Courses / Module

• Identify the role of, and theoretical basis for, working with families and community in supporting children’s holistic development
• Describe the social, economic and cultural contexts of families and the impact of these on children’s lives
• Examine policies and practices of the ECCE service to explore the relationship between family and preschool
• Evaluate the role of ECCE services and related professionals in supporting children and parents
• Identify strategies to integrate community and preschool and to strengthen links with local agencies/bodies
• Compare and contrast concepts and models of integrated services that support effective partnerships and outcomes for children and families

• Lectures, seminars, case-study scenarios, experiential exercises, group discussions and independent learning

• Module Graded (numeric value) or Ungraded (Pass/Not Passed): Graded
• Continuous Assessment detail(s): This module will be assessed through a range of work which can include: Reflective journal, Student portfolio, Observation tasks, Resource file, Policy audit, Presentation, Research paper, Curriculum development, Children’s work portfolio, etc.

• Pass standard: 40%
• Could the result of this module be capped? No
• Satisfactory attendance is a requirement of this module

• Are supplemental/resit registrations permitted? Yes
• As above
• Is Supplemental Continuous Assessment registration permitted? No
• Is Supplemental Continuous Assessment capped? No

Required Readings

Aistear

Athey, C. (1990) Extending Thought in Young Children. A Parent-Teacher Partnership. London: Sage.

Barnardos (2012) Can we Help?  A Guide to Supporting Children and Families in Early Years Services. Dublin :Barnardos Training and Resource Service:

MacNaughton, Glenda and  Hughes, Patrick . (2011) Parents and Professionals in Early Childhood Settings. Berkshire: Open University Press.

Pengreen working with parents

Siraj-Blatchford, I. edt. Clarke K. and Needham, M. ( 2007) The Team around the child, Multi-agency working in the early years. London :Trenham Books.

Ward, U.  (2009) Working with Parents in Early Years Settings. London: Sage

Whalley, M. and the Pen Gren Centre Team ( 1997) Working with Parents. London: Hodder and Stoughton

Whalley, M. and the Pen Green Tam (2007) Involving Parents  in their Children’s  Learning.  2^nd. Edt. London: Sage.

Recommended Readings

Bandura, Albert. (1977).  Social Learning Theory. Englewood Cliffs, NJ: Prentice Hall

Bowlby, John( 1953) Childcare and the Growth of Love. Middlesex: Penguin.

Brennan, Carmel. (2004) (ed) Power of Play: a play curriculum in action. Dublin: IPPA

Bronfenbrenner, Urie (1979) The Ecology of Human Development: Experiments by Nature and Design. Cambridge, MA: Harvard University Press

Carr, Margaret. (2001) Assessment in Early Childhood Settings. London. Chapman

Dahlberg and Moss (2005) Ethics and Politics in Early Childhood Education. London. Routledge

DCYA (2012) Guidance for developing ethical research projects involving children. Dublin: DCYA

Gerhardt, Sue. (2004) Why Love Matters: How Affection Shapes a Baby's Brain. Hove: Routledge

Giroux,Henri (1983) Theory and Resistance in Education.  A Pedagogy for the Opposition. London: Heinemann.

Giroux, Henri. (200). Public Spaces, Private Lives. Beyond the Culture of Cynicism. Boston: Rowoon and Littlefield Publishers.

Goldberg, Susan. (2003) Attachment and Development. London: Arnold Publishers.

Holmes, Jeremy (1993) John Bowlby and Attachment Theory. Routledge: London

Siraj-Blatchford I. and Clarke P.(2000) Supporting Identity, Diversity and Language in the Early Years (supporting Early Learning)  Oxford : Open University Press

Vygotsky, Lev (1978) Mind in Society. The Development of Higher Psychological Processes. Edt. Cole, M. John-Steiner, Scribner, S. and Souberman, E. Cambridge MA.  Harvard.

Parental Involvement  in Multi-cultural pre-school settings : 

This timetable is not currently available, please contact the Froebel Education Department.