This module aims to give the learner the opportunity to engage in depth with the concepts of curriculum development and design, and to consider some of the philosophical and theoretical issues underpinning curriculum as well as societal and political influences. It will prepare students to design and plan curriculum for babies, toddlers and young children. The module aims to equip the learner with generic as well as specialised skills in curriculum design which would allow them to create a small-scale curriculum for a particular learning situation in the early childhood care and education setting or participate in curriculum design in a collaborative setting. This module gives the learners the opportunity to consider previously studied curricula and to critically analyse them from the point of view of their conceptualisation, curricular position and implementation
Curriculum Development
The role of philosophy, theory and traditions in the development of curriculum. Curriculum positions theory, equity considerations and anti-bias curriculum. The role of the educator in emergent and developmental curriculum planning and designing a curriculum within one’s own area of interest. Síolta (2006) The National Quality Framework for Early Childhood Education, Aistear (2009) The Early Childhood Curriculum Framework, Aistear, Síolta Practice Guide, Diversity, Equality and Inclusion Charter and Guidelines for ECCE (2016), and the Primary School Curriculum
Curriculum Design
Cultural, social and political influences on curriculum design. The role and influence of pedagogy, construction of knowledge and practice on curriculum design for children from birth to 6 years old. The influence of stakeholders such as (parents, children, peers, government departments, childcare committees, early childhood organisations and representative bodies and so on) on curriculum development and design. Emergent and Developmental curriculum to include planning, content, schedule, relationships, environment, design, implementation and redesign. Planning for individual children and developing a differentiated curriculum.
Critical Reflection
Critical reflection on the role of values, assumptions and beliefs on curriculum development, design and implementation. Single and double loop reflection.
Children as active agents
Generating meaningful content with and for children. Children’s active engagement in constructing curriculum. Active listening with children and the documentation of early learning. National Strategy on Children and Young People’s Participation in Decision Making (2015)
The module equips the students with specific skills in curriculum design. It is delivered in face to face lectures, group and individual work with self-directed research all of which informs the development of a small-scale curriculum for a particular learning situation in the early childhood care and education setting.
| Module Content & Assessment | |
|---|---|
| Assessment Breakdown | % |
| Other Assessment(s) | 100 |