This module will support learners to critically reflect on their pedagogical practices and develop their capacity to support others in their reflections on the same. Pedagogical leadership is a vital aspect of leadership in Early Years Settings which involves developing the knowledge, skills and professionalism of others and requires the leader to be able to inspire, motivate, affirm and also challenge or extend the practice and pedagogy of educators. Leaders should develop cultures of reflection and inquiry and effect positive change within Early Years Settings. This module will support learners to critically engage with the structures and forces which influence pedagogy and pedagogical leadership within their own and others contexts.

The module will begin with an analysis of current practices within an EY setting and a project approach will be used whereby students will work with others to improve pedagogical practices throughout the module through the development of a plan, implementation of this plan and evaluation of this plan.

1. Critically explore the concepts of advocacy, pedagogy and pedagogical leadership

2. Critically analyse theoretical perspectives and structures in ECEC

3. Critically reflect on pedagogy and advocacy practices

4. Evaluate the role of research in developing, leading and reflecting on pedagogy and advocacy

Leading effectively within the Early Learning and Care sector requires both an understanding of leadership theory and the practical competencies to lead organisations, manage change and govern responsibly within complex and evolving contexts. This module integrates leadership theory and practice with organisational analysis, change management and practitioner-based inquiry, applied specifically to the Irish ELC sector. The module equips learners to reflect critically on their own leadership values and practice, engage with emerging research and policy, and lead strategic change in partnership with families, communities and the wider sector. A practitioner inquiry strand runs through the module, enabling learners to ground their theoretical learning in the realities of their own professional context and to develop evidence-based responses to the leadership challenges they encounter.

1. Critically appraise key developments in Irish early years policy and evaluate their implications for leadership and organisational practice in ELC settings.
2. Critique the conceptualisation of professional leadership in the ELC sector and evaluate their application to the learner’s own organisational context and professional practice.
3. Critically examine how professional leaders in ELC settings build and sustain strong organisational cultures, effective teams and communities of practice, within the governance frameworks that shape the sector.
4. Critically synthesise and apply change management theories and concepts to the challenge of leading strategic and sustainable change within an ELC organisation.
5. Design and conduct a practitioner-based inquiry within the ELC sector that identifies a significant organisational/leadership challenge and develops a critically informed, evidence-based response.

This module focuses on the socio-cultural contexts of children's everyday lives, and invites students to take a step back from their practice to look at the 'bigger picture' of contemporary childhood. It requires critical thinking around commonsense ideas, and questioning assumptions about childhood and children's culture. It also explores a range of perspectives on issues such as diversity, equality and education itself, which are central to children's experiences.The module examines children's lives from a range of contemporary and historical perspectives, drawing on Sociology of Childhood and on empirical policy-based work. It provides ECCE leaders with a contextual lens on current issues in children's lives, informing linkages between theory and practice.

1. Evaluate key historical and contemporary trends and changes in relation to the ‘Irish family’, or the concept of family, in today’s society.

2. Comprehensively assess a range of current debates surrounding children’s cultural worlds, with a focus on issues such as consumption, toys and games, food, communication and media

3. Apply a multidisciplinary perspective to children’s play and its relevance for the early years sector

4. Demonstrate a critical understanding of the meaning of concepts such as assimilation, multi-cultural and intercultural approaches to working with children from minority groups in early years settings

5. Critically analyse current initiatives in policy and practice within the voluntary and statutory sectors as they relate to children and families (e.g TUSLA, Meitheal, Better Outcomes, Brighter Futures, Children’s and Young Peoples Services Committee [CYPSC]).

This module introduces students to concepts from Contemporary Psychology. Students on the MA in Leadership and Advocacy programme examine the science of wellbeing, resilience, flourishing, and emotional intelligence under the umbrella of the Positive Psychology movement. Students explore how this knowledge can be utilised to enhance their effectiveness as leaders & advocates in ECEC, support their team and optimise resilience of children in their services. The module focuses on both developing students understanding of theoretical principles and application to augment their skills and competencies in their leadership roles.

1. Identify how the Positive Psychology movement compliments traditional perspectives in Psychology.

2. Assess the significance of the Neuropsychology of the stress response system and its impact on human functioning.

3. Analyse the importance of emotional recognition and regulation in children and adults for Early Year’s Educators.

4. Examine the contribution of current Psychological research to our understanding of children’s mental health and their capacity to cope and thrive.

5. Investigate the importance of successful emotional functioning for the ECEC leader and appraise a number of techniques to prevent exhaustion, burnout and promote well being