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.

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 1, 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 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 aims to introduce the learner to the concepts of differentiation and responses to diversity. It introduces learners to the fundamental challenges of planning, teaching and learning with children with additional needs aswell as taking a look at the most common additional needs presenting in Irish classrooms.  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.

CT and discuss the ‘pros’ and ‘cons’ of technology for digital natives, in the early years.

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 and development.