Programme Aim

This is Stage Two of a Two Stage Programme.

The overall aim of the two stage programme in North Connaught College of Further Education, Tubbercurry, Sligo  is to enable learners to develop the knowledge, skills, and competence to work as autonomous practitioners, subject to practice supervision, promoting and supporting the holistic needs of children from 0 to six years, and/or to take responsibility for a room or area in an ELC setting*.

This award also provides the learner with the opportunity to transfer and progress into further and higher education and training.

*The current qualification requirement for room leaders is Level 6 (DCEDIY, register of recognised Early Years qualifications.) Qualifications for different roles in ELC may be subject to change in line with evolving national policy.

**The programme leads to a new award, the Advanced Certificate in Early Learning and Care 6M21471.

NB – It is important to note that the 6 mandatory Programme Modules are not accredited Awards in their own right. The Advanced Certificate in Early Learning and Care will only be awarded on successful completion of Stage One of the Programme and all of the 6 mandatory Programme Modules in Stage Two.

Students will gain knowledge in:

  • Advanced Professional Practice Placement in Early Learning and Care
  • Sociology and Social Policy in Early Learning and Care
  • The Developing Child
  • Curriculum and Pedagogy
  • Inclusive Early Learning and Care
  • Supervision and Administration in Early Learning and Care
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Programme Progression

Upon completion of the course at North Connaught College students will have many options including:

  • Work as a childcare worker in a variety of ELC settings
  • Go on to work in a supervisory capacity in a variety of ELC settings or open their own childcare business
  • Progress to third level education
  • Pursue a degree in Early Childhood Education (with the option of progressing to Primary School Teaching, Montessori Teaching).

Entry requirements

  • Education: The learner who has either successfully completed a programme leading to a level 5 QQI Certificate OR can demonstrate the levels of knowledge, skill and competence associated with NFQ level 5 will be eligible to apply for entry to this programme.
  • Aptitude: It is expected that the successful applicants must have motivation to learn, an interest in childcare and demonstrate a broad range of knowledge, skills and competencies relevant to the course and be able to exercise initiative and independence when carrying out practical activities.
  • Previous Experience: Applicants must be able to demonstrate a range of knowledge, skills and competencies relevant to the course, be able to work with responsibility and demonstrate the ability to work on their own initiative.

Course Content

Title Award Awarding Body
Advanced Professional Practice Placement in Early         Learning and Care (6C21517) QQI
Sociology and Social Policy in Early Learning and Care (6C21518) QQI
The Developing Child (6C21519) QQI
Curriculum and Pedagogy (6C21520) QQI
Inclusive Early Learning and Care (6C21521) QQI
Supervision and Administration in Early Learning and Care (6C21522) QQI

Further Details

Below is a more detailed description of each of the Components

Advanced Professional Practice Placement in Early Learning and Care

The purpose of this module is to equip the learner with the knowledge, skills and competence required to engage in an advanced personal and professional capacity, to work independently and as part of a team in ELC settings, in line with legislation, policy and frameworks with an emphasis on the management of relationships with all stakeholders.

Sociology and Social Policy in Early Learning and Care

 Learners will examine sociology, social policy and associated legal responsibilities, frameworks, and guidelines to support children, their families and other stakeholders working autonomously and as part of a team in ELC settings.

The Learner will conduct primary and secondary research on an aspect of social policy e.g. poverty, homelessness, minority groups, human rights issues, disadvantage (educational and otherwise) that impacts the quality of life of the child and family. The Learner will also conduct a risk assessment and then develop a Child Safeguarding Statement.

The Developing Child

 Learners will critically reflect on how child development theories inform practice and professional development, explore factors impacting on holistic development and investigate a range of approaches to support emotional regulation and the development of behavioural skills in children.  As part of the course, learners will plan and implement an inclusive, developmentally appropriate learning experience based on a child study.

Curriculum and Pedagogy

Learners will be equipped to utilise a broad range of inclusive pedagogical approaches in ELC, through the media of curricula, theory, practice and assessment. The learner will develop a plan for one enabling interest area for either of the following: children aged 0 – 2 years 8 months indoor in an ELC setting or children aged 2 years 8 months – 6 years outdoor in an ELC setting. The learner will outline medium-term planning, choose a theme and complete a portfolio of activity plans which focus on four areas of learning within this theme.

Inclusive Early Learning and Care

This purpose of this module is to equip the learner with the knowledge, skill, and competence to support inclusive education and care of all children including children with additional needs or who are dual language learners or who are new to the community. The Learner will gain an understanding of the importance of equality, diversity, and inclusive practice in ELC. They will evaluate national and international pieces of legislation/policy that promotes inclusion and children’s rights. The Learner will evaluate the value of assessment, and early intervention and support in achieving best outcomes for all children. They will plan in consultation with the child, their family, or other adults, a developmentally appropriate inclusive experience in line with Aistear and relevant regulations.

Supervision and Administration in Early Learning and Care

 The purpose of this module is to equip the learner with the knowledge, skills and competence required to supervise and to undertake administrative duties in ELC settings using effective communication strategies with all stakeholders including professional organisations and funding scheme providers. Throughout this module the learners will create a policy for partnership with families, carry out a case study on a Tusla Inspection, discuss the findings of a non-compliance and carry out a CAPA. The Learner will also exam 1 funding scheme in detail.