Certificate in Early Learning & Care – QQI Level 5 Major Award

This qualification focuses on understanding play, child development, and learning within historical and socio-cultural contexts, preparing you for diverse roles in the early childhood sector.

You will explore disciplines like psychology, sociology, education, and health to develop a deep understanding of early childhood development and education.

You will have the opportunity to undertake 150 hours of supervised placement to enhance your academic and practical skills, preparing you for a rewarding career in early childhood settings.

Upon completion, seamlessly transition to Stage 2 of the Advanced Certificate in Early Learning and Care (QQI Level 6).

The module provides an introduction to the key concepts which underpin work in the early learning and care sector and draws on a range of perspectives to illuminate the contexts within which it takes place. It emphasises the importance of evidence-based and reflective practice and provides a framework for developing an emergent understanding of being an early childhood professional.

The module aims to enable the learners to:

Develop awareness of the historical perspective and factors shaping contemporary ELC
Develop understanding of current structure of the Irish ELC, relevant stakeholders, and government and non-government organisations supporting the sector
Foster an understanding of the right-based approach to provision of early childhood education and explore how children’s rights discourse shapes current legislation, policy, practice, professional standards, and values

This module will explore the concepts of health and well-being of young children and consider various factors which impact children’s welfare. The learners will develop knowledge, competence and practical skills required to meet the care needs of children in an ELC setting and to safeguard them from harm.

The module aims to enable learners to:

Gain knowledge, competence, and practical skills about the role of the practitioner in establishing a safe environment which will promote health, safety, physical, emotional, and mental well-being of children
Understand and assess risks to children’s safety and well-being
Understand and respond to children’s physical care and nutritional needs
Become familiar with current child protection and health promotion legislation and policy
Have a clear understanding of the impact of abuse and neglect on children’s well-being and develop a professional competence to know when a child is in danger or at risk of harm
Be aware of strategies and multi-agency approaches to protect children.

The module examines how the human body grows and how human behaviour changes during early childhood. Learners are introduced to observation as prime activity of teaching and considers how learning and development of children can be documented and interpreted through a lens of developmental theory.

The module aims to enable learners to:

To develop knowledge about developmental milestones in early childhood
To develop awareness about the domains of development and their interconnected nature
To recognise the impact of a child’s home environment, culture and first language on development
To apply knowledge about developmental milestones to gather information about development and learning
To know how to use major methods to observe children across all areas of development
To identify when intervention is needed
To develop emergent understanding of major developmental theories and use these to understand development, behaviour and learning of children

The module will explore the phenomenon of play as a context for early learning and will consider historical, theoretical, and cultural views on play as well as provide learners with practical tools to evaluate and plan for children’s playful experiences.

The module aims to enable learners to:

Understand complexity of play as a phenomenon
Become familiar with historical and theoretical views on play
Understand cultural variability of the concept of play
Understand how play promotes learning across all areas of the curriculum
Know how to organise enabling inclusive play environments
Use a reflective approach towards evaluating play
Develop practical skills and competencies in evaluating and planning for children’s play
Develop a personal framework for the value of play in their practice

The module will introduce the learners to the key principles of good practice in ELC which is inclusive of children with additional needs. The module will enable learners to:

Develop awareness about the range of additional needs children attending ELC services might have
Develop confidence in understanding key concepts and using appropriate terminology associated with working with children with additional needs and their families
Become familiar with legislation and professional guidelines promoting rights of children with additional needs and their families
Understand the principles of good practice in providing early education and care for children with additional needs
Develop knowledge about organisation of inclusive and accessible environments
Develop awareness about a range of strategies for supporting children with additional needs in an ELC setting
Appreciate importance of communication with stakeholders
Develop awareness about external organisations involved in providing services for children with disability and their families

The module focuses on personal and professional development of learners in a work-based context and equips them with tools to construct knowledge about themselves as emerging professionals. The learners reflect on how they transfer knowledge, skills, and abilities to consider individual needs of children to promote their well-being, learning in partnership with other professionals and parents.

The module will require learners to undertake a placement of 150 hours with two different age groups 0-3 and 3-6. Placement can be taken either in block or on a weekly basis to accommodate learners who are combining work and study.

The module aims to enable learners to:

Develop critical reflection skills
Develop an understanding of good practice
Make connections between learning across modules and apply their skills and knowledge in work-based contexts
Evaluate practice in relation to the principles stipulated in learning and practice frameworks, legislation, and regulation
Set professional goals and plan for personal and professional development

Limin Bai

Position: SNA & Early Years Lecturer Limin Bai’s Story I grew up in China, was educated in Ireland and graduated from Portobello Institute. Without Portobello tutors’ care and love, I wouldn’t be where I am now. Portobello helped me succeed in my career and the tutors ignited the passion I…...

Position: SNA & Early Years Lecturer

Limin Bai’s Story

I grew up in China, was educated in Ireland and graduated from Portobello Institute. Without Portobello tutors’ care and love, I wouldn’t be where I am now. Portobello helped me succeed in my career and the tutors ignited the passion I have for Special Needs Assisting.

I am an ASD teacher during the day and a lecturer in the evening. My on-the-job experience helps to support my teaching and my students love to hear all the stories and interactions I tell them as they are real-life scenarios that SNAs will face in the workplace. I love sharing my own experiences and getting feedback from my students about their experiences.

I write children’s books for Chinese children, it is very fun but equally so interesting to understand why children act the way they do. I write my own blog, and I have over 800 followers all of whom are parents and I receive excellent feedback from this. I help parents understand what is appropriate education and behaviour for their children.

Limin’s Teaching Philosophy

Students do not only need theories, they need support and guidance and they need to feel listened to. I instil confidence in my students always encouraging them not to give up and I give extra assistance if and when required.

I have students ranging from 18 to 65, they are all special to me, it doesn’t matter where they have worked before, or what experience they have I will give them the skills and tools required to complete the course and gain a job in the sector. I am creative in my teaching methods and this helps me to motivate my students to succeed and to keep them engaged in my classes.

What Limin’s Students Say

“We all had to adapt to a new way of communicating and learning. It is my first time doing a course like this let alone online and it has been a great informative experience which I have to say is down to Limin. Her classes were engaging, informative and enjoyable. She is a person who is gifted in many ways, one of which is teaching, be it to a child or an adult. I would have no hesitation in attending her of your future classes or recommending her and the Portobello Institute. Any child in her presence is bound to feel nurtured that is a gift in itself.” – Regina Ainsworth (SNA 5 student)

Option A – Starts 22nd July 2025

This course runs from 22nd July ’25 – 29th April ’26. A provisional course schedule is available here. This is subject to change.

Option B – Starts 30th Sept 2025

This course runs from 30th Sept ’25 – 16th Jun ’26. The schedule will be available here shortly – it will run to a similar schedule of the July 2025 start which you can see here.

This course has been specifically designed to be delivered online with live lectures. Webinars are recorded and should you miss a session, you can catch up with the recorded session at a later date.

Course materials are structured to be accessed on a week by week basis and are available to download from our eLearning platform as you progress through the course.

Work Placement

You will complete a work experience module which gives you the opportunity to put into practice the exercises and skills you will have learned during the programme.

Learners are required to complete a total of 150 hours of work experience in an Irish early years setting. If you are working in an Irish early years setting, you can complete the practical element of the work experience module in your current role.

You will have the opportunity by using these skills to stimulate, develop and guide the children under your direction to develop to their full potential.

Our tutors can help you secure a suitable work placement if needed.

Leaving Certificate, including Leaving Certificate applied, or equivalent at NFQ level 4.

Where the applicants do not have a Leaving Certificate or equivalent, they can be accepted on the basis of an interview and a short piece of writing.

All learners must complete the Children First training and undergo Garda vetting prior to commencing placement.

Applicants must be in a position to undertake supervised placement of 150 hours per stage and be in a position to obtain Garda vetting.

Applicants whose first language is not English must demonstrate evidence of achievement of B2 standard for writing, reading, listening, and speaking at Common European Framework of Reference for Languages.

1
Complete the online application form.
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Confirmation of a place will be given to applicants upon successful completion of the online booking form and payment of course fees.

Blended Learning

Course: €1,200

Additional Fees

Protection for Learner Insurance

€48

€1,248.00 Year 1 total fee

Blended Learning

Option 1

30% deposit payment (€432.90), followed by 10 scheduled payments on the first of each month, commencing the 1st of the month after the start date of the course. Includes one off instalment fee of €195.