| CODE | EPE5026 | ||||||
| TITLE | The Professionalisation of the Early Childhood Education and Care - Reflective Practice 2 | ||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||
| MQF LEVEL | 7 | ||||||
| ECTS CREDITS | 5 | ||||||
| DEPARTMENT | Early Childhood and Primary Education | ||||||
| DESCRIPTION | This study-unit focuses on the professional development of Early Childhood Education and Care (ECEC) practitioners, with a strong emphasis on reflective practice and informed decision-making. Students will engage with key theories and models of professionalism in ECEC, exploring strategies to enhance the status, training, and working conditions of ECEC professionals. The study-unit also highlights the importance of upholding high professional standards, such as integrity and respect for all members of the educational community. A central component of this study unit is the analysis of various interpretations of childhood practice, helping students understand how ECEC practitioners shape the future of the field. Students will also gain insights into the ethos of ECEC, exploring the importance of ethical conduct in guiding professional practice. In addition, this study unit will develop the skills necessary for students to become effective advocates and leaders in the ECEC field. They will learn to promote positive change and social justice, both within educational settings and the broader society. The study-unit incorporates academic tutoring sessions to help students develop essential skills for success in postgraduate study, such as research and critical thinking. It will also serve as the foundation for the development of a tutorial guidebook containing reflective tasks that focus on the professionalisation of ECEC. Study-Unit Aims: This study-unit aims to: - Help students understand professionalism and professionalisation in ECEC; - Reflect on practice and create informed decision-making; - Provide insights into the ethos and ethical standards of ECEC; - Develop leadership and advocacy skills; - Support the academic and professional growth of students; - Prepare students for ongoing professional development. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Critically discuss the theories and models of professionalism; - Explore the professionalisation of ECEC; - Explain how the ethos of ECEC transpires into the day-to-day practice; - Evaluate different interpretations of childhood practice; - Review the importance of advocacy and leadership. 2. Skills: By the end of the study-unit the student will be able to: - Apply reflective practice techniques; - Develop and implement strategies for professional growth; - Demonstrate the ability to engage in ethical decision-making; - Utilise research and critical thinking skills; - Effectively advocate for the enhancement of ECEC practices; - Engage in collaborative leadership. Main Text/s and any supplementary readings: Main Texts: - Arndt, S., Smith, K., Urban, M., Swadener, B. & Murray, C. (2021). Reconceptualising and (re)forming early childhood professional identities: Ongoing transitional policy discussions. Policy Futures in Education, 19(4), 406-423. httops://doi.org/10.1177/1478210320976015. - Boyd, M. (2013). 鈥淚 love my work but 鈥︹�� The professionalisation of early childhood education, The Qualitative Report, 18(36), 1 - 20. https://doi.org/10.46743/2160-3715/2013.1470. - Irvin, S.. Lunn, J., Su,sion, J., Jansen, E., Sullivan, V,, & Thorpe K. (2023). Professionaliation and professionalism: Quality improvement in early childhood education and care (ECEC). Early Childhood Education Journal, (ahead of print). https://doi.org/10.1007/s10643-023-01531-6. - Osgood, J. (2010). Reconstructing professionalism in ECEC: The case for the critical reflective emotional professional, Early Years, 30(2), 119-133. 10.1080/09575146.2010.490905. - Scharer, J. Hostettler (2023). Professionalization in early childhood education: How do educators craft their work? Early Years, 44(3-4), 551-524. 10.1080/09575146.2023.2179023. Supplementary Readings: - Matsui, G. (2021). Reflection on the professional development of early childhood education and care teachers in Japan based on children鈥檚 voices. International Journal of Early Childhood, 53, 367-384. https://doi.org/10.1007/s13158-021-00306-7. |
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| STUDY-UNIT TYPE | Lecture | ||||||
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2025/6. It may be subject to change in subsequent years. |
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