from monitoring to modelling dr geraldine french
Post on 09-Jan-2022
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Overview
• Reasons to be cheerful (an Irish perspective)
• CoRe competence; requirements to responsibilities …
• Monitoring to modelling
• Attentive belonging
• The Bachelor of Early Childhood Education, DCU, St Patrick’s Campus
• Values and beliefs
• Our one goal - children as active agents
Dr Geraldine French
Reasons to be cheerful (in Ireland)
• ECEC firmly on the Policy Agenda
• Focus on educational content & pedagogy
• Graduate numbers growing
• Increasing job opportunities
• National frameworks for quality (Síolta) and curriculum (Aistear) are aligning and being shared
• Children’s experiences enhanced
Dr Geraldine French
CoRe Competence Requirements
Knowledge Practices Values
Individual
ECEC
Institutions
(Settings)
Educational
institutions
Bachelor of Early
Childhood Education
- Layers of
responsibility
Bachelor of Early
Childhood Education
- Layers of
responsibility
Bachelor of Early
Childhood Education
- Layers of
responsibility
Inter-
institutional &
inter-agency
Governance
Dr Geraldine French
Monitoring to modelling
Requirements to our responsibilities
Every player within this process must support each
other in order for the system to deliver its full
potential for children.
Monitoring happens – we also need to model
professional practice
Through attentive belonging
If one is part of a
community with a
common purpose
Attentive belonging to that
community requires us to
seek to exploit
opportunities to deliver on
the objectives of that
community
To attentively belong…
Bachelor of Early
Childhood Education
(BECE),
DCU, St Patrick’s Campus
Here’s what our students say….
Learn and develop in context
An intelligent competent beings
Active agents in their lives
Co-constructors of knowledge
Communicators, readers, scientists, artists, musicians, architects & mathematicians from birth
Inquisitive learners, researchers, and experimenters actively seeking to make meaning of the world through relationships with others, as well as direct hands-on experiences
Require space and time to initiate their own creative, imaginative, symbolic worlds
Oriented towards children’s present (their ‘being’) rather than their future (their ‘becoming’)
Our image of participating children
Dr Geraldine French
To love and be loved
To think for themselves
To have imagination and creativity
To have positive dispositions for learning (wonderment, excitement, curiosity, concentration, perseverance and full engagement)
To be flexible - desire to want to continue learning
To be independent and able to solve problems
To make the right choices, take the initiative and lead
To be emotionally stable, socially skilled, literate, numerate
Children enabled to participate as full citizens in society
What do we want ALL children to achieve…..
Dr Geraldine French
Children need educators/significant people who:
– Are imbued with a sense of passion about all children
– Will enliven their innate dispositions for wonderment
– Have high expectations for their learning abilities
– Value play as a pathway to learning
– Will work hard to provide enriching environments and to
plan for fun-filled first-hand meaningful experiences,
building on children’s interests
– Engage in transformative listening to children
What kinds of educators will support ALL children’s learning and development
Dr Geraldine French
Children need educators/significant people who:
– Seize every opportunity indoors and outdoors to enhance
children’s learning and development
– Will give children space and time
– Aim to help parents delight in the educational value of their
child’s play
– Able to research, reflect on and articulate the serious
intellectual content of what children do as they engage with
their world through play
– Respect and value ALL children and their contributions
What kinds of educators will support ALL children’s learning and development
Dr Geraldine French
Bachelor of Early Childhood
Education
…involves knowledge and skills of how best
to care for children and to support
development and learning from birth
• Babies (birth to 18 months)
• Toddlers (1 to 3 years)
• Young children (2 ½ to 6 years
Dr Geraldine French
Four Year Programme
Year 1
Understanding Foundations in
Theory and Practice
Year 2
Exploring Environments for Early Learning
Year 3
Reflecting on Diversity, Equality
and Inclusion
Year 4
Developing Expertise and
Leadership
Dr Geraldine French
Conceptual Themes
Communicating & Collaborating
Understanding Diversity
Developing Professional Knowledge
Engaging in Professional
Practice
Practising Reflectively &
Ethically
Dr Geraldine French
Placement in Early Education Settings
Practice placement experience:
• In all four years,
• 1000 + hours, 25% of the programme
• Four block weeks and two days each week of term time (Semester 2)
• Full range of settings and age-ranges
• Erasmus facilitated and encouraged (in year 3 for our students)
Dr Geraldine French
Early Education Settings
Types of Provision – Private, Community, Public
• Full day care/Crèche
• Preschools
• Playgroups
• Montessori
• Naíonraí
• Early Start
• Prevention and early intervention settings (HSE/Tusla, Barnardos, Daughters of Charity, Family Support Centres)
• Other… (policy placements, special needs settings, hospitals)
Dr Geraldine French
Criteria Early Childhood Settings
Dr Geraldine French
Funded Projects
• Area Based Childhood Programme (ABC)
• National Early Years Access Initiative
(NEYAI)
Funded Settings
• Tusla
• DES
Collaboration with settings
• Partnership with settings
• Placement Advisory Group in place
• Cycle of learning for everyone involved (BECE teaching team, students, settings, tutors)
• Commitment to Continued Professional Development (CPD)
• Surveys conducted
Dr Geraldine French
CPD Wish list
Quality of relationships
• Interaction strategies to promote children’s learning
• Communication strategies/conflict resolution
• Consulting with children
Quality of planning, learning and development
• Aistear/curriculum planning,
• Supporting children’s creative thinking, problem-solving through open-ended materials, music, drama, art, play
• Outdoor play & communicating its importance/ICT
Quality of professional practice
• Professional practice/professional collaborations
• Leading, team building, effective communication
• Working with diversity of families
• Documentation, learning stories
Dr Geraldine French
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