In introducing Montessori educational philosophy, Síolta and Aistear, this module will investigate how best to offer children creative, interactive environments conducive to the development of life skills such as independence, cooperation, personal care, self-regulation, exploration, problem solving and interpersonal communication. Reflection on the pedagogy of playful learning, and the role of the adult in this process, will be a key aspect of the module.

This module will introduce the learner to the scientific study of human behaviour. It will begin with the history of developmental psychology before addressing key concepts. It will address issues of social psychology and will also look at current research and debates. There is a particular emphasis on the psychological theories of development pertaining to the child from prenatal through to childhood and an examination of key milestones in development will facilitate the learner‘s engagement in a range of educational settings. In studying social psychology, learners will look at the impact of media and ICT on children’s lives.

This module introduces learners to key people, perspectives and concepts in the study of society. It provides a lens through which learners can observe and seek to understand their culture, and the social world around them. Learners are encouraged to think about how the ways in which they were socialised have formed their own beliefs and values, and how society with its systems and institutions has influenced their own development. In particular, learners will consider the concepts of family and the social construction of childhood.

This module encourages learners, as prospective teachers, to value, nurture and prioritise creativity in themselves and in the children they will influence. Learners will discover how to construct safe, active and respectful learning environments where children can play, explore, engage with storytelling, music, visual arts and drama, in positive, creative and imaginative ways. Reflective practice will be a key aspect of the module, in relation to the learners’ own experience of the arts.

This module introduces the learner to the skills and attitudes required to pursue an academic qualification. It equips the learners with the core skills, attitudes and strategies associated with meaningful study. Through workshops, group work, ICT and independent practice learners are provided with the opportunity to develop the mind-set and the academic skills that are essential pillars for successful completion of this academic programme, success in the workplace and future academic success.

Understanding the care needs of children is fundamental to any programme of education This module seeks to provide the learner with the knowledge and skills required to identify and meet the health, wellbeing and nutritional needs of babies and children.  It will examine key concepts and develop skills in health promotion, nutrition, communication, First Aid and Manual Handling. The module will equip learners to work effectively within teams and take responsibility for the planning and implementation of procedures relating to the health, nutrition, hygiene, safety and welfare of children

Placement is an integral part of the programme. The multi-faceted role of an early years’ practitioner, in engaging with and developing strategies to support full inclusion of all children within the ECEC setting, calls for a broad understanding of the diverse needs of children and their families. This module will allow the learner, under supervision, to align theory with real world experience. It will further allow the learner to embrace the concepts of equality, diversity and inclusion contained within the ‘Diversity, Equality and Inclusion Charter and Guidelines for Early Childhood Care and Education,’ to identify barriers to learning and to integrate theoretical and practical concepts through work placement in ECEC settings. This module will also allow the learner to develop communication skills and reflective abilities consistent with best practice in ECEC.

The overall aim of the module is to provide learners with the knowledge and skills to create environments for children in the early years, where the focus is on the child as an active agent of his/her own education.   Using knowledge of Montessori Educational philosophy and Síolta and Aistear, this module will investigate how best to offer children creative and interactive environments conducive to the development of life skills and executive functions. This module will build on module 101, continuing to highlight the importance of sensory and concrete learning activities, literacy and numeracy skills and inclusive practice. The module will also introduce the issue of ICT and discuss the ‘pros’ and ‘cons’ of technology for digital natives, in the early years.

This module will encourage learners to reflect on how childhood is continually contested and renegotiated within particular local, social and historical contexts. It will help them to reflect on their own values and social identity and, as teachers, to draw on this knowledge in their dealings with children, families and communities of practice. This module aims to encourage learners to recognise children as citizens with agency and power, and to develop skills for listening and responding to children. The module will expand on module 103.  It will extend the discussion of childhood, to look at what it means to be a child of the twenty-first century. Learners will be encouraged to read widely and to analyse aspects of children’s lives in contemporary Irish society.

Sustainable development’ can be defined as ‘development which meets the needs of the present without compromising the ability of future generations to meet their own needs. Education for sustainable development develops and strengthens the capacity of individuals, groups, communities, organizations and countries to make judgements and choices in favour of sustainable development. This module is designed to provide the learner with the essential knowledge, skills and attitudes to enable children to become adults “who will no longer be the victim of events, but thanks to their clarity of vision, will become  able to direct  and to mould the future of mankind” (Montessori, 1949,  p.9)[1]

The overall aim of this module is to introduce learners to the related concepts of education for sustainable development and development education. A further aim is to highlight how these concepts are relevant in and applicable to the whole of education. Learners should be equipped with “the relevant knowledge (the ‘what’), the key dispositions and skills (the ‘how’), and the values (the ‘why’) that will motivate and empower them throughout their lives…”

[1] Montessori, M. (1949) The Absorbent Mind. (1995 edition) New York: Holt Paperbacks

Research indicates that creativity needs to be seen as a capacity of human intelligence, rather than a subject or event and that education should stress creativity as a universal capability (Prentice, 2000; Robson, 2012). This module builds on module 105 and has links to Montessori curriculum modules.  It aims to inspire students to view creativity, not only as artistic creativity but also, for example, as critical thinking, creative investigation and problem solving. Learners will engage at a deeper level with the visual arts, music, story and drama and consider character traits related to creativity, e.g. persistence, curiosity, self- regulation and intrinsic motivation.  Learners will also reflect on the Montessori classroom as a creative environment and on the ‘pedagogy of the arts’.

Students of education at any level must have an overall knowledge and awareness of the richness of diverse pedagogical approaches to enrich their own practice.  It encourages learners to question and evaluate their own beliefs about education. The aim of this module is to introduce the learner to the pioneers of education, in particular those who have impacted on early years’ education. Montessori’s philosophy of education will be further explored  along with other current pedagogies in Ireland, for example, Steiner, HighScope, Naionraí, Play Based, Froebel and Reggio Emilia. The module will also look at key milestones in the history of child centred educational philosophy and explore how various models of early years’ education co-exist under national quality and curriculum frameworks.

Placement is an integral part of the programme. It allows the learner to link practical and theoretical elements of other modules across the stage. The aim of this module is to allow the learner to build on the experience, communication skills and reflective abilities gained in module 107, integrating theoretical and practical concepts. The learner, while continuing to  embrace the concepts of equality, diversity and inclusion contained within the ‘Diversity, Equality and Inclusion Charter and Guidelines for Early Childhood Care and Education,’ will observe, plan and implement activities in the Montessori early years’ classroom, based on his/her continuing study of early childhood development.

Early years educators require a broad understanding of children who present with diverse needs. They also need strategies to support full inclusion of all children within the ECEC setting and to support families and learning communities.  This module aims to provide the learner with the Irish and the international context of special educational provision. It enables the learner to further their understanding of the inclusion process and to identify both supports and barriers to learning. Applying relevant philosophy and methodology, underpinned by Montessori principles, the module prepares learners for working with children with additional needs in the Early Years as part of a team and under supervision.

This Montessori module is integral to the programme. It examines Montessori theory in detail for the child from six to nine years. In particular it examines Montessori’s concepts of Cosmic Education which sees the child as an active participant in the ‘adventure’ of the universe, and ‘Metamorphosis’, which acknowledges the child as s/he transitions into a new plane of development.

Research indicates that the transition from preschool to primary school is recognised nationally and internationally as a very important time in children’s lives and poor communication between preschools and primary schools is a barrier to successful transition for children (O’Kane 2007; 2016)[1]. International research argues for a greater level of continuity between preschools and primary schools. A need to develop supportive relationships between the two is noted as being critical (Grieshaber, 2009; Bablett et al., 2011; Petriwskyi, 2013, cited in O’Kane, 2016).

The aim of this module is to build on previous learning in Montessori curriculum modules, 101 and 201 and to recognise the ‘child in transition’. The module links with module 307 Montessori Practice 3: Early Years to Elementary and will stress the importance of language experiences, oral expression, listening, written skills, literature, and creative writing and the importance of the teacher as the person best placed, after parents, to influence children in their reading habits.

This module will build on previous debate on the issue of technology, to introduce learners to a range of ICT software and digital devices to allow children to develop a positive attitude towards the use of digital technology and to be active, creative and critical learners.

[1] O’Kane (2016) Transitions from Preschool to Primary School. NCCA Report No. 19

Knowledge of psychology is essential for teachers. The overall aim of this module is to address psychology as it relates to teaching and learning. Learners will investigate theories of cognition, learning and behaviour and   evaluate how these theories influence teaching and learning. Learners will investigate how we gain information about the world, how it is stored and processed, how we solve problems, think and formulate language.

The module will also address issues such as attention, perception and memory, language, intelligence and problem solving and representations of knowledge.

This module will enable learners to challenge, formalise and build on their own prior knowledge in the area of psychology, and to relate new knowledge to their growing understanding of child development and to their practice. It will allow educators to adapt and to modify their approaches in a range of educational settings.

An introduction to philosophy is essential to any programme of Initial Teacher Education. It is foundational knowledge which allows educators to interrogate their own practice and contributes to growth and development by helping individuals to understand their personal and professional worlds. The study of philosophy also encourages research, academic rigour and a logical approach to arguments.

The aim of this module is to introduce learners to philosophical concepts and core themes in Philosophy of Education. Learners are encouraged to make links with their practice by discussing topics relevant to how children learn. Learners will be encouraged to read widely and to reflect on the moral dimensions of teaching and learning. They will also be guided towards the development of a personal philosophy of education to inform their practice

An understanding of the research process is important for all students of education and encourages the lifelong skills of locating, evaluating and using information effectively. The concepts of inquiry and critical thinking are needed as the foundation of quality practice.  The aim of this module is to introduce learners to the nature of research and the research process. The module provides learners with detailed knowledge of the principles of quality research and in particular the challenges of research in education. Learners will analyse and interpret existing research on education and childhood, identifying methodologies, design, data analysis and research concepts such as bias, validity and generalisability.  In particular, the module aims to familiarise learners with research as a reflective process and a collaborative activity among colleagues as a way to solve real problems and initiate change.

This module aims to provide learners with a general knowledge of management in education. Learners will develop and acquire skills in planning, delivering and communicating in an education setting. They will also examine relevant legal and financial requirements. An understanding of basic business and management will add core competencies and skills to the graduate profile and allow graduates to pursue positions of responsibility and display management, communication and leadership skills in educational settings.

This module focuses on differentiation and responses to diversity.  It introduces learners to practice and planning for children with assessed syndromes and specific learning difficulties. It outlines the Individual Education Plan (IEP) process and the importance of differentiation both in planning and in practice.  The theoretical aspects of the module are linked to practice by examining how Montessori concepts, in particular those relating to sensory development and the concrete experience, can be integrated to practice to support children’s learning. This module aims to provide the learner with a deeper understanding of differentiation and responses to diversity.

Placement is an integral part of the programme. It allows the learner to link practical and theoretical elements of other modules across the stage.  In Stage Three learners have the opportunity to engage with children as they transition into the first years of primary education. The aim of this module is to enable the learner, through practical classroom experience, to integrate Montessori philosophy into settings for the ‘child in transition’. The learner will consider the ‘child in transition’ and will observe, plan, deliver, assess and evaluate activities, experiences and projects based on his/her continuing study of Montessori education and childhood development. This module will allow the learner to further develop communication skills and reflective abilities consistent with best practice in education ood development.

This Montessori module is integral to the programme. It examines Montessori theory in detail for the older child and completes the cycle of learning related to a particular span of a child’s life. It allows learners to evaluate where the child is now, in terms of maturity and learning, and to map the child’s journey through the first two planes of development as described by Dr Montessori. In particular it expands on Montessori’s concept of Cosmic Education which sees the child as an active participant in the ‘adventure’ of the universe.  Although this is not a capstone module, it is a type of capstone for the Montessori content of the programme in that it requires the learner to stand back and evaluate all that she/he has learned about Montessori education and to consider the broader community and society applications of Montessori education, e.g Montessori and Dementia and Montessori and Intergenerational Learning.. In addition it requires the learner to reflect on learning and to further develop a personal philosophy to guide practice in the future (see module 303). The module aims to use a Montessori approach to explore how concepts and subjects of the PSC might be delivered to the older primary child.  Learners are also encouraged to look at the wider implications of Montessori theory, , looking beyond the classroom to creative applications for Montessori theory in diverse contexts.

MODULE 403: TEACHING A SECOND LANGUAGE – It is important that all teachers are encouraged towards an understanding of and a positive disposition towards the Irish language. The aim of this module is to build on learning in the Montessori Curriculum module 301. It also aims to harness the Montessori language and literacy skills gained in the Montessori Education modules (101, 201, 301 & 401). It will introduce learners to a wide range of teaching methods and resources that are critical for supporting the child through a second language acquisition. It also aims to provide the learner with the skills and confidence to use age appropriate Gaeilge with children during the placement experience.

Leadership in education is multifaceted: it involves managing within a setting, engaging with stakeholders, navigating through a complex policy environment, and also modelling sensitive and effective leadership.  This module examines key leadership concepts. It explores leadership styles and teambuilding skills; enabling the learner to identify his or her own skills. It evaluates the roles of regulatory and advisory agencies and of professional networks and stresses the importance of CPD to engage with policy and procedures while dealing with issues in the workplace.

This module builds on Inclusive practice as addressed in Montessori Practice 1&2. The multi-faceted role of educators, in engaging with and developing strategies to support full inclusion of all children, calls for a broad understanding, of those who present with diverse needs, and of the families and communities to which they belong. This module allows learners to look at the changing nature of Irish society and the nature of inclusive practice in Irish education. It will allow learners to look at more specific methodologies and inclusive strategies, and their function and application, when working with all children in a range of educational settings. It will also allow learners to consider the concept of leadership in teaching and learning in diverse settings; leading the teaching and leading the team.

This capstone module is an overarching module which draws together the learner’s knowledge, skills and competence in an integrated, reflective way.  The completion of a dissertation will demonstrate the learner’s achievement of the module and programme learning outcomes. A clear outline and detailed guidelines for the capstone module will be provided for the learner.  While engaging in academic research learners will gain an understanding of the value of research in education and will also have the opportunity to integrate knowledge and skills learned throughout the programme.

Placement is an integral part of the programme. In Award Stage learners have the opportunity to immerse themselves in a primary school setting and to engage with an educational community. Taught sessions will prepare learners for this experience and learners will also have the opportunity to discuss their experiences following placement. Designated tutors will observe each learner’s contribution to the primary setting and will offer on-going formative feedback.  The aim of this module is to enable the learner, through practical experience, to integrate theoretical and practical concepts related to education for the primary aged child. The learner will observe the dynamic of the school and the classroom. S/he will plan, deliver, assess and evaluate learning experiences based on his/her continuing study of Montessori education and childhood development. A further aim is that the learner will develop communication skills and reflective abilities consistent with best practice in education.

The aim of this module is to allow learners to build on all previous study (policy, sociology,
psychology) enabling them to explore contemporary issues concerning ECEC. Learners will interpret
and reflect critically on pedagogy, curriculum, policy and practice in ECEC, preparing them for
practice with children, families and other relevant professionals and professional organisations. The
module will support learners as they engage with Module 409: Professional Practice in the Early
Years.

This module builds on Module 305 and aims to extend learners’ business and management skills
preparing them for possible Manager and/or Business/Owner roles in Early Years education
settings. Guest speakers will be invited , e.g. early years managers, childcare committee members, part-time
lecturers who also run businesses, school principals (St Nicholas), graduates who have set up their
own Montessori schools. These guest speakers who are active professionals in the education sector will share their experiences and allow learners to see potential career destinations.

Leadership in education is multifaceted: it involves managing within a setting, engaging with stakeholders, navigating through a complex policy environment, and also modelling sensitive and effective leadership.  This module examines key leadership concepts. It explores leadership styles and teambuilding skills; enabling the learner to identify his or her own skills. It evaluates the roles of regulatory and advisory agencies and of professional networks and stresses the importance of CPD to engage with policy and procedures while dealing with issues in the workplace.

This module builds on Inclusive practice as addressed in Montessori Practice 1&2. The multi-faceted role of educators, in engaging with and developing strategies to support full inclusion of all children, calls for a broad understanding, of those who present with diverse needs, and of the families and communities to which they belong. This module allows learners to look at the changing nature of Irish society and the nature of inclusive practice in Irish education. It will allow learners to look at more specific methodologies and inclusive strategies, and their function and application, when working with all children in a range of educational settings. It will also allow learners to consider the concept of leadership in teaching and learning in diverse settings; leading the teaching and leading the team.

This capstone module is an overarching module which draws together the learner’s knowledge, skills and competence in an integrated, reflective way.  The completion of a dissertation will demonstrate the learner’s achievement of the module and programme learning outcomes. A clear outline and detailed guidelines for the capstone module will be provided for the learner.  While engaging in academic research learners will gain an understanding of the value of research in education and will also have the opportunity to integrate knowledge and skills learned throughout the programme.

The aim of this module is to extend the professional development of learners by giving them a
variety of experiences related to other pedagogical philosophies, policy, community- based delivery
and administrative aspects of ECEC, allowing them to become critical proponents of Montessori
philosophy based on real world knowledge. A further aim is the exploration of the concepts of
professionalism, ethical practice and continuing professional development, enabling learners to
develop knowledge, skills and attitudes for dealing with issues both personal and professional.