Certificate in Early Learning and Care (5M22117)

Introduction to ELC and Child Safeguarding (5F22119) 

1. Understand the evolution of the ELC sector in Ireland in both a national and international context including the types of services available.
2. Identify key roles and responsibilities for various ELC stakeholder groups both internally and externally (Employees, experts, governing bodies) in the context of children’s rights, legislation, and regulations.
3. Recognise, differentiate, and explain key frameworks, national strategies and legislation as it applies to ELC (Aistear, Siolta, First 5, Childcare regulations, Child Protection legislation, health and safety, rights of the child).
4. Demonstrate awareness of the implementation of current Child Protection legislation and guidelines within ELC including the key roles of ELC professionals and the appropriate actions to raise any child protection concerns.
5. Identify required policies and procedures within an ELC setting and explain the purpose of having documented policies and procedures and the roles of individuals within the setting in contributing and implementing.

Holistic Care of Children in ELC 

1. Apply the relevant national and practice-based legislation, regulation, frameworks, policies and procedures which impact the holistic care and safety of children in the ELC setting.
2. Understand the significant role of the adult, environment and other stakeholders in ensuring the health, care, wellbeing and safety of children in the ELC setting.
3. Recognise the importance of collaborative practice in ensuring the health, care and wellbeing of each child.
4. Explain and implement key care routines and practice skills which promote the care, health, wellbeing and safety of children in the ELC setting.
5. Demonstrate a knowledge of the nutritional requirements of children in order to support health and wellbeing.

Professional Practice 

1. Participate effectively in an early years’ service, working independently while under supervision in line with current legislation, regulatory frameworks and policy.
2. Understand and demonstrate the importance of assessing, observing, documenting, and planning for children’s learning and development.
3. Contribute to the development of inclusive routines, curriculum and services for children in their care as part of a team.
4. Communicate in effective manner with the children, parents, colleagues, and other stakeholders.
5. Engage with a working community of practice.
6. Reflect on placement experiences for own personal and professional development.

Inclusive Education for Children in ELC (5F22121)

1. Examine the background to additional needs in Ireland to include current and emerging legislation.
2. Develop an understanding of how to support children with additional need within the ELC setting.
3. Explore a range of guides and tools available to equality proof (for example Aistear Siolta Practice guidelines) an ELC environment that supports all children.
4. Assist in the planning of developmentally appropriate activities taking into account issues relating to safety, welfare and the well-being of the child.
5. Demonstrate a knowledge of the importance of inclusivity and how to develop this practice within the ELC setting.
6. Reflect on and understand the roles and responsibilities involved, as part of a multi-disciplinary team, when working with children with additional needs and apply best practice in the ELC setting. 

Early Learning and Play 

1. Describe play in historical and current contexts including the role of Aistear and Siolta in promoting and supporting a play based ELC environment.
2. Recognise the benefits and the role of play within the ELC setting.
3. Recognise the role of the adult in providing for and supporting children’s play through the curriculum and quality frameworks.
4. Contribute to the planning of inclusive and creative indoor and outdoor learning opportunities, appropriate to children’s emerging interests, development and needs, unpinned by theory.
5. Contribute to the implementation of an inclusive and diverse ELC inquiry-based curriculum, providing individual and group learning opportunities.
6. Engage in individual and collective reflective practice to support professional development and pedagogical practices.

Child Development 

1. Explain the holistic development of children (age 0-8) using a broad range of developmental and learning theories.
2. Identify the role of the adult and other stakeholders in supporting the holistic development of the child.
3. Describe a range of factors that may influence or impact the development of the child.
4. Describe a range of observation methods and identify the advantages and disadvantages of each. Select an appropriate method and complete a child observation.
5. Explore a range of theories on attachment, explain the importance of supporting children to form secure and positive attachments and investigate the ways children in ELC can be supported in forming trusting and secure relationships.

Advanced Certificate in Early Learning and Care (6M22115)

Sociology and Social Policy in ELC

1. Discuss the key concepts of sociology and evaluate their influence on the lives of children and their families.
2. Explain the impact of social inequalities and discrimination on children.
3. Investigate key social policies relevant to ELC and understand their influence on children, families and the ELC sector.
4. Apply knowledge of current legislation, regulations, frameworks and guidelines that impact quality within the ELC sector.
5. Explore children’s and families’ rights nationally and internationally and discuss how these can be applied to support a rights-based approach within the ELC setting.
6. Demonstrate knowledge and understanding of the responsibilities of a mandated person in line with current child safeguarding legislation and guidelines within the ELC environment.

Effective Leadership within ELC (6F22123)

1. Understand Leadership concepts, principles and practices and their application in the effective supervision of people to include leading, planning, monitoring and review.
2. Critically reflect on their own effectiveness as a supervisor/ leader and demonstrate the ability to lead others in both group and individual reflection to create effective performance plans.
3. Demonstrate competence in the use of appropriate involvement and communication strategies with a range of key stakeholders, contributing to professional support and supporting others.
4. Evaluate and apply conflict management strategies as appropriate to key stakeholder groups in an ELC setting.
5. Research relevant professionals and organisations, their role in the successful provision of ELC and devise effective strategies for developing and maintaining professional relationships in the provision of ELC care.

Advanced Professional Practice 

1. Incorporate theory, philosophy and learning strategies into their professional Practice.
2. Assess, observe, document, and plan for children’s learning and development.
3. Develop policies and a competent system for leading a Team and/or Service to support quality provision and practice.
4. Communicate in an effective manner with all stakeholders.
5. Develop strategies informed by the theory to work in partnership with ELC stakeholders.
6. Demonstrate team leadership/mentoring and supervisory skills while working independently and/or in a supervisory competency taking responsibility of own work and/or the work of others.
7. Be a reflective practitioner with the ability to engage in inclusive and transformative leadership.

Inclusion, Equality and Diversity in ELC (6F22125)

1. Critically evaluate inclusivity, equality and diversity terminology and concepts relevant to the ELC sector in Ireland.
2. Differentiate between approaches to diversity education including assimilation, multicultural, intercultural and anti-bias.
3. Recognising barriers and challenges to inclusivity, equality and diversity in ELC and develop strategies that support all children.
4. Apply best practice guidelines to equality poof an ELC environment that supports all children and their families.
5. Demonstrate competence in the design of policies and procedures around inclusion, equality and diversity.
6. Understand the role of the ELC professional in supporting Inclusivity, equality and diversity.

Advanced Child Development 

1. Critically reflect on contemporary child development and learning theories to enhance practice and support holistic development and learning in ELC.
2. Design and implement a programme of observation, analyse findings and present conclusions which support children’s holistic development, information by the National Curriculum Framework.
3. Demonstrate understanding of best practice in conducting observation studies to include confidentiality and ethical considerations, strategies to avoid bias, the importance of stakeholder involvement and accurate documentation and interpretation of findings.
4. Assess the impact of family, social, cultural, and environmental factors on child development, well-being, identity and learning and develop strategies which recognise the role of sociocultural theory in the provision of ELC.
5. Enhance professional competence using either individual and/or collaborative reflective practice to identify skills and training requirements for self and others to support effective observation in the ELC setting. 

Curriculum and Pedagogy 

1. Evaluate a range of curricula approaches and theory to inform curricular development and pedagogical practices.
2. Compare a range of pedagogical strategies to provide a holistic, nurturing and child-centred environment.
3. Utilise planning methods to provide inclusive and creative indoor and outdoor learning opportunities, appropriate to children’s strengths, needs and development, informed by theory, frameworks and guidelines.
4. Develop and lead the implementation of an ELC inquiry-based curriculum, providing individual and group learning opportunities appropriate to children’s strengths, needs and development.
5. Promote the use of reflective practice individually and collaboratively to support professional development, curriculum, and pedagogical practices.

Special Needs Assisting (6N1957)

1. Evaluate the provision of education for people with special educational needs with reference to current legislation.
2. Assess the various educational options available in Ireland for people with special educational needs.
3. Examine relevant theories, skills and processes relevant to curriculum implementation.
4. Explore the differences between integration and inclusion.
5. Organise learning opportunities in order to promote independence and responsibility.
6. Evaluate the importance of the multidisciplinary team in devising Individual Education Plans.
7. Analyse skills that can be used to aid the teacher in the administration of the national curriculum.
8. Assess interventions and behaviour management techniques that may be used in the learning environment.
9. Manage meaningful activities that are suited to people’s needs and connect with their experiences and interests in the learning environment.
10. Identify strategies for dealing with stressors within the work place.
11. Provide assistance in the provision of education and care for individuals that present with special educational needs.
12. Reflect on own attitudes, values, beliefs and assumptions in relation to working with and on behalf of people who present with disabilities.

Child Developmental Psychology (6S22463)

1. Identify the factors which influence child developmental psychology, recognising the difference between typical development and specialised areas like trauma and neurodivergence.
2. Identify the range of services, roles, ethical considerations and child safeguards which exist in the context of child psychology.
3. Describe the primary stages and characteristics of child physical development and developmental norms.
4. Describe the primary stages of child cognitive development and factors which influence Child Cognitive development.
5. Explain key theories of Intelligence, Learning, and Play and their impact on cognitive development.
6. Describe the primary stages of Social and Emotional development and the impact of various influencers including parents, caregivers, siblings, peers, and care settings on child development, considering ethical and cultural dimensions.
7. Outline the key theories of Language acquisition, Personality development and Emotional development.