BA (Hons) Early Childhood Studies

Position: Early Years Lecturer

“I am part of a fantastic team here in Portobello Institute. The range of modules from Children’s Rights to Challenging Inequalities provides students with extensive knowledge that can be effectively implemented into their daily practice. The wonderful students we have here seem to really enjoy the variety of modules making the BA in Early Childhood Studies a unique and useful degree.”

About Rachel

I started my journey in the Early Years sector back in 2012. After three fantastic years and a wonderful adventure at IT Carlow, I graduated with a BA (Hons) in Early Childhood Education and Care. Working in the sector thereafter, I was room leader of the preschool room and worked with children in afterschool club for a few years. As much as I loved these roles, I wanted to build on my knowledge and found my Masters Degree. I moved to Wales and completed the MA in Developmental and Therapeutic Play from Swansea University. As challenging as this was, I thoroughly enjoyed every minute. Back working in the sector, I started to work with Portobello Institute in October 2018 and have not looked back since!

Rachel’s Teaching Philosophy 

With the knowledge I have gained from both degrees and my experience in the sector, I approach lectures with students in a manner in which everyone is encouraged to contribute and reflect. We learn so much from each other as professionals and the ever changing sector means we never stop learning. There is no such thing as a silly question! In regards to students projects my own dissertations were based on children friendships for my BA and children’s pretend play and gender for my MA. As such, I would supervise any projects in the areas of play, gender, and child development.

The early years sector values committed and confident early years professionals who are able to adapt and thrive in this ever changing sector. I encourage my students to strive in their studies and support them in recognising their capabilities and potential. No one day in an early years environment will be the exact same and I encourage students to explore and implement different strategies using their new knowledge, to their daily practice.

Qualifications

• BA (HONS) Early Childhood Education and Care – IT Carlow
• MA Developmental and Therapeutic Play- Swansea University

Modules Taught by Rachel

• Challenging Inequalities

This module is of utmost importance for everyone working in the Early Years. Apart from the importance of learning how to implement an anti-bias approach, students also learn about the impact of inequality on children, families and staff. Students will also explore their own attitudes to equality which is critical for both personal and professional growth

• Pedagogy and Curriculum

This module shows how far we have come in regards to supporting children’s learning and development. The module explores different curriculum models and approaches used around the world. Students find this module very useful as ideas and concepts from theoretical figures and pioneers of early education can be implemented into their own daily practice.

• Children’s Rights

This module explores how children and childhood are viewed in both majority and minority countries. Emphasis is placed on the United Nations Convention of the Rights of the Child and how legislation and government agencies protect the rights of children in Ireland and around the world. Students learn about the role of the practitioner in advocating for children’s rights and how they ensure children’s voices are heard and respected in practice.

Position: Early Years Lecturer

“When I returned to education in 2000 to study Montessori Teaching, I knew I had found my life’s passion. I am passionate about my job and I want to instil in others what has been given to me.”

About Jacinta 

I began working in early education in 1994, and to be honest, did not know what I was taking on, but the times of work fitted with my family! Little did I know that I would find my life’s passion.

I was fascinated by these young people and the fact that the sector was unregulated and basically providers could do what they liked. I began to read on the subject and improve my practice and returned to education in 2000 to study the Montessori Method.

Since then, I have not stopped learning, through study, working with children and families, and through my role as a manager/lead practitioner in rural, urban, affluent, and disadvantaged areas.

My experiences provide me with vast industry insight as I have experienced vast changes within our sector, frameworks, legislation and other.

In a setting, each year brings a different group dynamic, therefore it is essential to have the ability to reflect upon and amend provisions and practices to meet the needs of children, families, and staff. I hope that bringing my practical experiences in the setting into my tutorials allows students to link theory and practice.

In 2004, I became a tutor at Portobello Institute on a part-time basis. Currently, I work full-time for the Institute supporting full-time QQI Level 6 students in Child Development, Early Childhood Curriculum, Social, Legal and Health Studies and Personal and Professional Development.

I am part of a vital, vibrant team who supports Level 7 Early Childhood Studies Degree students studying through a blended approach. I lead modules such as Children’s Rights in Today’s World, Enquiry-Based Learning and Communicating in Multilingual Contexts.

Jacinta’s Teaching Philosophy 

My approach is that all students have something to give and to learn, true learning is a two-way process, I love to see students discussing their life experiences to make sense of theory.

Many of the students are experienced practitioners and their practical knowledge should be valued. Just as no two children learn the same, similar could be said of adults, people learn in different ways and therefore I try to use a variety of approaches to suit the needs of the group in question.

I also understand the pressure of completing studies with work, families, and other commitments, as I have been there, and can offer some practical tips.

My greatest achievements as a tutor are to see students who are returning to education with little confidence in themselves and their abilities, blossom and grow both as students and practitioners.

Key valuable graduate attributes are, of course, the knowledge required to be an early year’s practitioner and the ability to apply that knowledge in their setting.

However, there are other equally vital tools, such as compassion, to be able to look at situations from various perspectives to gain understanding and allow for appropriate planning.

The ability to reach, support and work with all children, families, and staff in the setting is fundamental to quality provision.

Building respectful, reciprocal relationships is essential to providing quality experiences which benefit children’s learning and development.

I hope to instil the ability to reflect critically, without criticising, to examine attributes, biases, and areas for improvement and to plan accordingly.

Qualifications 

• MA Early Childhood Studies
• BA (Hons) Early Childhood Studies

Industry Participation 

• Teacher providing July Provision, a home-based programme for children with complex needs.
• Assisted the set up of a Homework Club, Mother and Toddler Group and Woman’s Group in a disadvantaged area through government funding. This group won a Millennium Award for their efforts, it was a proud day to receive this award in Dublin Castle with 2 others.
• HETAC Montessori Course Liaison
• Child Protection Course facilitator

Position: SNA lecturer

“I’ve come to a frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or dehumanized.”

About Samantha 

I have worked in the education sector for over 14 years. This includes the early year’s sector, special education sector, special needs assisting, primary teaching, further education, and higher education. My personal drive comes from experiencing educational and childhood disadvantage throughout my life, eventually leaving secondary school.

My journey began with further education in Cork College of Commerce where I studied Child Care and Education. From there, I completed a BA (Hons) Level 8 Degree in Early Years and Childhood Studies in University College Cork, receiving First Class Honours, and the Graduate of the Year Award. During this time, I received a Bene Merenti Award, College Scholar Titles, and the Peel Memorial Award for Academic Excellence, as well as other awards and titles. I continued my education journey in UCC, achieving a First Class Honours MA Level 9 in Sociology and then with Hibernia College receiving a First Class Honours PME Level 9 in Primary Teaching.

My experience and my philosophy are one in the same, potential is not measured in numbers, exams, or points. My personal circumstances prevented me from engaging with my potential during my school days. However, further education gave me the pathway I deserved, but could not access. This is the approach we take at Portobello Institute, and this is the philosophy through which I teach.

Over the past 14 years, I have developed a keen interest in special education, having worked as an SNA, intervention tutor, and home tutor for many years. I began working at Portobello Institute and other academic colleges teaching on SNA courses, Child Development courses and so. For the past number of years, I have worked in the Early Years Department as a lecturer on the BA Early Childhood Studies in collaboration with London Metropolitan University. I have also been heavily involved in the development of, and teaching of, the BA Inclusive Education Practice in collaboration with the University of Essex. This project continues to be a labour of love for me, as I am passionate about special education and need for evidence-based practice and teaching.

The culmination of my own personal experiences, training, and professional life has led to a strong commitment to trauma-informed teaching and care. This is my focal research interest along with educational disadvantage and cultural diversity in education. I am regular contributor to the college blog as well as participating in professional research endeavours. In addition to this, I am a research supervisor.

Samantha’s Teaching Philosophy 

As an educator, pedagogist, and sociologist, I firmly believe that we have a collective responsibility as people that care about the welfare, education, and development of children, to continuously reflect on and review our practice. Life-long learning is essential and evidence-based practices are a must. However, the primary goal of working for the dignity, respect, and autonomy of all children is to cultivate healthy and authentic relationships built on trust, kindness, and mutual respect. This forms the basis of my work with and for children, and it is the lens through which I engage with the world personally and professionally.

Qualifications

• First Class Honours BA Level 8 Degree in Early Years and Childhood Studies
• First Class Honours MA Level 9 Degree in Sociology
• First Class Honours PME Level 9 Degree in Primary Education

Research Areas

• Cultural Hybridity
• Collaborative Learning Strategies

Industry Roles

• Advocacy Roles
• Early Intervention
• Special Needs Assisting
• Primary Teaching
• Lecturing

Find Samantha Online

• LinkedIn
• Twitter

Position: Personal Development Advisor & Senior Early Years Lecturer

About Maeve Nolan

Moving to Germany after I completed my degree at The University of Limerick was exciting, but certainly very challenging as I was working in a truly multicultural/ educational environment.  At this time, I was studying in Berlin for my Masters and also working to support myself and doing both through German. Either activity would have been a fulltime role, but doing both certainly improved my time management and prioritisation skills. I have seen the benefit of these key skills throughout my career. I remained in Germany for 10 years and living in such a dynamic multicultural environment benefitted me in so many ways from education to social understanding and self-awareness. My interest in the area of education drove me to open, develop and run my own child care facility for 10 years before moving in to the current phase of my career supporting the education and development of educators.

Maeve’s Teaching Philosophy 

The part of my tutoring role that I find most rewarding is watching the students succeed both in the courses which I deliver, and onwards into their careers. I often receive a note of acknowledgment from a past student, who has just landed the job they trained for, or opened their own facility. I am always delighted with this kind of feedback, which shows me the value in what I do, and how I have in a small way enabled them to fulfil their ambitions. For me education is so much more than an exchange of knowledge, through involvement and participation, it enables a passion for true learning.

Qualifications

• BA Montessori Education
• MA International Politics (Through German / Diplom Politologin)
• BA European Studies

Research / Industry Participation

• St. Nicholas Montessori College, Dublin
• The Otto Suhr Institute, Free University (FU) Berlin, Germany
• University of Limerick (UL)

Modules Taught by Maeve

• Leading Practice with children, families and professionals – BA (Ord) in Early Childhood Studies

Quality of early year’s settings is characterized by strong leadership. In Early Childhood Education and Care (ECEC) settings children learn, grow and thrive when those settings are characterized by high-quality interactions and relationships. Leadership is one of the single most important drivers of organisational performance, quality improvement and innovation. This suggests that effective leadership is important and necessary in ECEC settings. While the evidence about ECEC leadership is still limited, there is a growing interest in gaining a better understanding about what ECEC leadership looks like across diverse settings and contexts, and how ECEC leadership can positively impact quality.

• Approaches to Pedagogy & Curriculum in the Early Years – BA (Ord) in Early Childhood Studies

This module gives students an insight to Curriculum and Pedagogy within the Early Years Setting. Pedagogy and Curriculum are often spoken of as one, however they are two separate entities, Pedagogy is how we teach whereas curriculum is what we teach. In the early years setting in Ireland, we see the children as ‘active agents’ in their own learning and a child-led approach is taken. Practitioners are becoming highly educated and are more open-minded to different pedagogies than they would have had historically.

Various curriculum models and perspectives in childhood education such as: Aistear, Reggio Emilia, EYFS, Forest Schools, Te Whariki, Steiner and Montessori are introduced. Pioneers/ theorists, such as Froebel, Steiner, Montessori, Margaret Mc Millan, Malaguzzi. Froebel, Piaget, Vygotsky, are considered & how they have influenced these models and perspectives. The objective here is to assist students (practitioners) to draw on their ideas when developing the framework within their settings, and incorporate such into their curriculum both indoors and outdoors.

• Enquiry Based Learning (EBL) – BA (Ord) in Early Childhood Studies

Enquiry based learning is particularly useful within early childhood education as it allows students of early childhood education to find information through inquiring and solving problems through constructive, critical thinking and also through reflection. Inquiry-based learning emphasizes the child’s role in the learning process. Rather than the teacher telling children what they need to know, children are encouraged to explore the material, ask questions, and share ideas. It helps children to develop their questioning, research and communication skills, collaborate outside the classroom, solve problems, create solutions, and tackle real-life questions and issues. As enquiry based learning continues, educators and children will become competent in building their own knowledge and how they understand the world through seeking and gaining information, developing their cognitive skills as the information is gained.

“Nobody ever finished up where they started – you are never too old to realise your full potential”

About Denise

Working in the Early Years sector is like a second life for me.  I worked in the sales industry for years and always knew there had to be something more fulfilling for me out there.  In 2005 I took that chance through a FETAC level 5 course in Early Childhood Studies, and you could say I caught the bug.  So here I am 15 years later with a Level 5, 6, and 8.  Two level nines – one in Public health and health promotion and one in Early Years Education, level 10 is the next step.

I have vast experience built up over the past 15 years working in this area from preschool practitioner to lecturer.  I work with Cork Institute of Technology as an Early Years Placement Supervisor also at present and have done so for the past 5 years.  I began my journey with Portobello 3 years ago after a change meeting with Iryna on the train from an Early Childhood Ireland conference in Dublin, and the rest they say is history.   Working with Portobello is a great experience the team are so supportive and welcoming.  The best interests of the students are always to the forefront and immense work always goes on behind the scenes to ensure this.

Denise’s Teaching Philosophy

My approach is that all students realise the importance of their place in a child’s learning.  The first 6 years of a child’s life are perhaps the most important.  It is a time when the seeds are set so it is important that they are watered appropriately.  Early Years Practitioners are at the centre of a child’s early years, with the family and peers they are the most influential, therefore it is vital that they are aware of all areas pertained to early years care and education.  I lead the Debating children and Childhood module, and this is an area that I love to teach.  The policy, practice and ideas of childhood that have shaped our views of the constructions of childhood are fascinating and it is an area that continues to change with more people and governments becoming aware of how inequality and poverty effects the child’s life chances.

Just as children learn differently, I am aware that this is the same for adults.  No two people are the same and no two people learn the same.  It is therefore my role to ensure that I am there to support all students in the learning experience making it a positive one for them.  I believe in being available for queries, questions, supports and anxieties at all times.  I am aware of the life constraints on the students as many are juggling work, family and study so therefore being available for students in the evenings as well as during the day is important to me.  I love to see students both young and not so young getting excited about the module and engaging fully with the supports provided by Portobello.

Qualifications

Master’s degree in Public Health (Health Promotion Pathway)

Master’s degree in Early Years Education

BA (Hons) Early Childhood Studies

FETAC level 5 Early Childhood Care and Education

FETAC level 6 Preschool Management

Industry Participation:

Placement Supervisor with Cork Institute of Technology’s Early Childhood Education and Care degree course.

Community Health and education Development Worker with the Traveller Community in North Cork.

National Treasurer of OMEP Ireland – early years research network.

Assisted with the inclusion of Traveller culture in the audit of Aistear in conjunction with NCCA

Position: Supervisor BA (Hons) Early Childhood Studies

“Education is the great engine of personal development. It is through education that the daughter of a peasant can become a doctor, that the son of a mine worker can become the head of the mine, that a child of farm workers can become the president of a great nation. It is what we make out of what we have, not what we are given, that separates one person from another.” (N. Mandela) But more than changing one’s trajectory, education is transformative allowing us to evolve our humanity, demonstrating that “Education is the most powerful weapon which you can use to change the world.” (N. Mandela)

About Wendy Tully

My mother learned to read at 50 when I was a teenager. I helped her with her homework. I was as proud of her as she was of herself. This taught me the power of education and how it offered my mother freedoms she never had – reading a menu, a novel, or an official document. Education is for everyone, for any age, any ability, and any language. Of all the amazing personal and professional experiences I have had in my life, helping my mother learn to read was the most transformative. It is a privilege to be a small part of another’s educational journey and see them succeed in reaching the goal they set for themselves.

Wendy’s Teaching Philosophy

My teaching philosophy is based on collaborative relationships.

Qualifications and Achievements

• M.E.S. Master in Educational Studies (Intercultural Education) – Trinity College Dublin 
• BA (L8) in Early Childhood Education and Care  – Institute of Technology, Carlow.  
• BA (L7) in Montessori Teaching – St. Nicholas Montessori College Dublin  
• Certificate (L9) in Research Supervision – Institute of Technology, Carlow. 
• Leadership for INClusion in the Early Years LINC  (L6) – Mary Immaculate College, S.C.R, Limerick. 
• Training Delivery and Evaluation (L6) – The Open College, Leopardstown Business Centre, Dublin 18
• I was the first recipient of the Sean Griffin Memorial Award for exceptional contribution to the learning environment. I was awarded this honour from St. Nicholas Montessori College. 

Dr Criona Blackburne has worked in education for over 30 years, specialising in early childhood for almost 20 years.

As an owner of an early years setting, a lecturer and an early years specialist she has a strong understanding of early childhood and is a strong advocate for inclusion.

Criona believes that the realisation of high-quality inclusive early childhood environments lies in the skills, attitudes and education of the early years educator.

Her doctoral studies highlighted the need for an increased focus on Orientation Quality, which highlights the critical role the educator plays in quality development and how the education, dispositions, attitudes, skills and well-being of the educator need to be nurtured.

This has led to her work advocating for Orientation Quality through using the Capabilities Approach.

Criona has a strong passion for supporting the development of early years educators through her work as an owner, lecturer and specialist.

She believes that educators need opportunities to extend their learning and skill sets through accredited learning opportunities, CPD and Communities of practice, where they can engage in theoretical frameworks, critical discussions and reflection on practice to position them to respond effectively to the complex dynamics of early years classrooms.  

“My life has been dedicated to education, having worked and qualified at all levels, initially as a secondary school teacher and for the predominant part of my life in early childhood.

“I opened my own early years setting in 2006 and since that time have expanded my interest in early childhood through ongoing engagement in training, CPD opportunities, networking culminating finally in a Doctorate in Education having previously completed a Masters in Early Childhood Education. 

“My understanding of the sector has been deepened through lecturing, tutoring, presenting and delivering workshops in various modules and topics relevant to early childhood practice, and through my work as an Early Years Specialist, where I have had the opportunity to interact and engage in critical discussions with a very passionate early years workforce from very diverse contexts.

“These interactions have contributed to my strong interest in the impact of policy on practice and the need to highlight the importance of the much-overlooked area of Orientation Quality and consider the impact of value, well-being, functioning and capabilities on the early childhood workforce. 

“I’m currently writing papers with colleagues and individually focusing on valuing the early years educator and inclusion in early childhood settings. I am also involved in module development in Leadership in Home Visiting Programmes,” she said. 

Position: Tutor

“The child is endowed with unknown powers, which can guide us to a radiant future. If what we really want is a new world, then education must take as its aim the development of these hidden possibilities,” Maria Montessori.

This quote resonates with me as a parent, a teacher, and a tutor in both the “Approaches to Pedagogy and Curriculum” and “Challenging Inequalities in Early Childhood” modules I am involved with.

Influenced very early by the Montessori philosophy and later on how Aistear combines so well with it, I truly believe in the child’s but equally the adult’s learning journey, where each has a part to play as an active agent of their own learning. Promoting holistic development and learning from others on a daily basis as a purpose of early years education.

Supporting students in their educational journey, who will, in turn, teach children and fellow co-workers and professionals is the way a community of practice presents itself and develop, where engaged, meaningful interactions and reflections take place.

I appreciate being responsive to students and providing a personal approach that is so particular to the Portobello philosophy.

I enjoy the questioning pertaining to the Early Years, the broad aspect of topics that are involved and the way they link with many other characteristics and spectrums of education.

About Agnes Connolly

After studying for my degree in English and German in France and working in a preschool, I made a move to Ireland where I discovered a true interest in the Montessori philosophy and its educational approach and pedagogical stance in Early Years.

I studied for my Montessori Teaching diploma and childcare at Portobello Institute itself before heading to Carlow to the South East Technological University where I graduated with a Ba (Hons) Level 8 in ECEC and in NUI Maynooth for a Level 7 Training and Continuing Education Certificate.

It was with great pride and interest that I joined the Portobello Team in late 2018 as it felt like a full circle. I have very fond memories of being there as a student where I truly enjoyed studying and made lifelong friends. I also cherished the wonderful tutors I had, who inspired me and reinforced my interest in the sector and taught me how to strive for creating nurturing environments and high-quality practice for young children.

After working in the sector for over 20 years I got involved in supporting children with additional needs by completing the Linc course in MI, Limerick and becoming the Inco in my service. It was after 5 years of undertaking that role alongside the quality and curriculum manager position, that I started to head more specifically into the area of special educational needs. Every opportunity is a way to learn, reflect and improve at what one does, learning along the way.

This diverse approach I took, has also influenced my way of tutoring and being involved in education. I have a keen interest in listening to others’ experiences and contributions to the sector. I truly believe in practical aspects and theory being strongly embedded with each other, where each stakeholder has a role to play.

Agnes’ Teaching Philosophy

Keeping abreast of current topics and legislation in an ever-evolving sector is key to sustaining a driven, robust, and professional sector.

As for my approach to teaching, being passionate and dedicated to all children and families are attributes of the industry that I would value and instil in students.

Every student, tutor and child we are involved with, contributes to the build-up of a mosaic workforce, where all strengths, abilities and interests displayed contribute to the development and recognition of the sector.

I am currently still studying through MI Limerick on the first cohort of Linc CPD + course and love taking part in the community of practice sessions where tutors’ and teachers’ input create a reflective, reassuring, and motivated community of practice.

Qualifications

• BA (Hons) Level 8 in Early Childhood Education and Care – South East Technological University.
• Certificate in Training and Continuing Education – Level 7  – NUI Maynooth
• Linc and Linc CPD +  – Mary Immaculate, Limerick
• Special Needs Assisting – Level 6
• Montessori and Childcare Diploma, Portobello Institute
• Supervision in Childcare – Level 6 – Portobello Institute
• Hanen Teacher Training:  Encouraging Language Development in the Early Years
• Sensory processing – DCYA
• Listening to Young Children: Supporting Transition – Open University
• Degree in English, University of Paris X