
Module Content: Contemporary themes in social policy will be examined, poverty and
inequality and ideological perspectives on welfare explored. There will be an emphasis on
children throughout. In particular, how key social policy and welfare developments reflect our
understanding of childhood and impact on children's lives.
Learning Outcomes: On successful completion of this module, students should be able to:
· Critically evaluate Irish social policy development since 1922.
· Recognise the ways in which social inequality can influence equality of access to health,
housing and education in Ireland
· Identify and consider the position of children within current social policy and assess the impact
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of social policy issues on the lives of children
· Evaluate the impact of poverty on the lives of children in Ireland.
Assessment: Total Marks 200: Formal Written Examination 150 marks; Continuous Assessment
50 marks (Group Presentation (40 marks), Attendance at workshops (10 Marks). Those
attending less than 80% of workshops will forfeit the attendance mark.).
Compulsory Elements: Formal Written Examination; Continuous Assessment. Attendance at
tutorials will be monitored by a class register.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up
to and including 7 days late, 5% of the total marks available shall be deducted from the mark
achieved. Where work is submitted up to and including 14 days late, 10% of the total marks
available shall be deducted from the mark achieved. Work submitted 15 days late or more shall
be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
Formal Written Examination: 1 x 3 hr(s) paper(s) to be taken in Summer 2015.
Requirements for Supplemental Examination: 1 x 3 hr(s) paper(s) to be taken in Autumn
2015. A pass Continuous Assessment mark is carried forward. Failed elements of Continuous
Assessment must be repeated (t re-submit assignments by the second Friday in August, as
prescribed by the Department). Mark for Group Presentation and Attendance at workshops will
be carried forward.
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AP2104 Developmental Psychology
Credit Weighting: 5
Semester(s): Semester 1.
No. of Students: Min 6, Max 392.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Method(s): 12 x 2hr(s) Lectures.
Module Co-ordinator: Dr Angela Veale, School of Applied Psychology.
Lecturer(s): Dr Angela Veale, School of Applied Psychology; Dr Marcin Szczerbinski, School of
Applied Psychology.
Module Objective: To critically look at key theoretical positions in developmental literature. To
examine theories and processes of individual development and change through the life-span.
Module Content: Theoretical perspectives that examine development throughout the lifespan
including the biological basis of development and developmental neuroscience, intersubjectivity,
theoretical approaches to development, adulthood and ageing.
Learning Outcomes: On successful completion of this module, students should be able to:
· Demonstrate an understanding of the biological base of development and developmental
neuroscience, with particular reference to infancy.
· Explain inter-subjectivity and theories of mind during childhood
· Critically discuss the research literature related to the development of general representational
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abilities, especially language, drawing and number
· Compare and contrast constructivist, sociocultural and informational processing concepts of
cognitive development and the impact of schooling
· Analysis psychological perspectives on development in adulthood and ageing
· Apply ecological and systems perspectives to child and adult development.
Assessment: Total Marks 100: Formal Written Examination 100 marks.
Compulsory Elements: Formal Written Examination.
Penalties (for late submission of Course/Project Work etc.): None.
Pass Standard and any Special Requirements for Passing Module: 40%.
Formal Written Examination: 1 x 1½ hr(s) paper(s) to be taken in Winter 2014.
Requirements for Supplemental Examination: 1 x 1½ hr(s) paper(s) to be taken in
Autumn 2015.
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AP2504 Early Years and Childhood Health & Wellbeing
Project
Credit Weighting: 15
Semester(s): Semesters 1 and 2.
No. of Students: Min 10, Max 130.
Pre-requisite(s): AP1504 (Research Methods in Education and Psychology), AP1149 (Social
and Developmental Psychology) or their equivalents
Co-requisite(s): None
Teaching Method(s): 24 x 1hr(s) Lectures (Research methodology in developmental and
educational psychology); 12 x 1hr(s) Workshops (Information literacy); 12 x 1hr(s) Tutorials
(Online tutorials).
Module Co-ordinator: Dr Audrey Dunn Galvin, School of Applied Psychology.
Lecturer(s): Dr Audrey Dunn Galvin, School of Applied Psychology.
Module Objective: The module builds on knowledge and skills developed in the context of
AP1505 Research Methods in Education and Psychology, which you took in year 1. The aim of
the module is to help you become evidence-informed practitioners: people who appreciate the
value of research evidence, know where to find that evidence, understand it, synthesise it, are
able to appraise it critically, and can use it to improve their own professional practice - to
promote well-being of children.
Module Content: Evidence-informed practice. Review of quantitative and qualitative research
methodologies used frequently in the context of early years and childhood studies research.
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Research designs and data analysis. Formulating a clear research question relevant to early
years and childhood practice. Methods of literature search. Evaluation of the quality of evidence.
Evidence synthesis. Conventions of academic writing-style and referencing. Writing for nonacademic audience. Technical skills of preparing a manuscript (with tables and figures) and
Power Point presentation.
Learning Outcomes: On successful completion of this module, students should be able to:
· Recognize main research methods and designs employed in psychological research on children
(both quantitative and qualitative), appreciate their strengths as well as limitations.
· Identify psychological and educational problems of childhood that can be resolved by research,
and formulate research questions with a potential to improve early years and childhood practice.
· Use bibliographic databases, digital libraries and other relevant sources to access scientific
literature on developmental and educational psychology, child health and wellbeing.
· Apply technical conventions and terminology (e.g. the structure of a research paper, descriptive
and inferential statistics terminology) in order to read research literature with understanding.
· Identify, evaluate and synthesise scientific literature relevant to your research question,
demonstrating critical evaluation skills.
· Document the process and results of your research - adhere to proper standards of academic
referencing.
· Appreciate ethical issues associated with early years and childhood research.
· Write about research to a professional standard, for academic and non-academic audiences.
· Deliver effective oral presentations.
Assessment: Total Marks 300: Continuous Assessment 300 marks (1 X Portfolio record of
achievement - evidence of learning practical skills of searching for, reading and evaluating
literature and presenting the results of your findings (90 marks); 1 X Final Report - systematic
literature review (4000 words) (210 marks)).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up
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to and including 7 days late, 5% of the total marks available shall be deducted from the mark
achieved. Where work is submitted up to and including 14 days late, 10% of the total marks
available shall be deducted from the mark achieved. Work submitted 15 days late or more shall
be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
Formal Written Examination: No Formal Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous
Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated.
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ED2004 The Curriculum in Special Needs Education
Credit Weighting: 5
Semester(s): Semester 1.
No. of Students: Min 8, Max 125.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Method(s): 12 x 2hr(s) Lectures.
Module Co-ordinator: Dr Mary Horgan, School of Education.
Lecturer(s): Dr Mary Horgan, School of Education.
Module Objective: To equip students with the knowledge, skills and sensitivity to understand
and provide for children with Special Needs in educational settings.
Module Content: Analysis of empirical research findings regarding the identification and
education of young children with special needs; Investigation of the issues and challenges of
integration with 'mainstream' classes. Overview of strategies for Educating Young Children with
Special Needs.
Learning Outcomes: On successful completion of this module, students should be able to:
· Show an understanding of various forms of physical and intellectual impairment;
· Examine the impact of physical and intellectual disability on children, parents, carers and the
wider community;
· Discuss the challenges of integration with "mainstream" classes.
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· Explain and demonstrate the use of different strategies for educating children with special
needs.
Assessment: Total Marks 100: Formal Written Examination 50 marks; Continuous Assessment
50 marks (1 x 2,500 word essay).
Compulsory Elements: Formal Written Examination; Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up
to and including 7 days late, 5% of the total marks available shall be deducted from the mark
achieved. Where work is submitted up to and including 14 days late, 10% of the total marks
available shall be deducted from the mark achieved. Work submitted 15 days late or more shall
be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
Formal Written Examination: 1 x 1½ hr(s) paper(s) to be taken in Winter 2014.
Requirements for Supplemental Examination: 1 x 1½ hr(s) paper(s) to be taken in
Autumn 2015. Marks in passed element(s) of Continuous Assessment are carried forward, Failed
element(s) of Continuous Assessment must be repeated ( 1 x 2,500 word essay by the end of
August as prescribed by the School).
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ED2005 Early Years and Childhood Policy: Planning and
Practice
Credit Weighting: 5
Semester(s): Semester 1.
No. of Students: Min 8, Max 125.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Method(s): 24 x 1hr(s) Lectures.
Module Co-ordinator: Ms Marcella Towler, School of Education.
Lecturer(s): Ms Marcella Towler, School of Education.
Module Objective: To unify, consolidate and extend all previous study in Early Years and
Childhood Education.
Module Content: Early Years and Childhood provision and policy in Ireland. Integration of
theory to practice through the planning and development of a Curriculum Plan.
Learning Outcomes: On successful completion of this module, students should be able to:
· Evaluate early years and childhood provision in Ireland;
· Discuss the impact of quality and curricula developments in early years and childhood provision
in Ireland;
· Describe the factors which influence curriculum planning and methodology;
· Prepare a scheme of work [i.e. Curriculum Plan] for practice which interprets and integrates all
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the above.
· Discuss how child health and well-being issues can influence educational outcomes.
Assessment: Total Marks 100: Continuous Assessment 100 marks (Curriculum Plan 100 marks).
Compulsory Elements: Continuous Assessment. Attendance in class will be monitored by class
register.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up
to and including 7 days late, 5% of the total marks available shall be deducted from the mark
achieved. Where work is submitted up to and including 14 days late, 10% of the total marks
available shall be deducted from the mark achieved. Work submitted 15 days late or more shall
be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
Formal Written Examination: No Formal Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous
Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated
(as prescribed by the School).
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ED2006 Early Years and Childhood Curricula: Ideology,
Pedagogy and Practice
Credit Weighting: 10
Semester(s): Semester 1.
No. of Students: Min 8, Max 125.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Method(s): 48 x 1hr(s) Lectures.
Module Co-ordinator: Dr Mary Horgan, School of Education.
Lecturer(s): Dr Maura Cunneen, School of Education; Dr Mary Horgan, School of Education.
Module Objective: To unify, consolidate and extend all previous study in Early Years and
Childhood Education.
Module Content: Advanced curriculum theory; Curriculum Approaches in selected countries
worldwide; Contemporary issues such as quality in ECCE; Anti-Discriminatory practice, gender in
education, educational disadvantage and development of an outline Business Plan.
Learning Outcomes: On successful completion of this module, students should be able to:
· Outline the steps required to prepare a business plan for work in the early years and childhood
sector;
· Evaluate early years and childhood provision in selected countries worldwide;
· Compare and contrast policy and provision in selected countries worldwide;
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· Demonstrate a deep understanding of the philosophical and cultural values underpinning
differing educational ideologies.
Assessment: Total Marks 200: Formal Written Examination 150 marks; Continuous Assessment
50 marks (Business Plan (50 marks);).
Compulsory Elements: Formal Written Examination; Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up
to and including 7 days late, 5% of the total marks available shall be deducted from the mark
achieved. Where work is submitted up to and including 14 days late, 10% of the total marks
available shall be deducted from the mark achieved. Work submitted 15 days late or more shall
be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40% In order to pass
the module, a student must achieve at least 40 marks in both the formal written exam and the
continuous assessment.
Formal Written Examination: 1 x 3 hr(s) paper(s) to be taken in Winter 2014.
Requirements for Supplemental Examination: 1 x 3 hr(s) paper(s) to be taken in Autumn
2015. Marks in passed element(s) of Continuous Assessment are carried forward, Failed
element(s) of Continuous Assessment must be repeated.
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SS2027 Childcare Placement and Preparation
Credit Weighting: 15
Semester(s): Semesters 1 and 2.
No. of Students: Min 10, Max 125.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Method(s): 12 x 2hr(s) Lectures; 12weeks(s) Placements.
Module Co-ordinator: Dr Shirley Martin, School of Applied Social Studies.
Lecturer(s): Dr Deirdre Horgan, School of Applied Social Studies; Dr Shirley Martin, School of
Applied Social Studies.
Module Objective: To enable students to integrate theory with practice in various early years
and childhood settings. Skills in working directly with children, including listening to children, play
therapy, observation and meeting challenges posed by diversity are developed.
Module Content: Individual and Group approaches will be examined in the context of a skills
laboratory that utilises audio-visual aids, role play and simulation exercises; each student is
required to undertake a number of Assignments and to compile a Reflective Journal and Diary.
Learning Outcomes: On successful completion of this module, students should be able to:
· Identify, explore and apply skills required in working with children within early years settings
· Identify and describe the role of reflection in child care practice. Begin a process of selfreflection that will enable the student to become aware of their own values, skills and knowledge
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· Discuss theoretical ideas and approaches that are relevant for child care practice and to apply
these to practice on placement
· Reflect on and make explicit/articulate core principles and values that underpin working with
children in early years settings
· Demonstrate the confidence to work in an early years setting
· Critically explore ideas about diversity and inclusive practice and discuss the application of
these to practice situations
· Demonstrate the ability to write a reflective portfolio that represents experiences of students
on placement and displays integration of theory and practice.
Assessment: Total Marks 300: Continuous Assessment 300 marks (Reflective Portfolio and
Diary 300 marks. Attendance at Professional Practice classes is compulsory. Students are
required to attend a minimum of 80% of these classes in order to be eligible to proceed to
placement. Placement practice is marked on a Pass/Fail basis.).
Compulsory Elements: Continuous Assessment and attendance at Professional Practice
classes. Attendance in class and on placement will be monitored by class register and
timesheets.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up
to and including 7 days late, 5% of the total marks available shall be deducted from the mark
achieved. Where work is submitted up to and including 14 days late, 10% of the total marks
available shall be deducted from the mark achieved. Work submitted 15 days late or more shall
be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40% in Continuous
Assessment and a Pass Judgement in the Placement. Students who fail to satisfy this
requirement will fail the module overall. Candidates must normally meet a requirement of 100%
attendance for the placement. If students do not complete the required number of placement
hours due to illness, etc any time off must be made up by extending the placement. before
progression onto third year.
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Formal Written Examination: No Formal Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous
Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated
((Students failing the placement may repeat it once only, as directed by the Programme Board of
Studies). Students failing a repeat placement must withdraw from the programme.).
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SS2401 Social Analysis and Child Care Policy II
Credit Weighting: 5
Semester(s): Semester 1.
No. of Students: Min 10, Max 125 (-).
Pre-requisite(s): None
Co-requisite(s): None
Teaching Method(s): 12 x 2hr(s) Lectures.
Module Co-ordinator: Dr Deirdre Horgan, School of Applied Social Studies.
Lecturer(s): Dr Deirdre Horgan, School of Applied Social Studies.
Module Objective: To review and analyse key issues in child care policy and practice.
Module Content: Services for children, their origins and background. Trends and developments
within child care policy and practice.
Learning Outcomes: On successful completion of this module, students should be able to:
· Examine key sociological perspectives around childhood
· Identify and discuss theoretical perspectives of the family
· Identify and discuss key issues in global diversity
· Identify how social problems in the area of child care have been constructed and how Irish
society responds to them.
· Identify key policy developments in child care in Ireland using a comparative framework
· Analyse policy and practice developments specifically in early years care & education in Ireland
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in the context of prevention and early intervention within child and family work.
· Identify and discuss current concerns in child care policy and provision in Ireland with specific
reference to child protection, family support, children in care and juvenile justice.
Assessment: Total Marks 100: Formal Written Examination 100 marks.
Compulsory Elements: Formal Written Examination.
Penalties (for late submission of Course/Project Work etc.): None.
Pass Standard and any Special Requirements for Passing Module: 40%.
Formal Written Examination: 1 x 1½ hr(s) paper(s) to be taken in.
Requirements for Supplemental Examination: 1 x 1½ hr(s) paper(s) to be taken in
Autumn 2015. Marks in passed element(s) of Continuous Assessment are carried forward, Failed
element(s) of Continuous Assessment must be repeated (Students must submit alternative
assessment, as prescribed by the Department).
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AP3104 Applied Developmental Psychology
Credit Weighting: 5
Semester(s): Semester 2.
No. of Students: Min 8, Max 120.
Pre-requisite(s): AP2104 or equivalent
Co-requisite(s): None
Teaching Method(s): 12 x 2hr(s) Seminars.
Module Co-ordinator: Dr Angela Veale, School of Applied Psychology.
Lecturer(s): Dr Angela Veale, School of Applied Psychology; Dr Marcin Szczerbinski, School of
Applied Psychology; Dr Samantha Dockray, School of Applied Psychology.
Module Objective: This module aims to develop skills and knowledge in applying models of
child and adolescent biopsychosocial development to support health and wellbeing and to
develop resilience. It aims to develop a knowledge and understanding of a range of psychosocial
interventions with children and adolescents. It will enable students to critically appraise
evidence-based psychological interventions.
Module Content: This module provides an overview of critical issues in health and wellbeing in
childhood and adolescence (e.g. health behaviours, depression and anxiety, persistence and
achievement).
It reflects on how bridges are being developed between research-based developmental models
(e.g. attachment theory, mentalisation) and child-oriented psychological interventions.
It analyses the implementation and impact of early preschool intervention aiming at increasing
43
school readiness of children growing in poverty (interventions such as Head Start).
It introduces student to theory and research in resilience studies (the psychobiology of resilience,
family and community influences,).
It examines the theory and practice of psychosocial prevention and interventions with children
and adolescents ranging from psychotherapeutic modalities to educational and communityoriented psychological interventions, including interventions to manage learning disorders.
It critically assesses the evidence base underpinning different child-oriented psychosocial
interventions.
Learning Outcomes: On successful completion of this module, students should be able to:
· Provide a comprehensive understanding of the multiple influences on the child and adolescent
development.
· Critically consider how psychobiological processes can be influenced by life experiences, and
how these psychobiological processes can then, in turn, influence life experiences and influence
health and wellbeing.
· Apply this knowledge to explain/address factors that promote or compromise child and
adolescent wellbeing.
· Be able to evaluate the effectiveness (or otherwise) of a given approach empirically, by
reviewing relevant literature.ive to applied research areas such as gender, immigration, disability
etc.
Assessment: Total Marks 100: Continuous Assessment 100 marks (1 x 3000 word applied
project report and/or systematic literature review).
Compulsory Elements: Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up
to and including 7 days late, 5% of the total marks available shall be deducted from the mark
achieved. Where work is submitted up to and including 14 days late, 10% of the total marks
available shall be deducted from the mark achieved. Work submitted 15 days late or more shall
be assigned a mark of zero.
44
Pass Standard and any Special Requirements for Passing Module: 40%.
Formal Written Examination: No Formal Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous
Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated.
45
AP3501 Applying Psychological Theory and Reflective
Practice to Placement Context
Credit Weighting: 5
Semester(s): Semesters 1 and 2.
No. of Students: Min 8, Max 125.
Pre-requisite(s): AP1149, AP2104; AP1504, AP2504 or their equivalents
Co-requisite(s): None
Teaching Method(s): 12 x 1hr(s) Tutorials (On Line); 12 x 1hr(s) Other (Reconnection Days).
Module Co-ordinator: Dr Angela Veale, School of Applied Psychology.
Lecturer(s): Dr Angela Veale, School of Applied Psychology.
Module Objective: To document critical reflection on the relationship between psychological
theory and practice in placement settings.
Module Content: Linked to Placement, students would compile a reflective portfolio based on
psychological theory linked to practice in their placement experiences.
Learning Outcomes: On successful completion of this module, students should be able to:
· Show an ability to reflect on your learning process, your capabilities, developmental needs and
professional relationships in your placement setting as an Early Years and Childhood Studies
student practitioner (using your placement diaries as a source of your observations);
· Demonstrate an ability to make connections between psychological theory and practice and
between psychological theory, practice and knowledge acquired through your Early Years &
46
Childhood Studies course;
· Write evidence-based reports demonstrating how you have supported children?s learning
during this placement;
· Demonstrate a capacity for reflection and self-challenge concerning the development of your
own professional identity;
· Demonstrate that you value ethnically informed practice;
· Present a coherent, well-structured report which complies with stated word limits and displays
good standards of theoretical understanding and academic writing.
Assessment: Total Marks 100: Continuous Assessment 100 marks (Continuous Assessment 100
marks (1 x 3000 word essay on using psychological theory and research evidence to support
children's learning during placement, accompanied by five reflective entries (5 x 250
words=1250 words in total) presenting your placement experience of linking science and
practice). ).
Compulsory Elements: Continuous Assessment, Placement, Reconnection days.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up
to and including 7 days late, 5% of the total marks available shall be deducted from the mark
achieved. Where work is submitted up to and including 14 days late, 10% of the total marks
available shall be deducted from the mark achieved. Work submitted 15 days late or more shall
be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
Formal Written Examination: No Formal Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous
Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated.
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AP3504 Child and Family Health Psychology
Credit Weighting: 5
Semester(s): Semester 2.
No. of Students: Min 6, Max 392.
Pre-requisite(s): AP2148 or equivalent
Co-requisite(s): None
Teaching Method(s): 12 x 2hr(s) Lectures.
Module Co-ordinator: Dr Audrey Dunn Galvin, School of Applied Psychology.
Lecturer(s): Dr Audrey Dunn Galvin, School of Applied Psychology; Staff, School of Applied
Psychology.
Module Objective: This module will engage students with the main themes and theories of
health psychology. The students will gain an understanding of the importance of psychological
processes in the experience and perception of health and illness of children and families, the
development of coping strategies, and explore the role of behaviour and emotion in current
trends of mortality and morbidity from a developmental pathway perspective. They will also
become aware of the crucial role health psychology has to play in the applied aspects of health
psychology, such as evaluating and monitoring health related quality of life, and health
promotion interventions.
Module Content: - Health psychology as a field of enquiry
- Health psychology and child and family in society
- Biopsychosocial models of health and illness
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- Theories of stress, coping, and the role of social support
- Personality and emotional correlates of health and illness
- Communication in medical settings
- Models of health behaviours
- Health compromising behaviours (e.g. Smoking, obesity, eating disorders)
- Living and coping with chronic conditions: the examples of food allergy, diabetes, asthma
- Patient related outcome measures (e.g. Health related quality of life, patient satisfaction)
Learning Outcomes: On successful completion of this module, students should be able to:
· Demonstrate understanding of the biopsychosocial causes and consequences of health and
disease from a developmental pathway perspective.
· Demonstrate a detailed understanding of the role of psychological processes in health and
illness, including health perception, health beliefs, and coping strategies.
· Demonstrate familiarity with patient related outcome measures and their value in applied
settings.
Assessment: Total Marks 100: Formal Written Examination 100 marks.
Compulsory Elements: Formal Written Examination.
Penalties (for late submission of Course/Project Work etc.): None.
Pass Standard and any Special Requirements for Passing Module: 40%.
Formal Written Examination: 1 x 1½ hr(s) paper(s) to be taken in Summer 2015.
Requirements for Supplemental Examination: 1 x 1½ hr(s) paper(s) to be taken in
Autumn 2015.
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AP3514 Psychological Perspectives on Special
Educational Needs
Credit Weighting: 5
Semester(s): Semester 2.
No. of Students: Min 6, Max 392.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Method(s): 12 x 2hr(s) Lectures.
Module Co-ordinator: Dr David O'Sullivan, School of Applied Psychology.
Lecturer(s): Dr David O'Sullivan, School of Applied Psychology.
Module Objective: To teach the basic facts about the nature and origins of special educational
needs from a psychological perspective.
Module Content: Definitions of special needs; Biological, cognitive, social and environmental
determinants of special needs in education; Epidemiology of special needs; Causes of special
needs; Effects on family; Importance of social relationships and social networks; Models of
assessment; Methods of intervention and current educational approach
Learning Outcomes: On successful completion of this module, students should be able to:
· Outline disability legislation and policy with particular reference to the Irish context.
· Evaluate the principle of inclusive education.
· Identify the implications of developmental psychological theories in understanding disability and
50
children with special education needs.
· Describe the function of psychological assessment, factors informing an assessment,
assessment procedure and the role of assessment in identifying a child with special needs.
· Examine how knowledge of brain function informs behaviour.
· Evaluate psychological theory relating to the clinical presentations of various specialist client
groups across the lifespan which underpins clinical and educational practice.
· Describe the nature and origin of special education needs from a psychological perspective.
Assessment: Total Marks 100: Formal Written Examination 100 marks.
Compulsory Elements: Formal Written Examination.
Penalties (for late submission of Course/Project Work etc.): None.
Pass Standard and any Special Requirements for Passing Module: 40%.
Formal Written Examination: 1 x 1½ hr(s) paper(s) to be taken in Summer 2015.
Requirements for Supplemental Examination: 1 x 1½ hr(s) paper(s) to be taken in
Autumn 2015.
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ED3009 Advanced Studies in Early Years and Childhood
Education
Credit Weighting: 10
Semester(s): Semester 2.
No. of Students: Max 125.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Method(s): 48 x 1hr(s) Lectures.
Module Co-ordinator: Dr Mary Horgan, School of Education.
Lecturer(s): Dr Maura Cunneen, School of Education; Dr Mary Horgan, School of Education.
Module Objective: This module synthesises and builds on all previous studies in earlyyears and
childhood education thus enabling students to interpret and reflect critically on policy, practice
and pedagogic strategies for the promotion of inclusion and active citizenship and emancipatory
education.
Module Content: Issues relating to identity, inclusion, student voice, participation in education,
effective pedagogy and leadership, media, technology and consumerization of childhood.
Learning Outcomes: On successful completion of this module, students should be able to:
· Illustrate and discuss the key components underpinning the theoretical perspectives on issues
in identity, inclusion, participation, effective pedagogy and leadership, and media technology and
consumerization of childhood.
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· Access and interrogate relevant policy, guidelines [regarding the above] which would assist
them in their future work with children
· Analyse Case Study examples of these issues
· Demonstrate an ability to evaluate current policy and practice in education in the light of these
theoretical constructs
· Critically evaluate their personal and professional development in the context of the module
content.
Assessment: Total Marks 200: Formal Written Examination 100 marks; Continuous Assessment
100 marks (1 x 3,000 word (max) essay).
Compulsory Elements: Formal Written Examination; Continuous Assessment; Attendance in
class will be monitored by class register.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up
to and including 7 days late, 5% of the total marks available shall be deducted from the mark
achieved. Where work is submitted up to and including 14 days late, 10% of the total marks
available shall be deducted from the mark achieved. Work submitted 15 days late or more shall
be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40% If a student
misses more than 20% of scheduled lectures, he/she automatically fails the Module.
Formal Written Examination: 1 x 3 hr(s) paper(s) to be taken in Summer 2015.
Requirements for Supplemental Examination: 1 x 3 hr(s) paper(s) to be taken in Autumn
2015. Marks in passed element(s) of Continuous Assessment are carried forward, Failed
element(s) of Continuous Assessment must be repeated (1 x 3,500 word essay).
53
ED3010 Education Placement
Credit Weighting: 10
Semester(s): Semester 1.
No. of Students: Min 8, Max 125.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Method(s): Placements (12 weeks Supervised Placement. Minimum contact time
with children 300 hours + 100 hours self-directed learning;); Other (Reconnection Days).
Module Co-ordinator: Dr Maura Cunneen, School of Education.
Lecturer(s): Dr Maura Cunneen, School of Education; Dr Denice Cunningham, School of
Education; Ms Florence C. Noonan-Lepaon, School of Education; Dr Anna Ridgway, School of
Education; Ms Patricia J O'Connor, School of Education.
Module Objective: To enable the students to integrate theory with practice i.e. to relate the
theory acquired in lectures to the practical care, health, welfare and education of young children
in various educational settings.
Module Content: Each student is required to compile a Learning Journal and a Placement
Practice Portfolio
Learning Outcomes: On successful completion of this module, students should be able to:
· Show an understanding of how children learn by observing them in their environment.
· Design appropriate activities for young children and relate them to developmental areas.
54
· Identify and examine the policies of the Agency in which they undertake their placement.
· Reflect on their practice and make theoretical connections.
· Evaluate their own personal and profesional qualities and strengths as Early Years Reflective
Practitoners.
· Demonstrate the confidence to work in an early years setting.
· Analyse key issues in the Health and Welfare of all children and adults in an Early Childhood
Care and Education service.
Assessment: Total Marks 200: Continuous Assessment 200 marks (200 marks (Learning
Journal and a Placement Practice Portfolio)).
Compulsory Elements: Continuous Assessment, Placement, Reconnection Days. Attendance
on Reconnection Days and on Placement will be monitored by class register and timesheets.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up
to and including 7 days late, 5% of the total marks available shall be deducted from the mark
achieved. Where work is submitted up to and including 14 days late, 10% of the total marks
available shall be deducted from the mark achieved. Work submitted 15 days late or more shall
be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40% in Continuous
Assessment and a Pass Judgement in Placement. Students who fail to satisfy these requirements
will fail the Module overall. If students do not complete the required number of Placement hours
due to illness etc any time off must be made up by extending the Placement.
Formal Written Examination: No Formal Written Examination.
Requirements for Supplemental Examination: Students failing Placement may repeat it
once only, (as directed by the Programme Board of Studies). In this case, both elements of the
Assessment (i.e. Placement and Continuous Assessment) must be repeated. Students who pass
55
the Placement but fail the Continuous Assessment will be required to repeat the Continuous
Assessment.
56
SS3401 Social Analysis, Gender and Society
Credit Weighting: 15
Semester(s): Semester 2.
No. of Students: Min 10, Max 125 (-).
Pre-requisite(s): None
Co-requisite(s): None
Teaching Method(s): 36 x 2hr(s) Lectures.
Module Co-ordinator: Dr Deirdre Horgan, School of Applied Social Studies.
Lecturer(s): Dr Pat Twomey, School of Applied Social Studies; Ms Eileen Hogan, School of
Applied Social Studies; Dr Jacqui O'Riordan, School of Applied Social Studies; Dr Deirdre Horgan,
School of Applied Social Studies.
Module Objective: To examine the main concepts, perspectives and methods used in the
study of society. To examine anti-racism and anti-oppressive practice as a vital element of
working with children and families.
Module Content: Students will be assisted to think conceptually about the systems and
structures of society. They will examine how sociological analysis throws light on the social
institutions and processes within contemporary society. There will be a specific emphasis on the
social construction of gender; and a feminist re-evaluation of the discourse on diversity in
childhood and anti-discriminatory practice..
Learning Outcomes: On successful completion of this module, students should be able to:
57
· Assess the social world from a critical perspective.
· Identify and analyse how the concepts of 'power' and 'social order' are explained by various
sociological theorists (Parsons, Gramsci and Foucault).
· Discuss and evaluate the ways in which the concept of childhood may be socially constructed.
· Explain gender as a socially constructed principle of social organisation.
· Critically evaluate the contribution of the women's movement to social and political change,
particularly in the Irish context.
· Evaluate the structural barriers preventing people from experiencing equal opportunity in all
areas of life.
· Explore issues of diversity and discuss the development of prejudice in children.Critically
evaluate the concept of anti-discriminatory and anti-oppressive policy and practice.
· Explore the children's rights discourse and its implications in the context of anti-oppressive
practice in early years settings.
· Engage in a process of self reflection that will enable students to become more aware of their
own values, attitudes, beliefs and biases and discuss the impact of these on their work with
children and families.
Assessment: Total Marks 300: Formal Written Examination 150 marks; Continuous Assessment
150 marks (1 x 3000 word essay).
Compulsory Elements: Formal Written Examination; Continuous Assessment.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up
to and including 7 days late, 5% of the total marks available shall be deducted from the mark
achieved. Where work is submitted up to and including 14 days late, 10% of the total marks
available shall be deducted from the mark achieved. Work submitted 15 days late or more shall
be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
Formal Written Examination: 1 x 3 hr(s) paper(s) to be taken in Summer 2015.
58
Requirements for Supplemental Examination: 1 x 3 hr(s) paper(s) to be taken in Autumn
2015. Marks in passed element(s) of Continuous Assessment are carried forward, Failed
element(s) of Continuous Assessment must be repeated (Students must submit alternative
assessment, as prescribed by the Department).
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SS3402 Social Research in Early Years and Childhood
Studies
Credit Weighting: 5
Semester(s): Semester 2.
No. of Students: Min 10, Max 125.
Pre-requisite(s): None
Co-requisite(s): None
Teaching Method(s): 12 x 2hr(s) Lectures (incorporating student presentations).
Module Co-ordinator: Dr Jacqui O'Riordan, School of Applied Social Studies.
Lecturer(s): Dr Shirley Martin, School of Applied Social Studies; Dr Jacqui O'Riordan, School of
Applied Social Studies.
Module Objective: To support students to identify and develop their social research skills in
early childhood studies.
Module Content: Students are introduced to elements of social research and required to
identify a social research topic on which they will develop a literature review. The learning is
supported and developed through full class lectures and also through the mediums of student
presentation and class discussion in smaller groups where the students act as critical friends to
each other.
Learning Outcomes: On successful completion of this module, students should be able to:
· Identify and formulate a research question which is personally and professionally salient to the
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student.
· Identify social and analytical theories relevant to this research question.
· Develop the skills to formulate a literature review in social research.
· Develop good presentation skills.
· Display good presentation skills.
· Develop their teamwork capacity.
Assessment: Total Marks 100: Continuous Assessment 100 marks (Research Question and
Literature Review (70 marks); In-class Presentation (30 marks).).
Compulsory Elements: Continuous Assessment. Attendance will be monitored by a class
register. 10% of the total marks available shall be deducted where students attend less than
80% of classes.
Penalties (for late submission of Course/Project Work etc.): Where work is submitted up
to and including 7 days late, 5% of the total marks available shall be deducted from the mark
achieved. Where work is submitted up to and including 14 days late, 10% of the total marks
available shall be deducted from the mark achieved. Work submitted 15 days late or more shall
be assigned a mark of zero.
Pass Standard and any Special Requirements for Passing Module: 40%.
Formal Written Examination: No Formal Written Examination.
Requirements for Supplemental Examination: Marks in passed element(s) of Continuous
Assessment are carried forward, Failed element(s) of Continuous Assessment must be repeated
(revise and re-submit assignment, as prescribed by the Department). Mark for in-class
Presentation and Attendance at workshops will be carried forward.).
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