GRUP08001 2022 Working in Partnership in the Early Learning and Care Sector
Full Title
Working in Partnership in the Early Learning and Care Sector
Transcript Title
Working in Partnership
Code
GRUP08001
Attendance
80 %
Subject Area
GRUP - Group Studies
Department
SOCS - Social Sciences
Level
08 - NFQ Level 8
Credit
05 - 05 Credits
Duration
Semester
Fee
€
Start Term
2022 - Full Academic Year 2022-23
End Term
9999 - The End of Time
Author(s)
Karin White, Kate Brown, Breda McTaggart
Programme Membership
SG_EEARL_H08 202200 Bachelor of Education (Honours) in Early Education and Care
SG_EEARL_H07 202100 Level 7 Professional Qualification in Education in Early Education and Care
Description
This module aims to equip students with the necessary knowledge, practices and values to work as a collaborating professional in the Early Learning & Care (ELC) sector. It requires the student to explore, through a contemporary and interdisciplinary lens, partnership relationships that might support the child. The module focuses on the role of the Early Years Educator in building collaborative professional relationships with children, families, organisations and community. Students will explore changes and diversity in family structures and how to reflect these in an early years setting, making use of parents' and communities' cultural capital. Students will foster an understanding of the role agencies such as Create, the National Development Agency for Collaborative Arts, Children's and Young People's Services Committees (CYPSC), Donegal Travellers Project (DTP) and other family support services in the statutory and voluntary sectors and the role they play in the lives of children. A particular focus is placed on understandings of diverse contexts, for example, the impact of poverty, educational disadvantage and cultural diversity and the uniqueness of families and how to apply these understandings to best practice, in order to create the respectful, participatory relationships needed to ensure the best outcomes for the child. In addition, students will consider the ethics of relationship building when working with communities, children and their families/carers in the context of individual and collective work placed relations.
Learning Outcomes
On completion of this module the learner will/should be able to;
1.
Critique their understanding of working in professional partnerships.
2.
Critically engage with meaningful, participatory and proactive relationships, applying purposeful partnership strategies and linking theory with practice.
3.
Analyse the various roles played by Family Support Agencies, arts and culture organisations, artists, voluntary community organisations, and acquire the skills of working in collaboration to promote positive outcomes for children.
4.
Critically interrogate models, ie projects and programmes, of cross-sector collaborations between emerging leaders in creative and cultural organisations, and/or family support agencies and early years settings.
5.
Develop reflexive strategies for instigating, managing and maintaining partnerships in practice.
6.
Analyse how the diversity of families and communities can be reflected in the ECEC setting.
Teaching and Learning Strategies
Teaching and learning strategies will support active engagement and include group discussion, guest lecturers, visits, lectures, student lead seminars. Strategies will be reviewed annually and will adapt based on the needs of learning and students.
Module Assessment Strategies
Students will complete three pieces of work for assessment. Each is different in style and intention and is designed to reflect the diversity of learners. Assessment 1 is a desk-based research activity and writing of a project proposal. Assessment 2 is about connecting out with professionals in other fields, to assess the viability of the project and taking steps towards implementation. Assessment 3 is ongoing, each week a group of students will lead out on a seminar class.
Repeat Assessments
Repeat assessments will be based on failed components and will be recorded at the Progression and Award Boards.
Indicative Syllabus
LO1) Critique their understanding of working in professional partnerships.
Students will examine their understanding of effective collaborative relationships, what this means and how to develop and maintain this within professional work. They will explore ideas of multidisciplinary, transdisciplinary, and interdisciplinary professional practice in support of better outcomes for every child. Students will explore the potential of working within and across disciplines in support of better outcomes. Students will consider the challenges of such work and their professional position within this environment. They will explore ideas of groupthink and homogeneity within the early year's education and care profession. Students will consider the child's voice in these professional relationships and how to ensure their participation.
LO2) Critically engage with meaningful, participatory and proactive relationships, applying purposeful partnership strategies and linking theory with practice.
Students will examine how to support the contribution of all, in participatory and proactive relationships to promote and advocate for a fully holistic, child-centred approach to early learning and care. They will explore strategies and models for collaborative working and their role requirements within this partnership.
LO3) Analyse the various roles played by Family Support Agencies, culture organisations, artists, voluntary community organisations, and acquire the skills of working in collaboration to promote positive outcomes for children.
Students will develop an awareness of other disciplines and professions likely to be encountered as an Early Years Educator and key members of the professional ELC sector. The student will analyse the roles of significant professionals and agencies in the lives of children and the significant issues at the interfaces with related disciplines and professionals.
LO4) Critically interrogate models, ie projects and programmes, of cross-sector collaborations between emerging leaders in creative and cultural organisations, and/or family support agencies and early years settings.
The engagement between early years educators, artists and families could be regarded as an encounter between different kinds of cultural practices, each with its own conventions, codes, guidelines and practices. The student will interrogate models of best practice in an Irish and international context to investigate how these encounters work to support the child, the family, the professional and the sector. The aim is to encourage the students to see themselves as emerging leaders, enablers, connectors and collaborators rather than individualist autonomous practitioners.
LO5) Develop reflexive strategies for instigating, managing and maintaining partnerships in practice.
The student will develop an appreciation of the role of the early years educator in encouraging children and families to engage in cultural production, advocate for arts and culture to be accessible to children and empower children in community-based and professional arts projects. In the longer term, the key issue is to strengthen the interest, capacity and expertise for creative and cross-sector partnerships as a whole, modelling leadership in innovative practice. Therefore, developing strategies for long-term, shared professional development is critical. For example, modelling high level interpersonal, intrapersonal and self-awareness skills in all interactions with a variety of stakeholders.
LO6) Analyse how the diversity of families and communities can be reflected in the ECEC setting.
The student will develop the skills to make use of families' diverse make-ups and their cultural capital and how to reflect these in the setting, while gaining an appreciation of parents as experts on their own children. They will critically discuss models of engagement with a particular emphasis on disadvantaged families and communities and learn how to engage families and communities in all aspects in the life of the setting. Students will be supported, to integrate and deepen their learning from earlier modules, such as Inclusive Practice 1: Intercultural Learning.
Coursework & Assessment Breakdown
Coursework & Continuous Assessment
100 %
Coursework Assessment
| Title | Type | Form | Percent | Week | Learning Outcomes Assessed | |
|---|---|---|---|---|---|---|
| 1 | Project Proposal | Coursework Assessment | Assignment | 40 % | Week 6 | 4 |
| 2 | Partnership Project | Project | Assignment | 50 % | Week 13 | 1,2,3,5 |
| 3 | Student Led Seminar | Coursework Assessment | Assessment | 10 % | OnGoing | 6 |
Full Time Mode Workload
| Type | Location | Description | Hours | Frequency | Avg Workload |
|---|---|---|---|---|---|
| Lecture | Lecture Theatre | Lecture | 2 | Weekly | 2.00 |
| Tutorial | Flat Classroom | Tutorial | 1 | Weekly | 1.00 |
| Independent Learning | Not Specified | IL | 3 | Weekly | 3.00 |
Total Full Time Average Weekly Learner Contact Time 3.00 Hours
Required & Recommended Book List
Required Reading
2015-07-27 Working with Parents, Carers and Families in the Early Years Routledge
ISBN 0415728746 ISBN-13 9780415728744
2015-07-27 Working with Parents, Carers and Families in the Early Years Routledge
ISBN 0415728746 ISBN-13 9780415728744
Parents have a crucial role in supporting children's learning, development and well-being. The act of forming effective partnerships with families and carers is a key feature of the Early Years Foundation Stage. Achieving this takes time, reflective practice, skill and a solid understanding of the barriers that can impede forming effective working relationships with parents. This guide offers an informed and comprehensive framework for working with parents, drawing on the latest evidence and containing practical advice from practitioners and parents, to support sound partnership practice. Full of examples and activities for training and resources to support practice across a wide range of settings, it focuses on key areas such as: Working with parents of different aged children The development of strategies to support the relationship The barriers to partnership working, including cultural differences and working with hard to reach families Setting up home and setting visits Creating parent-friendly environments Including case studies and questions for reflective practice, this book will be ideal for Early Years students on Foundation Degrees, Childhood Studies Courses and those training to become Early Years teachers as well as Early Years practitioners and managers responsible for staff training.
Required Reading
2015-01-06 Transdisciplinary Professional Learning and Practice Springer
ISBN 9783319115900 ISBN-13 3319115901
2015-01-06 Transdisciplinary Professional Learning and Practice Springer
ISBN 9783319115900 ISBN-13 3319115901
This book presents thinking about and through transdisciplinary and professional development as an educative process. Rather than focusing on the delineation of the approaches offered, an analysis of these contributions points to commonality in those problems that benefit from a transdisciplinary perspective. The core elements of transdisciplinarity can lead to what might be called metanoia - another way of knowing; a knowing which is beyond that which is creative and transformative. This poses challenges for the practice of all professionals and is the core issue that this book addresses. The book brings together the constituting views of transdisciplinarity, or metanoia, and focus them on current professional practice. The book is structured in two parts and five sections. The first part deals with key issues in Transdisciplinarity; its actuality and how it creates knowledge. Section 1 has three original papers which look at Transdisciplinarity from a different lens. Especially, the Islamic voice has not been heard in this context before. Section 2 considers the knowledge aspect of Transdisciplinarity and how this might be confronted with existing disciplinary knowledge. Part 2 of the book is directly focused on professionals and their education. The third section considers research pedagogy and graduate education for the professional. This is followed in section 4 which offers a discussion on team work. In the final section six chapters present the transdisciplinary practitioner in different contexts.
Required Reading
2017 Sites of Resistance Trentham Books, is
ISBN 1858566975 ISBN-13 9781858566979
2017 Sites of Resistance Trentham Books, is
ISBN 1858566975 ISBN-13 9781858566979
This account of Gypsy, Roma and Traveller policy and practice in education, social policy and politics is enriched by biographical narratives, theoretical analysis and the author's quest for agency for these marginalized groups. It draws on his 25 years' working as an activist, educationalist and researcher for Gypsy, Roma and Traveller rights
Required Reading
2010-03-31 Understanding Cultural Diversity in the Early Years SAGE Publications Limited
ISBN 1848609868 ISBN-13 9781848609860
2010-03-31 Understanding Cultural Diversity in the Early Years SAGE Publications Limited
ISBN 1848609868 ISBN-13 9781848609860
Taking the discussion about cultural diversity beyond the usual topics of anti-racism and inclusion but without overlooking these issues, Understanding Cultural Diversity in the Early Years considers current debates around the alleged failure of multiculturalism, and encourages practitioners to utilize their own cultural backgrounds and experiences as a way of developing their teaching. With an optimistic outlook, and focusing on the advantages for learning that cultural diversity can offer, the book discusses the concepts of culture, multi-culturalism and inter-cultural competence, and describes the principles that underpin good practice. It is packed full of case studies from a variety of early years settings, with ideas to try out and interactive exercises to aid reflection.
Required Reading
2017-05-24 Involving Parents in Their Children's Learning Sage Publications Limited
ISBN 1473946212 ISBN-13 9781473946217
2017-05-24 Involving Parents in Their Children's Learning Sage Publications Limited
ISBN 1473946212 ISBN-13 9781473946217
The new edition of a unique guide for students, practitioners, parents, and administrators of young children who want to understand specific strategies to maximise parent involvement and collaboration.
Required Reading
2011 What's for Dinner?
ISBN 0956825702 ISBN-13 9780956825704
2011 What's for Dinner?
ISBN 0956825702 ISBN-13 9780956825704
Required Reading
2012 All Different, All Equal, All Welcome
ISBN 0950840785 ISBN-13 9780950840789
2012 All Different, All Equal, All Welcome
ISBN 0950840785 ISBN-13 9780950840789
Module Resources
Non ISBN Literary Resources
Updated Literary Resources
Journal Resources
Child Care in Practice
URL Resources
Launch of New Arts, Health, and Early Years Research Partnership | Arts & Health (artsandhealth.ie)
REFLECT Lab | Arts & Health (artsandhealth.ie)
www.pobal.ie
International Journal of Early Childhood | Home (springer.com)
Denmark’s Arts, Culture and Education strategy: www.boernekultur.dk/fileadmin/user_upload/billeder_og_pdf/Publikationer/BKN_strategi_2010-2012_UK.pdf
Arts Council Sweden’s Creative Schools Programme: www.kulturradet.se/sv/nyheter/2012/Skapande-skola-starker-elevers-sjalvkansla/ www.nationalmuseum.se/sv/english-startpage/Schools/Creative-Schools-at-Nationalmuseum/
Arts Council England’s Reflect and review: www.artscouncil.org.uk/media/uploads/documents/publications/reflectandreview_ php688OSj.pdf
Arts Council Ireland’s Points of Alignment: www.artscouncil.ie/Publications/Arts_education_en_08.pdf
Arts Council Ireland’s Artists and Schools guidelines: www.artscouncil.ie/Publications/ArtistsSchools06_English.pdf
Arts Council Ireland’s Arts in Education Charter: www.education.ie/en/Publications/Policy-Reports/Arts-In-Education-Charter.pdf
Cultural Learning Alliance’s ImagiNation: www.culturallearningalliance.org.uk/userfiles/ files/FINAL_ImagineNation_The_Case_for_Cultural_Learning.pdf
Children and The Arts Manifesto: www.childrensarts.org.uk/what-we-do/manifesto A Manifesto for Children and the Arts in Northern Ireland: www.stickyfingersarts.co.uk/USERIMAGES/Sticky_Fingers_Manifesto.pdf
Charter of Children’s Rights to Arts and Culture http://cartadeidiritti.testoniragazzi.it/
National Campaign for the Arts Manifesto: www.artscampaign.org.uk/index.php?option=com_content&view=article&id=61&Itemid=73
Manifestation for Participation in the Arts and Crafts: www.vaga.co.uk/index.php?option=com_content&view=article&id=543:participation-in-the-arts-&catid=176:participation&Itemid=501
Kids in Museums manifesto: http://kidsinmuseums.org.uk/manifesto/
Music Manifesto: www.icmp.co.uk/instituteUpload/research-pdf/2010%20-%20Music%20Manifesto%20 Factsheet.pdf
Other Resources
Arts Council of Ireland, Department of Young People, Children and Education. (2013) Early Childhood Arts: Three Perspectives
Brown, R., J. Andersen and H. Weatherald (2010) ‘Exploring engagement at ArtPlay: What factors influence the engagement of children and families in an artist-led community-based workshop?’, Australian Journal of Early Childhood 35:3
Centre for Early Childhood Development and Education. (2006). Síolta: The national quality framework for early childhood education. Dublin: Centre for Early Childhood Development and Education
Churchill Dower, R. (2010) Measuring the impact of cultural experiences in Early Years: A report for the Find Your Talent – Liverpool City Region Team
Churchill Dower, R (2012), Cultural Entitlement in a Nutshell, Revised version, Earlyarts: http://bit.ly/12uQt4P
Crampton, A and Lewis, C. (2020) Artists as catalysts: the ethical and political possibilities of teaching artists in literacy classrooms. English Teaching: Practice & Critique 19:4, pages 447-462
Egilsson, B.R., Einarsdóttir, J. & Dockett, S. Parental Experiences of Belonging within the Preschool Community. IJEC 53, 31–47 (2021).
Freeman, C., Seashore, K., Werner, L. (2003). Models of implementing Arts for Academic Achievement: Challenging contemporary classroom practice. Center for Applied Research and Educational Improvement
Hall, C and Thomson, P. (2021) Making the Most of School Arts Education Partnerships. Curriculum Perspectives 41:1, pages 101-106.
Kenny, A and Morrissey, D. (2021) Negotiating teacher-artist identities: “Disturbance” through partnership, Arts Education Policy Review
McKenna, A. (2013). Open the Door: Experience, change and legacy from the Kid’s Own Being and Belonging Early Years Project Tiny Voices – a 16 week early years music pilot project, is a partnership between Common Ground, The Base (Ballyfermot) and Early Childhood Ireland.
Meiners, J. In the beginning: Young children and arts education. IJEC 37, 37–44 (2005)
National Children’s Bureau (2010), Principles for engaging with families: A framework for local authorities and national organisations to evaluate and improve engagement with families.
Nutbrown, C. (2013) Conceptualising arts-based learning in the early years, Research Papers in Education, 28:2, 239-263
Nutbrown, C. and Jones, H. (2006) Daring discoveries: Arts-based learning in the early years. Doncaster: Creative Partnerships
OECD (2004), Public Spending on Early Childcare and Early Education, OECD Family database, Social Policy Division Directorate of Employment, Labour and Social Affairs: www.oecd.org/els/soc/PF3.1%20Public%20 spending%20on%20childcare%20and%20early%20education%20-%20181012.pdf
O’Sullivan, M. (2011) BEAG: Report of a pilot project for Cork, www.graffiti.ie/wp-content/uploads/2011/07/BEAG-Pilot-Report.pdf
Richards, N and & Hadaway, S. (2020) Inter-professionalism between teachers and creative practitioners: Risk, exploration and professional identity – learning in situ and the impact on practice, PRACTICE, 2:sup1, 38-52
Safford, K and O'Sullivan, O. (2007). Their learning becomes your journey: Parents respond to children’s work in creative partnerships. UK: Centre for Literacy in Primary education
Wolf SA. The Mysteries of Creative Partnerships. Journal of Teacher Education. 2008;59(1):89-102
Additional Information