Courses :: Module, SUPPORTING ENQUIRY/ENACTING THE CURRICULUM

	Overview
	This module considers the content of the curriculum under the headings of: Knowledge � The essential concepts, inquiry tools and structure of content areas that the practitioner needs to know to positively influence children�s learning and development Practices � The wide array of effective approaches, strategies and tools that the practitioner uses to engage children in learning within the curriculum Resources � The materials and other resources within the setting and the broader community that positively support children�s learning and development. This module aims to positively promote children�s dispositions and capabilities in the areas of science, philosophy, maths, literacy and numeracy, ecology and anthropology.

Overview

This module considers the content of the curriculum under the headings of:
Knowledge � The essential concepts, inquiry tools and structure of content areas that the practitioner needs to know to positively influence children�s learning and development
Practices � The wide array of effective approaches, strategies and tools that the practitioner uses to engage children in learning within the curriculum
Resources � The materials and other resources within the setting and the broader community that positively support children�s learning and development.
This module aims to positively promote children�s dispositions and capabilities in the areas of science, philosophy, maths, literacy and numeracy, ecology and anthropology.

	Learning Outcomes
	On successful completion of the module, students should be able to: Discuss curriculum as enquiry led and emergent. Describe the image of the child underpinning your curriculum. Develop an enquiry led curriculum for children (birth to six). Demonstrate the skills of observation, documentation and assessment. Design ways of sharing children�s learning.

Learning Outcomes

	Autumn Supplementals/Resits
	As above

Autumn Supplementals/Resits

	Additional Reading
	Required Reading Bruce, T. (2004) Developing learning in early childhood. London: Paul Chapman Publishing. Carr, M. (2001) Assessment in early childhood settings: learning stories. London: Paul Chapman Publishing. Chard, S. & Katz, L. (2000) Engaging children's minds: the project approach. Connecticut, USA: Ablex Publishing Corporation. Copley, J.V. (ed.) (2000) The Young Child and Mathematics. Washington, DC: NAEYC. Department of Education and Skills (D.E.S.). (2011) Literacy and Numeracy for Learning and Life - The National Strategy to Improve Literacy and Numeracy among Children and Young People 2011-2020. Dublin: DES. Fleer, M. and Raban, B. (2007) Early childhood literacy and numeracy: building good practice. Australia: Department of Education, Employment and workplace relations. http://www.dest.gov.au/NR/rdonlyres/072400D9-3172-460A-910B-C190C3C21FDA/18862/ecl_buildinggoodpractice.pdf French, G. (2012) Early literacy and numeracy matters: enriching literacy and numeracy experiences in early childhood. Dublin: Barnardos Wood, E. & Atfield, J. (2005) Play, learning and the early childhood curriculum. London: Paul Chapman Publishing. Worth, K. & Chalufour, I. (2004) Building structures with young children. St. Paul’s: Readleaf Press. Recommended Reading Bilton, H. (2002) Outdoor play in the early years: management and innovation. London: David Fulton. Hynes-Berry, M. (2012) Don't leave the story in the book: using literature to guide inquiry in early childhood classrooms. New York: Teachers College Press. Hyson, M. (2006) Enthusiastic and engaged learners: approaches to learning in the early childhood classroom. New York: Teachers College Press. Mhic Mhathúna, M. & Taylor, M. (Ed.) (2012) Early Childhood Education & Care. Dublin: Gill & Macmillan. Mitchell, A. & David, J. (1992) Explorations with Young Children. Maryland, USA: Gryphon House. National Association for the Education of Young Children (NAEYC) and the National Council of Teachers of Mathematics. (2002). Early Childhood Mathematics: Promoting Good Beginnings. A joint position statement of NAEYC and NCTM. Nager, N. & Shapiro, E. (2000) Revisiting a progressive pedagogy: the developmental-interaction approach. Albany, NY: SUNY Press Nash, M. & Lowe, J. (2005) Language development for science: circle time sessions to improve language skills in science. London: David Fulton. N.C.C.A. (2009) Aistear: the Early Childhood Curriculum Framework. Dublin: NCCA. Schickedanz, J.A. (2009) Increasing the power of instruction: integration of language, literacy, and math across the preschool day. Washington D.C.: NAEYC. Sturloni, S. and Vecchi, V. (Ed.) (1999) Everything has a shadow except ants. Reggio Emilia: Reggio Children. Tucker, K. (2005) Mathematics through play in the early years : activities and ideas London: Paul Chapman Publishing. Whitehead, M. (2002) Developing language and literacy with young children. London: Paul Chapman Publishing. Wood, E., Broadhead, P. & Howard, J. Play and learning in the early years : from research to practice. London: Sage Publications. Worthington, M. & Carruthers, E. (2003) Children’s Mathematics: Making Marks, Making Meaning. London: Paul Chapman Publishing.

Additional Reading

Required Reading

Bruce, T. (2004) Developing learning in early childhood. London: Paul Chapman Publishing.

Carr, M. (2001) Assessment in early childhood settings: learning stories. London: Paul Chapman Publishing.

Chard, S. & Katz, L. (2000) Engaging children's minds: the project approach. Connecticut, USA: Ablex Publishing Corporation.

Copley, J.V. (ed.) (2000) The Young Child and Mathematics. Washington, DC: NAEYC.

Department of Education and Skills (D.E.S.). (2011) Literacy and Numeracy for Learning and Life - The National Strategy to Improve Literacy and Numeracy among Children and Young People 2011-2020. Dublin: DES.

Fleer, M. and Raban, B. (2007) Early childhood literacy and numeracy: building good practice. Australia: Department of Education, Employment and workplace relations. http://www.dest.gov.au/NR/rdonlyres/072400D9-3172-460A-910B-C190C3C21FDA/18862/ecl_buildinggoodpractice.pdf

French, G. (2012) Early literacy and numeracy matters: enriching literacy and numeracy experiences in early childhood. Dublin: Barnardos

Wood, E. & Atfield, J. (2005) Play, learning and the early childhood curriculum. London: Paul Chapman Publishing.

Worth, K. & Chalufour, I. (2004) Building structures with young children. St. Paul’s: Readleaf Press.

Recommended Reading

Bilton, H. (2002) Outdoor play in the early years: management and innovation. London: David Fulton.

Hynes-Berry, M. (2012) Don't leave the story in the book: using literature to guide inquiry in early childhood classrooms. New York: Teachers College Press.

Hyson, M. (2006) Enthusiastic and engaged learners: approaches to learning in the early childhood classroom. New York: Teachers College Press.

Mhic Mhathúna, M. & Taylor, M. (Ed.) (2012) Early Childhood Education & Care. Dublin: Gill & Macmillan.

Mitchell, A. & David, J. (1992) Explorations with Young Children. Maryland, USA: Gryphon House.

National Association for the Education of Young Children (NAEYC) and the National Council of Teachers of Mathematics. (2002). Early Childhood Mathematics: Promoting Good Beginnings. A joint position statement of NAEYC and NCTM.

Nager, N. & Shapiro, E. (2000) Revisiting a progressive pedagogy: the developmental-interaction approach. Albany, NY: SUNY Press

Nash, M. & Lowe, J. (2005) Language development for science: circle time sessions to improve language skills in science. London: David Fulton.

N.C.C.A. (2009) Aistear: the Early Childhood Curriculum Framework. Dublin: NCCA.

Schickedanz, J.A. (2009) Increasing the power of instruction: integration of language, literacy, and math across the preschool day. Washington D.C.: NAEYC.

Sturloni, S. and Vecchi, V. (Ed.) (1999) Everything has a shadow except ants. Reggio Emilia: Reggio Children.

Tucker, K. (2005) Mathematics through play in the early years : activities and ideas London: Paul Chapman Publishing.

Whitehead, M. (2002) Developing language and literacy with young children. London: Paul Chapman Publishing.

Wood, E., Broadhead, P. & Howard, J. Play and learning in the early years : from research to practice. London: Sage Publications.

Worthington, M. & Carruthers, E. (2003) Children’s Mathematics: Making Marks, Making Meaning. London: Paul Chapman Publishing.

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

Timetable

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SUPPORTING ENQUIRY/ENACTING THE CURRICULUM