MGMT08036 2022 Professional Management for Early Learning and Care environments
Full Title
Professional Management for Early Learning and Care environments
Transcript Title
Professional Management ELC
Code
MGMT08036
Attendance
80 %
Subject Area
MGMT - Management
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)
Deirdre McCaffrey, Roisin McGlone, 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
The complex and challenging professional management responsibilities of Early Childhood Educators have increased exponentially in the past two decades, requiring specific knowledge, values, skills and competencies to ensure the highest standards of child centred quality practice. Developing, managing and sustaining a quality Early Learning and Care environment through support and supervision of all staff and students, implementation of innovative evidence informed policies and practice and coordinating the governance and effective operation of an ethical, and legislatively compliant ELC setting are the core functions of the professional ELC manager. In addition, the module is also designed to provide an overview of specific aspects of the legal framework essential in transacting business in the ELC sector. As employment issues touch upon the basic rights and protections for both employer and employees in our free market economy, the student will be exposed to the core principles and concepts of current employment laws. The student will also examine how data protection and freedom of information laws impact the early years landscape.
Learning Outcomes
On completion of this module the learner will/should be able to;
1.
Examine the functions, roles and practices of contemporary management concepts, theories in the context of diverse Early Learning and Care environments.
2.
Explore the Human Resource Management systems necessary to implement effective, democratic organisational structures and processes.
3.
Analyse the importance of creating and sustaining a competent support and supervision system for staff and students to develop their personal and professional capacities.
4.
Identify appropriate systems and structures to facilitate respectful engagement of all stakeholders with evaluation, monitoring, and accountability processes.
5.
Apply acquired knowledge to a range of employment issues arising in practice.
6.
Critically examine legal parameters and principles governing data protection and freedom of information in the context of the Early Learning and Care environment.
Teaching and Learning Strategies
This module will require the student to actively participate in their own enquiry based learning experiences. This will be facilitated by a range of learning experiences including lecture, tutorial, group discussion and debate, case studies, guest lectures from ELC and simulation activities. . This will be reviewed annually and updated and adjusted accordingly.
Module Assessment Strategies
Design and Development of Business Plan
As potential managers and leaders in the ELC sector, students will be required at some point in their career to design, develop and present a business plan for a product or service for an existing service or to diversify into a complementary ELC area or in practice create their own career through the development of their own service. In order to develop a sustainable business plan, students will be required to research and undertake a range of functions, activities, and subject areas that will be required which may include: area profiling and market research,, using Pobal and CSO data sets, configuration of staffing in accordance with regulations, and human resource plan, programmes of learning, service policies and procedures, income and expenditure, potential income and funding sources, professional development, health and safety issues of product design and development.
- Demonstrate understanding of the business planning process focusing on responsive and responsible sustainable ELC products or services ;
- Enact and role play (simulate) to an invited panel of sectoral representatives a set of key skills and knowledge of the process of developing a business plan and demonstrate an ability to respond to specific questions on a range of aspects of your business plan;
- Analyse the diverse aspects of business planning from a potential owner/manager policy and organisational complexities with particular emphasis placed on a child led demand or identifiable need for the product or service ;
- Evidence of creativity, innovation, self-management, project management, organisational, leadership, entrepreneurship, and the ability to produce a competent, finance ready potential investment product or service.
Each student will be provided with a comprehensive Workbook with each of the 14 sections necessary for completion of the plan which will be addressed at key timelines throughout the semester and each student will be provided with written and verbal formative feedback on the content of the section and recommendations provided for completion of the assessment.
Repeat Assessments
Repeat assignments will be set based on failed components.
Indicative Syllabus
1.Examine the functions, roles and practices of contemporary management concepts, theories in the context of diverse Early Learning and Care environments.
Students will be expected to actively contribute to knowledge acquisition, sharing and interpretation of their experience of the function and roles of management in previous and current ELC environments. Focusing on Siolta Standard10, Organisations, Standard 11, Professional Practice, Standards 12 Communication and Standard 15 Legislation and Regulation, students will analyse the function, role and practice of the manager within the ELC setting in creating and sustaining an effective, ethical, democratic work environment. Students will critically examine the importance of developing Quality of Management and Leadership for Learning Area 4, Outcomes 18 and 19( Early Years Education Focused Inspections), where there is a shared values driven, vision of purpose. In addition, students will critically debate and evaluate how to empower others on the delivery of high quality practice and development of procedures in relation to the safety, health and well being of babies, toddlers and young children. Students will through group discussion, reflective conversations interrogate their own understanding of management as conceptualised in an ELC environment and demonstrate their individual values, and skills necessary as future managers of ECEC settings.
2.Explore the Human Resource Management systems necessary to implement effective, democratic organisational structures and processes.
Students will be equipped to critically explore and evaluate areas of strategic and best practice Human Resource Management and employee relations focusing on key function areas of recruiting, selecting, managing, supporting and developing staff and students. In this section of the module, focus will be placed on strategies for the effective management and implementation of appropriate democratic organisational structures and processes as described in Siolta Standard 10 Organisations and Standard 11, Professional Practice in addition to First 5 Building Block 3 Skilled and Sustainable Workforce, examining areas of identifying and addressing staff requirements, improving initial Early Childhood Educator training and CPD and providing professional support to employees to retain a high quality workforce.
3. Analyse the importance of creating and sustaining a competent support and supervision system for staff and students to develop their personal and professional capacities
Emphasis will be placed on the importance of demonstrating high level supervisory, coaching and mentoring skills in ELC environments that empower and motivate both staff and students. Students will examine a range of effective employee development frameworks and strategies to engage staff in their own personal and professional progression as outlined in Siolta Standards 10.4 and 10.5 Organisations. Students will be asked to reflect on their experience of supervision while on placement to identify models of best practice and engage in multiple role plays to simulate both supervisor and supervisee roles in practice .
4.Identify appropriate systems and structures to facilitate respectful engagement of all stakeholders with evaluation, monitoring and accountability processes.
First 5, Goal D, An effective Early Childhood System, Building Block1 outlines the importance of collaboration and students will identify the appropriate and relevant strategies and processes necessary to ensure active engagement with evaluation, monitoring and accountability. A key aspect of the module will focus on examining the evaluation, monitoring and accountability processes required to fully comply with all statutory requirements. This section of the module aims to engage students to critically evaluate the intrapersonal and interpersonal skills necessary to support respectful engagement with a wide range of stakeholders in the ELC sector. As leaders students will identify their modelling organisation skills for others and lead a team to advocate and promote the physical and mental health, learning, development and care needs across the range of ELC Settings . Students will establish and affirm their role as Early Childhood Educator using critical self-reflection to enhance their professional identity.
5.Apply acquired knowledge to a range of employment issues arising in practice.
The student will examine a selection of statutory measures to aid familiarity and recognise the scope of employment law governing the operation of the employment relationship in respect to both Full-time and A Typical workers. Employer responsibilities in compliance (rest breaks, working time, wages, termination) will be addressed along with remedies available under the workplace relations process.
6. Critically examine legal parameters and principles governing data protection and freedom of information in the context of the Early Learning and Care environment.
The student will develop their capacity to enable them to apply legal concepts and reasoning to the processing and protection of personal data typically held in an ELC setting. Issues encountered around requests for freedom of information will also be explored /appraised.
Coursework & Assessment Breakdown
Coursework & Continuous Assessment
100 %
Coursework Assessment
| Title | Type | Form | Percent | Week | Learning Outcomes Assessed | |
|---|---|---|---|---|---|---|
| 1 | Business Plan | Practical | Project | 70 % | Week 13 | 1,2,3,4 |
| 2 | Presentation of Business Plan | Practical | Oral Exam/Presentation | 30 % | Week 10 | 5,6 |
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
2017 Human Resource Management in Ireland
ISBN 1910393177 ISBN-13 9781910393178
2017 Human Resource Management in Ireland
ISBN 1910393177 ISBN-13 9781910393178
Required Reading
2019-06-19 Monitoring and Evaluation in the Early Years
ISBN 1912611058 ISBN-13 9781912611058
2019-06-19 Monitoring and Evaluation in the Early Years
ISBN 1912611058 ISBN-13 9781912611058
Required Reading
2005 Ethics and Politics in Early Childhood Education Psychology Press
ISBN 0415280427 ISBN-13 9780415280426
2005 Ethics and Politics in Early Childhood Education Psychology Press
ISBN 0415280427 ISBN-13 9780415280426
The early childhood services of Reggio Emilia in Northern Italy has gained worldwide interest and admiration. Drawing on the 'Reggio approach', and others, this book explores the ethical and political dimensions of early childhood services and argues the importance of these dimensions at a time when they are often reduced to technical and managerial projects, without informed consideration for what is best for the child. Extending and developing the ideas raised in Beyond Quality in Early Childhood Care and Education the successful team of authors make a wide range of complex material accessible to readers who may have little knowledge of the various important and relevant areas within philosophy, ethics, or politics, covering subjects such as: post-structural thinkers and their perspectives the history and practice of early childhood work in Reggio Emilia globalization, technological change, poverty, and environmental degradation ethical and political perspectives relevant to early childhood services from Foucault and Deleuze, to Beck, Bauman and Rose. This book presents essential ideas, theories and debates to an international audience. Those who would find this particularly useful are practitioners, trainers, students, researchers, policymakers and anyone with an interest in early childhood education.
Recommended Reading
2018-03-07 Educational Leadership in Becoming Routledge Research in Educational Leadership
ISBN 1138543136 ISBN-13 9781138543133
2018-03-07 Educational Leadership in Becoming Routledge Research in Educational Leadership
ISBN 1138543136 ISBN-13 9781138543133
Educational Leadership in Becoming reconsiders educational leadership in its current forms, and presents a more plausible form of educational leadership to contend with the complexities currently found in universities and schools. Much of the literature in vogue concerning educational leadership ranges from transactional to transformative representations of the concept in relation to educational management and policy, curriculum inquiry and pedagogical action. The primary aim of this book is to revisit some of the dominant understandings of educational leadership and to offer an extended view of the practice along the lines of potentiality and becoming. Davids and Waghid argue that all current forms of educational leadership are insufficient to enact responsible human action, particularly when it comes to addressing the combined issues of globalisation and equitable redress and transformation, whether in relation to leading schools or universities. The primary objective of the book is to draw on the Agambian notion of becoming in order to show that an educational leadership in becoming is better placed to not only address the myriad challenges besetting education, but to also enhance the potential of leadership in action. The book addresses an international audience by analysing conceptions of transformative leadership and should be read by anyone who is interested in education and educational leadership, as well as the impact of neoliberal agendas on education and society. It should also appeal to those interested in the philosophy of education.
Required Reading
2018-03-02 Early Childhood Education Management Routledge
ISBN 1138494100 ISBN-13 9781138494107
2018-03-02 Early Childhood Education Management Routledge
ISBN 1138494100 ISBN-13 9781138494107
The Early Childhood Education sector around the world is constantly changing, whether because of the unprecedented demand for ECE services globally, accelerated social change, or the introduction of pedagogical and regulatory practices. Based upon empirical inquiry, Early Childhood Education Management examines the somewhat controversial concept of operating an early childhood service as a business. It challenges the assumption that an early childhood manager does not require specialist knowledge or skill and discusses which attributes an effective manager should possess. In this book, which brings together management theory and practice, Moloney and Pettersen address core issues at the heart of the management role, including the relationship between early childhood policy and broader legislative enactments, as well as issues related to the challenges and development of management skills. The book also draws upon real-life examples from practice in order to offer insight into some of the most common topics and challenges related to management practice in Early Childhood Education, such as business acumen and entrepreneurship, recruitment and selection, financial management and budgeting, supervision, mentoring, staff development, curriculum management, collaborative working, and change management. Written by leading academics with practice experience, the book should be of great interest to researchers, academics and postgraduate students in the field of education, specifically those working in early years and education policy and management. It should also be essential reading for managers working in Early Childhood settings.
Recommended Reading
2021-03-31 Leadership in Early Childhood Routledge
ISBN 0367718588 ISBN-13 9780367718589
2021-03-31 Leadership in Early Childhood Routledge
ISBN 0367718588 ISBN-13 9780367718589
'Essential reading and a powerful tool for emerging early childhood leaders.' - Catharine Hydon, Early Childhood Consultant With increasing community insistence for quality and accountability in early childhood education and care, there is a need for effective and professional leadership in these services. Leadership in Early Childhood is a practical resource for early childhood practitioners who want to understand how to create and sustain successful childcare and early education settings. Fully revised and updated, this fourth edition is divided into three sections: deconstructing leadership; leadership in practice; and special responsibilities of early childhood leaders. This edition also includes new case studies, an additional chapter summarising the key contributing factors to effective leadership and examples based on an extensive international study of early childhood leaders. Leadership in Early Childhood has been widely used in early childhood education programs and as a professional reference text and remains a valuable resource for both students and professionals.
Required Reading
2018-07-16 Essentials of Irish Labour Law
ISBN 190553695X ISBN-13 9781905536955
2018-07-16 Essentials of Irish Labour Law
ISBN 190553695X ISBN-13 9781905536955
This edition of the bestselling comprehensive textbook on Irish labour law has been fully updated and revised to reflect all the major legislative and case law changes in labour law in Ireland. New developments include: reforms of the State's industrial relations structures under the Workplace Relations Act 2015; Protected Disclosures Act 2014 on workplace whistleblowing; landmark CJEU case (Achbita) on employees wearing visible political or religious symbols while at work; the Uber case and the definition of 'employee'; developments in the law on employment permits; mandatory retirement ages; recent Supreme Court, Court of Appeal, and High Court decisions; and more. Essentials of Irish Labour Law, Third Edition provides an historical context to labour law with particular reference to the Constitution, EU law, common law, international conventions, the labour market, and unions. This book examines the various legal structures and regulatory frameworks-domestic and European-that underpin determinations and decisions made in relation to labour law. It presents and evaluates the nature of employment contracts, conditions of employment, and termination of employment with details of legislation and relevant recent case law. Issues such as safety, health and welfare at work, equality legislation and terms and conditions of employment legislation are detailed throughout the text. [Subject: Irish Law, Labor Law]
Module Resources
Non ISBN Literary Resources
Bernstein, V.J and Edwards, R.C. (2012) ‘Supporting Early Childhood Practitioners Through Relationship-Based, Reflective Supervision’ NHSA Dialog, 15:3, 286-301, DOI: 10.1080/115240754.2012.694495
Brock, A. (2006) ‘Dimensions of early years professionalism-attitudes versus competences?’ Leeds Metropolitan University
Coughlin, A.M. and Baird, L (2013) ‘Pedagogical Leadership’ Queen’s Printer for Ontario
Department of Education and Skills (2018) ‘A Guide to Early Years Education Inspection (EYEI)’ Inspectorate, DES
Department of Education and Skills (2019) ‘Professional Award criteria and Guidelines for Initial Professional Education (level 7 and Level 8) Degree Programmes for the Early Learning and Care (ELC) Sector in Ireland. DES, Dublin.
Early Childhood Australia. (2017) Ethics in action: A practical guide to implementing the ECA code of ethics. Australia: Early Childhood Australia
Gasper, M. (2010) Multi-agency working in the early years: Challenges and opportunities. London: Sage Publications.
Goldstein, I.L., AND Ford, K (2001) 4TH ED. Training in Organisations: Needs Assessment, Development and Evaluation with Info Trac.
Hawkins, P and Smith, N.,(2013) Coaching, Mentoring and Organisational Consultancy. Berkshire, McGraw Hill,.
Urban, M., Vandenbroeck, M., Lazzari, A., Van Laere, K, Peeters, J. (2012), ‘Competence Requirements in Early Childhood Education and Care: Final report’ University of East London, Cass School of Education and University of Ghent, Department for Social Welfare Studies
Urban, M., Robson, S. and Scacchi, V. (2017) ‘Review of Occupational Role Profiles in Ireland in Early Childhood Education and Care’ University of Roehampton, Early Childhood Research Centre (ECRC), London.
Journal Resources
Powell, S. (2010) Hide and seek: Values in early childhood education and care, British Journal of Educational Studies, (58):2, pp.213-229. DOI: 10.1080/00071001003752195
Soni, A. (2019) Opportunities for development: The practice of supervision in early years’ provision in England. International Journal of Early Year Education, 27(1), pp. 52-67. DOI: 10.1080/09669760.2018.1444586
Virmani, E.A and Ontai, L (2010) ‘Supervision and training in Child Care: Does reflective supervision foster caregiver insightfulness? Infant Mental Health Journal, 31:3, 16-32, DOI: 10.1002/imhj.20240.
URL Resources
Government of Ireland. (2018) First 5: A whole-of-government strategy for babies, young children and their families 2019-2028. Available at https://assets.gov.ie
Centre for Early Childhood Development and Education (CECDE). (2007b) Síolta research digest: Standard 10 organisation. Available at http://siolta.ie
Centre for Early Childhood Development and Education (CECDE). (2007c) Síolta research digest: Standard 16 community involvement. Available at http://siolta.ie
Department of Education and Skills (DES) (2006) Síolta: The national quality development framework for early childhood education. Dublin: Government Publications
Other Resources
Barnardos www.barnardos.ie
Start Strong www.startstrong.ie
Department of Children and Youth Affairs www.dcya.gov.ie
OECD www.oecd.org/els/social/family/database
Early Childhood Ireland www.earlychildhoodireland.ie
Childrens’ Research Centre Trinity College Dublin www.tcd.iechildrens researchcentre.ie
Business in the Community www.bitc.ie
The Wheel www.wheel.ie
Local Enterprise Officewww.localenterprise.ie/Sligo/
Enterprise Ireland www.enterprise.com
Additional Information