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Early Childhood Education and Care – BA

  • CAO Points: 180

  • Campus: Athlone

  • years: 3


Course Overview

On this course, you will learn to make a difference to the lives of babies and young children by understanding how they develop and learn. You will learn how to meet the needs of children, and to understand the role of the family and society.

The programme promotes a child-centered approach to care and education, taking account of physical, educational and emotional needs of babies and young children.

The aim of the level 7 degree programme is to equip you with the theory and hands-on experience and practical skills required to provide quality support for children’s development (0-6 years). You will experience the variety of the early years’ sector through placements in different early-years’ settings, thus providing the opportunity to link classroom learning with work-based practice. The primary curricula and quality frameworks used in all early years’ settings are Aistear curriculum framework and Síolta quality framework. The programme takes account of wider policy developments, which highlight the importance of both care and education for pre-school children. The simulated early years’ setting in the TUS early years’ lab and module assignments will provide you with opportunities to plan for and supports children’s interests and abilities. You will study the influence of the family and society on child development. Throughout the duration of the course, you will develop knowledge and understanding of the value and ways of working with parents, and of inter-professional collaboration to support the best interests of children.

Additional Information
National Vetting Bureau:

All students on this programme will undertake National Vetting Bureau procedures prior to commencing their work placement. Failure to disclose previous convictions will result in students being dismissed from the programme. Previous convictions, depending on their nature, could result in student dismissal from the programme.

Contact Details

Dr. Noelin Fox

Head of Department

Email: socsci.midlands@tus.ie

What are the entry requirements?

Leaving Certificate

Grade 06 at ordinary level in five subjects in the Leaving Certificate examination. Two of these subjects must be Mathematics and a language (English or Irish). Note: An FL2 in Foundation Level Mathematics will be accepted as meeting the minimum Mathematics requirements for entry to this course. Mature applicants are not required to meet the minimum entry requirements. However, an interview may form part of the selection process.

QQI

Up to 15 places are reserved for FETAC students. Any QQI Level 5 qualification is acceptable. Applicants, however, must hold one of the following awards: 5N1370 Social Studies / 5N1279 Human Growth and Development / 5N1770 Early Care and Education Practice / 5N1765 Child Health and Wellbeing / 5N2705 Care Provision and Practice / 5N1764 Child Development / 5N1773 Early Childhood Education and Play / 5N1786 Special Needs Assisting.

Mature Applicants

Mature applicants are not required to meet minimum entry requirements. However, an interview may form part of the selection process.

International Applicants

International applicants should apply directly to the International Office at TUS, allowing plenty of time for completing the visa process. Applications for September start should be made by 1st June at the latest to ensure visas are processed in time. You should familiarise yourself with visa processing times for your country of origin to ensure you make a timely application. Find out more here.

Course Modules

  • Principles and Practices of the ECEC Sector

    Credits: 5

    This module introduces the students to the principles and practices of Early Childhood Education and Care (ECEC) from a national and international perspective. Students will explore the national practice Frameworks: Síolta (CECDE, 2006) and Aistear (NCCA, 2009) as the foundations of quality Early Childhood Education and Care in the Irish context, while also locating these in the context of European and International principles.

  • Developing Academic Practice and Autonomy

    Credits: 5

    The module will help students develop their academic skills and a sense of autonomy in order to thrive in the third-level academic environment and in their professional practice as Early Childhood Educators. Students will be encouraged to work both independently and as part of a group, and to engage in reflective practice.

  • Introduction to Relational Pedagogy in ECEC

    Credits: 5

    This module introduces the concept of relational pedagogy in Early Childhood. Using a ‘relational lens’ (Reeves and Le Mare, 2017), and drawing upon the Irish Practice Frameworks: Síolta (CECDE, 2006) and Aistear (NCCA, 2009), and other approaches (e.g. HighScope, Montessori, Te Whāriki, Reggio), students will explore pedagogical relationships with children, based on sensitive responsivity and the principle of ‘Slow Pedagogy’ (Clark, 2020). This module prepares students for professional practice placement.

  • Early Childhood Developmental Psychology

    Credits: 10

    Underpinned by the communication of a holistic perspective of the development of the child, this module introduces students to the concept of child development, providing an in-depth understanding of the psychological development taking place in childhood from birth to three years, three to six years. Students will explore various theories and perspectives on child developmental psychology relating to a child’s physical, social, emotional and cognitive development. They will examine how environmental factors, principally the context of the family, affects child development, well-being and identity.

  • Contexts of Early Childhood

    Credits: 5

    This module is designed to familiarise students with the historical, social, cultural and political contexts which impact child development. Drawing upon key theoretical perspective and policy initiatives the modules enables students to think critically on issues of relevance to early years’ care and education.This module provides a foundation and link to ECEC Social Policy and Children’s Rights and Advocacy

  • Creative Skills for ECEC

    Credits: 5

    This module has been designed to engage students to become Early Childhood Educators through active creative learning. The teaching will be instructional and experiential with practical and theory classes.

  • Promoting Positive Health and Wellbeing in ECEC

    Credits: 5

    This module will enable learners to develop an understanding of the factors that determine the health and wellbeing of children (birth to six years). It will also highlight the role of the ECEC practitioner in ensuring equitable and inclusive wellbeing practices in early childhood. Learners will participate in and appraise current health promotion initiatives, further developing the skills and attributes necessary to apply creative and evolving health promotion strategies within the early years setting. The module will also foster an environment where evidence-based health promotion solutions will be supported.

  • Working Collaboratively with Parents and relevant stakeholders in an ECEC Setting

    Credits: 5

    This module introduces the student to the importance of working collaboratively with parents and others in an ECEC setting. Using the practice frameworks: Síolta and Aistear (CECDE, 2006; NCCA, 2009) students will explore the principles underpinning collaborative practice and in particular, the importance and value of working in collaboration with parents, team members, and other professionals, in the best interests of the child. It aims to prepare students to work collaboratively with parents, team members and other stakeholders during their professional practice placement.

  • Outdoor Pedagogy

    Credits: 5

    This module enables students to appreciate the value of outdoor pedagogy as a means of enhancing children’s learning in ECEC. Students will explore the benefits and challenges of outdoor learning experiences for children of all ages and learn how to create outdoor learning opportunities, which support children’s holistic development. This module prepares students for professional practice placement.

  • ECEC Social Policy

    Credits: 5

    This module introduces students to social policy issues applicable to the Early Childhood Education and Care sector. Students will explore a wide range of legislation and policies pertinent to the delivery of quality ECEC in an Irish context, and examine the factors that affect the Early Childhood Educator’s professional identity from a national and international perspective, and how these influence quality in ECEC while also locating these in a wider international context. This module builds upon Contexts of Early Childhood and links to Children’s Rights and Advocacy.

  • Introduction to Inclusive Policy and Practice in the ECEC Setting

    Credits: 5

    This module provides an introduction to Inclusive policy and practice. It introduces concepts such as diversity, equality and inclusion as they relate to children aged 0-3 and 3-6 years, and aims to provide students with an understanding of inclusion in society as a whole and more specifically in the ECEC setting. Through drawing on the practice frameworks Siolta and Aistear, and the Diversity, Equality and Inclusion Charter, students will also develop an awareness and understanding of issues such as prejudice, bias and discrimination in relation to marginalised groups.

  • Making Learning Visible: Multimodal Approaches to Literacy in ECEC

    Credits: 5

    This module introduces multimodal perspectives of literacy and learning through arts based Early Childhood Education and Care from a national and international perspective. With reference to Siolta (CEDE, 2006) and Aistear (NCCA, 2009) in the Irish context, and focusing upon the 100 language of children within the Reggio approach in particular, students will examine the theoretical perspectives of multimodal approaches of literacy and learning with children from birth to three, three to six years. Students will examine their own creativity, how to make learning visible and how to apply a multimodal approach to children’s learning in the early year’s context.

  • Introduction to the Regulatory Context for ECEC

    Credits: 5

    This module introduces students to the regulatory context for the Early Childhood sector in Ireland. It explores the Childcare Act 1991 and in particular part V11, which provides for the establishment of regulation for the ECEC sector. Students will explore the role of the Child and Family Agency: Tusla, the Child Care Act, 1991 (Early Years) Regulations 2016, and the role of the Department of Education and Skills in relation to Early Years Education focussed inspections. Students will examine the relationship between regulation and quality ECEC for children aged birth to six years. This module prepares students for professional practice placement.

  • Personal Reflection for Practice (PRP)

    Credits: 5

    This module aims to enhance the student’s ability to be reflexive of themselves, their family and their life experiences in preparation for their professional placement and practice as early childhood educators. It facilitates the student to reflect on, and review their practice regularly, to enhance and perfect their pedagogical practice on placement and later when working in the early childhood and care sector. This module links closely with their Professional Practice Placement, in that students are encouraged to be reflexive of themselves and their practice and are required to complete a selfreflexive diary while on their practice placement as part of the assessment of this module.

  • Applied Pedagogy & Curriculum in ECEC

    Credits: 5

    This module builds on students’ awareness and knowledge of pedagogical approaches in ECEC. Drawing upon Síolta (CECDE, 2006), Aistear (NCCA, 2009) and the Diversity, Equality, and Inclusion Charter and Guidelines (DCYA, 2016), students will explore the implementation of play-based pedagogy in ECEC. This module locates children’s learning in the context of emergent and inquiry-based curriculum that is responsive to the interests and abilities of babies and young children (birth – 3 years) and older children (3-6 years) in the ECEC setting. This module prepares students for professional practice placement.

  • Preparation for Practice Placement 1

    Credits: 5

    The aim of this module is to prepare students for practicum in diverse ECEC settings. Students will develop knowledge and skills for practice to prepare them for their role of working with children, parents, and professionals. Students are required to gain professional practice placement experience with all age groups over the course of the degree programme: babies and young children (birth to eighteen months) (18 months to three years) and older children (3-6 years).

  • Professional Practice Placement 1

    Credits: 5

    This module develops students’ theoretical, practical and professional knowledge and understanding of working with young children, providing them with an opportunity to engage in practicum within an ECEC setting. Students are required to gain professional practice placement experience with all age groups over the course of the degree programme: babies and young children (birth to eighteen months) (18 months to three years) and older children (3-6 years). They therefore avail of practicum experiences to relate theory to practice by working alongside experienced early childhood educators and applying knowledge gained through their studies to enhance their professional knowledge and skills. Students will be supported in partnership with academic staff, to achieve the standards of best practice for ECEC educators.

  • Child Health and Well-being: Food Safety and Applied Nutrition in the ECEC Setting

    Credits: 5

    This module will provide learners with the theoretical knowledge underpinning microbiological food safety and the food safety management system HACCP in a Early Childhood Education and Care (ECEC) setting. Whilst the indicative content seems to be of a general nature, every effort will be made by the lecturer to show that the module delivery will differentiate between the needs of birth-3 years children relative to 3-6 year olds It will also introduce and develop the learner understanding of the concepts and principles of early childhood nutrition and nutritional requirements from birth to six years and the ability to apply appropriate judgment to the creation, design and execution of menus’ for various children’s dietary needs whilst complying with policies, recommendations and national regulatory requirements with regard to diet, health, and food hygiene regulations as appropriate to Early Childhood Education and Care (ECEC) settings. This module compliments the periods of placement by affording the learner the opportunity to be a more effective and competent contributor in the provision of safe, wholesome and balanced children’s nutrition during this placement period in a modern ECEC setting.

  • Children’s Rights and Advocacy

    Credits: 5

    This module develops students’ critical understanding of the nature and scope of children’s rights. It enables students to consider ways in which children’s rights can be applied in practice when working with children in the Early Childhood Education and Care setting. Students will also explore how they, as Early Childhood Educators, may advocate for children’s rights and involve children in democratic decision-making within the ECEC setting. This module is linked to and builds upon two modules : Contexts of Early Childhood and ECEC Social Policy.

  • Language Acquisition

    Credits: 5

    This module provides an introduction to language acquisition in young children (birth to 2.5 years, and 3-6 years). Using the practice frameworks, Siolta and Aistear, students will develop an understanding of how children in the Early Years acquire their native language. The module will also introduce students to the field of Second Language Acquisition which explores the phenomenon of bilingualism and how young children acquire a second language.

  • Applied Inclusive Practice in the ECEC Setting

    Credits: 5

    This module builds on the learning from Introduction to Inclusive Policy and Practice in the ECEC Setting in year 1, whereby students will explore further, the theories and principles underpinning the development of a quality inclusive learning environment (indoors and outdoors) for children in early childhood. Using the practice frameworks, Síolta and Aistear, the Diversity, Equality and Inclusion Charter, and the Access and Inclusion Model, The First Five Strategy, students will examine the factors that underpin inclusive practices as they relate to children aged birth to three years, and children aged 3 to six years in an early childhood setting.

  • Professional Practice Placement 2

    Credits: 10

    This module enhances students’ theoretical, practical and professional knowledge and understanding of working with young children, providing them with an opportunity to engage in practicum within an ECEC setting. Students are required to gain professional practice placement experience with all age groups over the course of the degree programme: babies and young children (birth to eighteen months) (18 months to three years) and older children (3-6 years). They therefore avail of practicum experiences to relate theory to practice by working alongside experienced early childhood educators and applying knowledge gained through their studies to enhance their professional knowledge and skills. Students will be supported in partnership with academic staff, to achieve the standards of best practice for ECEC educators.

  • Professional Practice Placement 3

    Credits: 30

    Student’s professional development is incremental in nature. As such, this practicum draws upon student’s previous practicum experience, academic learning and emerging professional skills to support the learning and development of babies and young children (birth to six years) in an ECEC setting. A playful pedagogy underpins this module, which also reinforces the centrality of observation, curriculum planning, implementation and evaluation when working with young children. Students will develop knowledge and understanding of the critical importance of working collaboratively with parents and families, the staff team within the ECEC setting, as well as external stakeholders, including Tusla, City and County Childcare Committees etc. Through a process of reflective engagement, students will develop and refine a personal and professional philosophy to support their work with children (birth to three and three to six) in an ECEC setting.

  • Introduction to Research Methodology and Practice

    Credits: 10

    This module emphasises the importance of research for the Early Childhood Education and Care sector and introduces research methodologies commonly used by researchers in this sector. Quantitative, Qualitative and Mixed Methods are explored and examples of the various approaches are reviewed in national and international research studies. Students will learn about the ethical principles underpinning research including the ‘voice’ of the child and consider any ethical issues pertaining to their research proposal for their final year Applied Research Project.

  • Law for the Early Childhood Sector

    Credits: 10

    International and domestic law plays a significant role in shaping the lives of children by placing legal obligations on Early Childhood Educators. The primary international legal instruments concerning children are framed in terms of children’s rights and are underpinned by human rights standards. Domestic law transposes these rights into legal regulations designed to ensure the welfare, protection, and education of children. There is a significant body of statutory requirements with which the Early Childhood Educator must comply when providing childcare services. The purpose of this module is to apprise students of the law governing child protection and welfare in the broadest sense of those terms. In addition, this module is concerned with analysing the professional liability and accountability of Early Childhood Educators. This module will address areas of the law that are particularly relevant to the Early Childhood Educator such as child protection law, mandatory reporting, the role of Tusla, guardianship, custody and access, as well as sexual offences, childcare regulations, professional liability and employment law. This module is written from a rights-based perspective and is underpinned to various human rights conventions applicable to children.

  • Therapeutic Recreational & Creative Play Interventions in ECEC

    Credits: 5

    This module will equip learners with the knowledge, skill and competency to use play and its developmental, educational and therapeutic applications within the context of an early year’s environment. Learners will analyse how trauma-sensitive principles of care related to the early years setting and can be utilised as a framework for designing and facilitating therapeutic and creative interventions in the context of holistic development. Learners will develop the skills necessary to plan and deliver, individual and group, developmentally appropriate therapeutic, recreational and creative play-based interventions with children within the context of early years settings with reference to Síolta (CECDE, 2006) and Aistear (NCCA, 2009). Learners will reflect on their understanding of Trauma Sensitive Care and the Play Continuum as it relates to Early Years Settings and demonstrate how these principles can be applied in practice.

  • Teamwork and Group Dynamics in an ECEC Setting

    Credits: 5

    This module encourages the student to understand the relationship between positive teamwork, good leadership and quality practice within an early childhood education and care setting. It introduces students to theories of leadership in the context of early childhood education and care. It supports students’ personal development and self-reflection through participation in a group with their peers, focussing upon their understanding of group dynamics and teamwork within the context of early childhood education and care. It aims to prepare students to work collaboratively with team members and other stakeholders during their professional practice placement.

  • Business Management & Enterprise in ECEC

    Credits: 5

    This module introduces students to business management knowledge and skills relevant to the Early Childhood Education and Care (ECEC) sector. In keeping with the requirements of the Early Years Services Regulation, 2016, and aligning with Síolta (2006), students will examine best practices in managing human resources. The module also introduces students to the concepts of entrepreneurship and business development.

What can you do after this programme?

As a graduate of the Level 7 programme, students will be eligible to progress to the Level 8 BA (Hons) in Early Years’ Care and Education.

An Honours Degree provides routes, with additional study/experience (in addition to the above) into:

  • Primary school teaching
  • Early Years’ Inspectorate
  • Mentoring

Graduates from this programme are eligible to apply to join TUS’s one year add-on Bachelor of Arts (Hons) in Early Years’ Care and Education. As a graduate you can reasonably be expected to work as an Early Years’ Educator (various roles such as Assistant, Room Leader, Assistant Manager, Manager) in full day crèche settings, part-time, sessional (ECCE), afterschool, breakfast club, naíonraí (with Irish language); parent and toddler groups and drop in care settings. Curricula approaches most frequently identified in early years’ settings, which incorporate the Aistear curriculum framework and Síolta quality framework, are Montessori, HighScope and play-based. There may also be opportunities to work in outdoor preschools/Forest Schools. This role may include such responsibilities as the development and evaluation of programmes of care and education which support learning and development; to work as part of a team to develop quality improvement strategies to enhance the quality of experience for all children and staff.

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