Early Childhood Education and Care

Higher Certificate in Arts

Course Details

CAO Code	AU491
Level	6
Duration	2 Years
CAO Points	187 (2024)
Method of Delivery	On-campus
Campus Locations	Mayo
Mode of Delivery	Full Time
Work placement	Yes

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Course Overview

This two-year Higher Certificate in Early Childhood Education and Care provides learners with a comprehensive education on the role of early childhood educators.

The Higher Certificate (Level 6) is designed to provide learners with a specialised education in early childhood education and care as a basis for a professional career in the field and as a basis for further academic and professional education.

The programme aims to provide learners with an education for professional practice in Early Childhood Education and Care (ECEC). The programme has a practice development module which gives learners the opportunity to complete a student placement in an early-years setting every week of study for 12 hours. Early childhood is the period from birth to six years.

Applicants who hold a QQI Level 6 major award may be eligible for consideration to enter directly into the second year of the ECEC programme on the Mayo or Galway City campus. Applications for direct entry to the second year are by direct application.

Course Details

Year 1

Semester	Module Details	Credits	Mandatory / Elective
1	Pedagogy in Early Childhood Education and Care This module will complement the module "Exploring Curriculum". The content of an Early Childhood Education and Care programme is expressed through the curriculum, and the way it is delivered is pedagogy. This module will explore the term pedagogy and how it captures the multi-layered and dynamic practices necessary for children's holistic development. The learner will explore a range of pedagogical approaches and critically evaluate practices that are enacted and some pedagogical perspectives held in ECEC. The module will reflect and identify how adults interact with babies and young children and how their values can have an impact on learning experiences. The learner will reflect on pedagogical interactions and pedagogical framing. Learning Outcomes 1. Apply knowledge of pedagogy as an interactive process that takes place between the Early Years Educator and the child, in order to support childrens learning. 2. Define the term pedagogy and describe the integrated processes of caring, educating and learning alongside principles, theories and values that underpin daily work with young children and babies in an ECEC setting. 3. Understand pedagogical framing that supports children’s learning and development. 4. Describe and discuss the educators pedagogical foundation to support a spirit of enquiry recognising the active participation of the child. 5. Recognise and express the importance of reflective practice to ensure that pedagogical approaches develop and evolve to promote child learning and development. 6. Demonstrate ability to reflect and assess practices in ECEC settings.	05	Mandatory
1	Exploring Curriculum This module commences by examining historical approaches to curriculum development within the Early Childhood Education and Care sector. Commencing with early developments of the ECEC sector to examine the contempory Aistear (2009) framework. The learner will explore the interconnected nature of curriculum and assessment to explain strategies and how they benefit young children's learning and development. The module is designed to enable the learner to explore practices when working with all young children. The learner through a transformational approach will value the child as a competent learner to develop child-led learning experiences that are inclusive and cognisant of diversity. Learning Outcomes 1. Define curriculum and curriculum development. 2. Facilitate an emerging curriculum based on children’s interests and experiences. 3. Plan for holistic learning, implementation and evaluation of appropriate early childhood education experiences and articulate the effectiveness of these experiences with parents and colleagues. 4. Demonstrate an understanding of the importance of reflective practice and ensure a comprehensive curriculum development that promotes child learning and development.	05	Mandatory
1	Academic and Professional Skills (SC:CB) The aim of this module is to develop academic and professional development skills for student success in higher education and beyond. This module combines online learning activities and small group workshops to focus on areas such as academic writing and integrity, creative thinking, problem-solving, time management, communications, group work, technology, innovation and presentation skills. Learning Outcomes 1. Apply appropriate tools and principles to optimise the learning experience. 2. Develop self-reflection practices for individual and group-work activities. 3. Recognise different information sources and apply the principles of academic integrity. 4. Assess a variety of professional communication practices and digital tools and apply to problem-solving. 5. Consider how the chosen discipline has a responsibility to wider society.	05	Mandatory
2	Language, Literacy and Numeracy This module will examine the concepts, practice and pedagogical strategies that foster the development of language, literacy and numeracy. Communicating and Exploring and Thinking are two of the main themes in Aistear (2009) and this framework provides guidance with regard to young children's and babies' emerging language, literacy and numeracy development. This module will focus on communicating and language as an integral support to other areas of development. The role of play will be examined in relation to emerging language, literacy and numeracy development. Learning Outcomes 1. Describe language, literacy and numeracy development for young children birth to six years. 2. Identify ways in which adults can facilitate young children and babies’emerging language, literacy development through exploration and play. 3. Demonstrate an understanding of how Aistear supports language, literacy and numeracy development. 4. Explain how to provide a print rich environment for young children. 5. Explain how to provide an environment which facilitates numeracy development for young children	05	Mandatory
2	Health, Safety and Well-Being Professional early childhood education and care requires a deep appreciation of health, safety and well-being. These refer to the physical environment of the early learning settings plus the emotional, psychological and physical well-being of children. This module addresses these inter-related themes drawing on international comparators in light of addressing children's well-being. Learning Outcomes 1. Demonstrate the ability to assess the early learning environment in terms of safety and risk management. 2. Demonstrate an awareness of the factors that may impact on physical, emotional and psychological health of children. 3. Describe the indicators of child well-being as set out in contemporary policy documents. 4. Identify risk-risk environments to support children’s well-being, play and resilience. 5. Identify the importance of healthy eating in line with contempory guidance.	05	Mandatory
2	Importance of Play and Creativity "Play is a natural channel for young children's thinking, learning and development and is central to their holistic well-being. All children need and have a right to play" (DCCC 2012). This module will provide theoretical foundations of play and seeks to define and clarify play. The learner will explore how even the most everyday activities can become a valuable learning experience for children birth to six years old. Types of play will be explored to stimulate all areas of development and learning including imaginative play, messy play, creative play, social and emotional play and physical play. The module will identify strategies for the learner to support children's play and along with a spirit of inquiry and dedication to children's well-being the learner will engage in reflection and self evaluation. The learner will be introduced to Aistear (2009) The National Early Childhood Curriculum Framework which is based on the idea that children learn through active participation with their environment and that this is best achieved through play. Learning Outcomes 1. Define and clarify the meaning of play. 2. Demonstrate knowledge of types of play that stimulate all areas of development and learning. 3. Identify strategies to support young children’s play. 4. Demonstrate an understanding of how Aistear promotes a curriculum for play.	05	Mandatory
Year	Building and Managing Interpersonal Relationships This module will support learners to work effectively with children, parents, families and colleagues within a transformational framework. It will consider communications, self-awareness, democratic parctice and how relationships are built and developed. Exploring various models of national and international practice in building collaborative relationships and intergration of delivery to improve outcomes with children, families and communities. The module will support learners to priortise relationships over direct instruction and teaching as the cornerstone of Early Childhood Education and Care. Learning Outcomes 1. Explore Early Childhood Education and Care policies and practice in building relationship between children, families and staff. 2. Define the role of the Early Years Educatorin drawing upon theoretical concepts for working with parents and community in supporting children’s well-being, learning and development. 3. Examine social, economic, political and cultural contexts of families and the impact these might have on children’s lives. 4. Identify the role of Early Childhood Educationand Care services and related professionals in supporting children and parents. 5. Understand and articulate the necessity for building responsive, reciprocal relationships with children from birth to six years of age.	10	Mandatory
Year	Practice Development 1 – Quality and Practice This module is designed to assist the learner to blend college and work-based learning to develop practice. ATU will provide the learner an intensive six pre practice preparation programme. This preparation will include both practical and theoretical inputs to enable the learner to enter practice development adequately prepared and be aware of the role of 'Intermediate Practitioner'. During the six weeks pre placement programme, learners will apply for garda / police vetting, undertake Tusla Children First mandated person training, be supported to develop their practice placement folder and use the various soft wear packages. The purpose of the learning journal, models of critical reflection and confidentiality and anonymity in keeping a practice development journal and set task completion will be detailed. Students are required to have 100% attendance at lectures to ensure that they have the required knowledge, understanding of theory and how this links to practice. This is to ensure that students are safe and competent practitioners while on practice placement. Practice placement will be organised for the learner by the practice placement coordinator. A full pedagogical programme is prepared and facilitated to support students practice placement and the importance of quality ECEC provision as outlined in the two national practice frameworks Aistear ( NCCA 2009) and Siolta ( CECDE 2006). Learners are prepared to be reflective practitioners and to use reflective practice in their professional experiences in the ECEC setting. The practice placement booklet and contracts are discussed, areas of ethical and professional significance are debated and discussed with learners prior to placement. Students on supervised placement have an identified placement supervisor/ mentor. The approach to supervision is three-way between the student, the ECEC mentor/ supervisor and ATU. Learners are prepared durning the six-week pre paractice sessions and throughout the academic year to complete professional work experience in an ECEC setting. 100% attendance at lecturers throughout the year is required across all modules to ensure students have the required knowledge and understanding of theory to undertake supervised practice placement. Learning Outcomes 1. Through critical reflection have a heightened sense of the ‘self’. 2. Evaluate an intervention drawing upon a range of theorists. 3. Evidence an ability to establish and maintain relationsips within the ECEC setting. 4. Provide evidence of learning and developmentto support future employment in the sector 5. Reflect and critically evaluate learning linkingtheory to practice	10	Mandatory
Year	Psychology and Child Development 0-6 Years This module is designed to enable the learner to examine and understand theories and applications of psychology and child development from birth to six years of age. A broad overview of childhood development theories will consider maturation, psycho-dynamic, socio-emotional, learning, biological, cognitive, behaviourist, ecological and information processing. The classic theorists include Gesell, Freud, Piaget, Vygotsky, Erikson, Skinner, Bandura, Bronfrenbrenner, and Chomsky. Recent developments in neuro-science of early childhood provides new insights into child motivation, learning, cognitive processes and action. These include: Shonkoff, Shanker, Gopnik and Shore. Learning Outcomes 1. Describe a broad range of psychological theories. 2. Identify the influence of biology, social and cultural conditions on babies’ and young childrens development 3. Discuss the application of a broad range of psychological theories to planning, learning and development of activites with children (birth to six years of age). 4. Identify why observation is important in ECEC settings. 5. Apply a variety of observation techniques to understand children’s development within the ECEC setting.	10	Mandatory

Year 2

Semester	Module Details	Credits	Mandatory / Elective
1	Childhood Development and Learning (Under 3'S) This module is rooted in an ecological perspective on childhood development, learning and functioning and is influenced by the 'science of early childhood'.The learner will explore contemporary research in relation to human brain development in particular in the first 3 years. A critical perspective considers the child as an individual within their life systems, emphasising the environment and interpersonal-relationships as key to childhood development. The module explores the child's everyday life in relation to the family, pre-school, and the community. Learning Outcomes 1. Discuss the ways in which children learn and develop from birth in the context of families and communities. 2. Outline the relationships between the biology, context/culture and learning. 3. Describe theories of learning and child development to children under 3 years of age. 4. Analyse theories of learningand how they inform practice in ECEC settings. 5. Plan for holistic learning, implementation and evaluation of appropriate early childhood education experiences and describe the effectiveness of these experiences with parents and colleagues.	05	Mandatory
1	Reframing Disability and Inclusive Practice This module aims to equip learners with an understanding of disability and inclusion in early childhood education and care. The module focuses on the importance of a systems approach (using a bio-psycho-social perspective) to create ECEC settings which are inclusive. Learners will be introduced to strategies which will assist them in developing an inclusive approach to practice, with consideration of children's strengths. Learning Outcomes 1. Discuss the term inclusion, considering different models of inclusion in ECEC 2. Explain the bio-psycho-social model and implications for practice in ECEC 3. Describe a range of disabilities and appropriate strategies for inclusion 4. Examine the role of ECEC educators in supporting children with disabilities and their families	05	Mandatory
1	Sociological Discourse in Early Childhood Education and Care This module will examine some of the main questions raised in the field of the Sociology of Childhood. It will explore various perspectives to evaluate the concept of the 'child' and the 'image' of the child. The purpose of the exploration is to arrive at an appreciation that the meaning of 'child' is a non-stable concept which fluctuates according to cultural context and temporal influences. The module will explore various sociological perspectives in relation to socialisation, gender, poverty and social class. The module will guide the learner to recognise the parameters of sociology in understanding the child and childhood in a holistic way. Learning Outcomes 1. Describe the term socialisation and its significance in relation to childhood development. 2. Identify social, cultural, political and economic factors that influence childhood opportunities 3. Outlinethe social processes that categorise children into different social groups. 4. Apply sociological frameworks toEarly Year settings to promote inclusion	05	Mandatory
2	Supporting Enquiry to enact the Curriculum This module explores the learners participation in encouraging each individual's child holistic development and learning, through the implementation of a flexible, documented, verifiable and broad-based curriculum. Building upon knowledge and skills acquired through an early module pertaining to the curriculum, pedagogy and assessment. Emergent curriculum practices will be explored in relation to planning with children with specific emphasis on pedagogical documentation. The role of learning stories will be examined in highlighting children's learning and development emphasising Aistear. Learning Outcomes 1. Demonstrate the integrated processes of caring, educating and learning alongside principles, theory and values that underpinning daily work with young children in Early Childhood Education and Care settings. 2. Explain the meaning of a ‘child’s emerging interests’. 3. Design, implement and evaluate appropriate early childhood education experiences. 4. Describe the practitioners pedagogical foundation which supports the spirit of enquiry recognising the co-constructive nature of children’s learning.	05	Mandatory
2	Diversity and Equality This module is underpinned by the Rights of the Child. Acknowledging and respecting the equality issues and diversity in babies and young children is crucial in order to provide a holistic approach to children's development and care in the early years. This module considers the historical perspective and legislative framework that informs contemporary practice. The module will promote self-reflection as a key to providing inclusive Early Childhood Education and Care. Guidelines of good practice from national and international perspectives will be explored and the role of the Early Years Educator will be analysed to support the positive development of a diverse and welcoming society for all children and families. Sustainable Development Goals will underpin the module. The role of the Early Years Educator in actively working with children, parents and colleagues to promote respect and support for the right of every child and adult to participate as equal citizens in society is examined. Children's identity both individual and group is the starting point for working with children in relation to equality and diversity. Learning Outcomes 1. Demostrate knowledge and understanding of equality and diversity and the relevance of inclusion practices in the ECEC sector. 2. Explore how attitudes, beliefs, assumptions and values may impact on babies and young children and families that access ECEC services. 3. Develop the ability to recognise and the strength to challenge discriminatory policies, procedures and incidents, both within the ECEC sector and the broader community. 4. Audit existing ECEC services with a regard to including all children and families accessing the setting, including programme plans, resources and the environment indoors and outdoors.	05	Mandatory
2	Learning Environments This module focuses upon the quality of the physical and environmental contexts where children engage in physical activity and play. An analysis of the pedagogical framing of the indoor and outdoor spaces considers how the environment, the relationship between different spaces, the availability of learning materials interact with child emergent interests to promote, agency, mastery and the promotion of well-being from birth to six years of age. Learning Outcomes 1. Identify physical sites (indoor and outdoor) for inclusion in a child-led learning environment which will nurture interpersonal-relationships. 2. Understand the child and adult perspectives in planning and using space. 3. Explain how to organise, equip and manage inclusive environments with young children and adults based upon an affordance approach to create open interactive spaces. 4. Define the concept of the environment as the 3rd teacher (Reggio Emilia) 5. Discuss international models of design of space and building for/with young children, with particular reference to Scandinavian/European, US and British models. 6. Demonstrate the value of listening to children when planning and designing indoor and outdoor spaces.	05	Mandatory
Year	Research with Children This module will provide the learner with a broad introduction to research terminology, research approaches, research methods and design. The module will accord priority to research with children and/or about children aged 0-6 years. It will consider research as promoting the rights of all children, ensuring child protection and the generation of collaborative adult and child knowledge. The learner will be guided to describe evidence based research. Through the analysis of existing research, the learner will consider the study methods, the conclusions, and recommendations and what they mean for children, their families, communities and the Early Childhood Education and Care sector. Learning Outcomes 1. Define the process of research. 2. Explore a diverse range of research methods. 3. Discuss child rights, child protection and ethics when applied to primary and secondary research. 4. Describe the role of the adult in the research process, when conducting research with/for or about children aged 0-6 years. 5. Assess and review academic articles relevant to the field of Early Childhood Education and Care, children rights and researching with children in order to conduct an annotated bibliography.	10	Mandatory
Year	Early Childhood Law This module is designed to introduce students to the legal framework that governs early childhood. Students will be familiarised with Irish legislation pertaining to the rights of the child. The module will track the historical development of legislation that impacts upon the welfare of children and families. It will also consider international human rights instruments which must frame the Irish approach. Students will consider how the legislative requirements are enacted in practice and the necessary policies and procedures which are a regulatory requirement to support quality early years provision for children aged 0-6 years. The legal and organisational requirements which are required to support the health, safety and wellbeing of children and educators will be explored, discussed and reflected on in this module. How regulation and legislation supports high quality provision to support high levels of wellbeing (Sustainable Development Goal 3) and quality inclusive education (Sustainable Development Goal 4) will underpin the links between theory in relation to the law and legislative requirements and supporting implementation of the law in practice. Learning Outcomes 1. Discussthe sources of law and the impact that each of these sources of law have on the area of early childhood; 2. Demonstrate a knowledge of the national legal framework in relation to children; 3. Demonstrate a nascent understanding of international Human Rights instruments which inform and frame the Irish Legal Framework; 4. AssessIreland’s response to our obligations under the UN Convention on the Rights of the Child; 5. Articulate current challenges, and possible future directions, for the legal framework which governs early childhood.	10	Mandatory
Year	Practice Development 2 – Quality and Practice This module is designed to enhance the development of critical refection, self-awareness and the process of integrating theory and practice. The module and associated practice placement aim to develop learners' competence in recognising and being able to articulate the elements of a quality early childhood education and care practice with children aged 0-6 years. Starting with the educator's image of the child as a learner. The learner will be able to identify and apply their learning in practice in relation to structure, process, and outcome quality which included wellbeing and involvement. Learners will be prepared to use their knowledge to support their practice as professional employees in the early childhood education and care sector with children aged 0–6 years. This module is designed to enhance the development of critical refection, self-awareness and the process of integrating theory and practice. Learners will be prepared to use their knowledge to support their practice as professional employees in the early childhood education and care sector. Full attendance 100% is required in class to ensure students have the theoretical underpinnings to practice safely and competently when undertaking practice placement in an early years setting with children aged 0-6 years. Learning Outcomes 1. Prepare a pre practice placement folder with the appropriate regulatory and employment documentation to support professional practice placement. 2. Critically reflect on pedagogical practice, linking the refection totheory and knowledge to improve quality outcomes for children aged 0-6 years 3. Demonstrate quality relationships and interactions in practice in an early years setting. 4. Demonstrate an understanding of quality early childhood education and care from a rights based perspective which values children voice and participation for children aged 0-6 years.	10	Mandatory

Progression

Following successful completion of Year 2 in the Higher Certificate in Early Childhood Education and Care Level 6, students can apply internally for Year 3 of the Level 7 programme. Upon successfully completing Year 3, Level 7 students can then apply internally for Year 4 Level 8.

ATU Level 8 qualifications are recognised worldwide for postgraduate entry. Opportunities also exist for further education at master’s level to pursue careers in research, psychology, speech and language therapy, and primary teaching among others.

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Undergraduate Prospectus

Entry Requirements

Leaving Certificate Entry Requirement	5 subjects at O6/H7 English or Irish at O6/H7 Maths at O6/H7 or Foundation Maths at F2
QQI/FET Major Award Required	Any
Additional QQI/FET Requirements	None
Garda Vetting	Entrants to this programme will be required to undergo vetting by An Garda Síochána.

Fees

Total Fees EU: €3000

This annual student contribution charge is subject to change by Government. Additional tuition fees may apply. Click on the link below for more information on fees, grants and scholarships.

Total Fees Non-EU: €12000

Subject to approval by ATU Governing Body (February 2025)

Further information on fees

Careers

There is growing recognition that Early Childhood Education and Care is a distinctive specialty with its own career pathways.

This Higher Certificate (Level 6) is designed to provide learners with a specialised education in early childhood education and care as a basis for a professional career in the field and as a basis for further academic and professional education.

It will offer enhanced employability within the rapidly professionalising sector; furthermore, the Higher Certificate will provide graduates with a career in the Early Childcare sector and opportunities to progress to BA in Arts in Early Childhood Education and Care Level 7 and BA in Arts (Hons) in Early Childhood Education and Care Level 8.