BA (Ord) Early Childhood Care & Education

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