What will I study during this New – BA (Hons) Inclusive Education Practice course?

This programme will provide you with specialised knowledge and skills to respond to challenges of high quality provision in a context increasing diversity in early childhood education settings, primary, post-primary schools and community care settings. You will reflect on the complex nature of inclusion and engage with philosophical, political, cultural and ethical aspect of education for learners who are vulnerable to exclusion and underachievement due to special education needs and disability.

You will consider a range of local and international perspectives including children’s rights, children’s health and well-being, pedagogical and curriculum approaches, diversity, and inclusion and disability in society.

You will explore a range of disciplines such as psychology, sociology and social policy, education, and health. Learning the links between theory and practice is key to your development as a professional Inclusive Educator.

Year 1
Year 2
Year 3

Promoting Holistic Development of Children (0-12 yrs)
This module emphasises the integrated nature of children’s learning and development and considers application of a range of developmental perspectives to inform understanding. Throughout this module, students will explore the theoretical underpinnings of children’s development across all domains; personal, social, emotional, physical and language development. This module also centres on the importance of understanding children’s temperaments, different learning dispositions and transitions, which are pivotal in providing quality care and education experiences in early years settings.

The module aims to enable students to:
1. Enhance their knowledge about the main theoretical perspectives that explain how children learn and develop.
2. Recognise integrated nature of children’s learning.
3. Reflect on influences and experiences in the setting which can impact on children’s personal, emotional, social, cognitive, linguistic and physical development and consider how these can be connected to theoretical perspectives.
4. Develop skills and competencies to design effective strategies to support development and learning.
5. Engage in peer learning and further develop team working skills.
Becoming an Educator, Academic & Professional Skills
This module provides orientation for students transitioning from further education to higher education level of study (HE). The student will gain an understanding of academic principles. The module considers differences of academic rigour and expectations at higher education. The student will obtain an understanding of various types of assessment, their format and structure, alongside the importance of referencing and how to use the Harvard referencing style. They will learn to use the library service to search for relevant materials, note-take and manage information.

The module aims to enable students to:
1. Understand the complexities of studying at a degree level and acknowledge challenges of combining study with responsibilities of work/work placement and family commitments.
2. Become aware of their emotional experiences and challenges as students.
3. Develop realistic strategies in terms of time management and target setting.
4. Understand conventions of academic study and academic writing.
5. Recognise importance of evidence-based practice rooted in research.
6. Become familiar with basic research methodology and tools and be able to use these tools to enhance practice.
7. Reflect on their professional values and standards and consider the impact of continuous learning and professional development on their professional identity.
Understanding Professional Practice – Placement Portfolio
The module focuses on personal and professional development of students in a work-based context and equips students with tools to construct knowledge about themselves as professionals in the area of inclusive education and SEND. The students will reflect on how they transfer knowledge, skills and abilities to consider individual needs of children to promote their well-being and learning while working collaboratively with parents and other professionals.

The module will require students to undertake placement of a minimum 100 hours. The placement can be completed in in an ELC setting which is availing of the level 7 AIM support, in a special education early years setting, in a primary or secondary school. Placement can be taken as a block or on a weekly basis to suit the needs of students who are combining work and studies. Students who are employed in an inclusive support role can do the placement at their place of work.

The module aims to enable students to:
1. Further develop their critical reflection skills.
2. Enhance and extend their understanding of effective inclusive practice.
3. Evaluate their practice in relation to professional guidance, standards and regulation.
4. Make critical connections between learning across modules and apply their knowledge to professional contexts.
5. Set professional goals and plan for personal growth and development.
Safeguarding Health, Well-being & Rights of Children
Approaches to Inclusive Education
The module considers inclusion from a theoretical and practical point of view. Theoretically the module explores the philosophy of inclusion and inclusive environments while providing knowledge and understanding in relation to practical approaches, frameworks, and models for current and future inclusive education provision. The module examines the term “additional needs” and learning needs arising from different areas of disability are explored and implications of legislation and policy for practice are analysed.

The focus of the module is on critical examination of the theoretical underpinnings of inclusion in the early years, primary and secondary school curricula and evaluation of the practical implications for inclusive education. This includes methodologies, pedagogies and best practice guidelines and their impact on planning, differentiation, and teaching.

The module aims to enable students to:
1. Develop awareness and understanding of various special educational needs and disabilities.
2. Understand how the principles and values of inclusive provision for children with SEND developed historically.
3. Study the legal background for inclusive educational provision with respect to national and international policy.
4. Explore key curriculum guidance documents in Ireland with respect to CARPET PATCH differentiation and pedagogical practices.
  1. Aistear, The National Curriculum Framework
  2. Primary School Curriculum
  3. Secondary School Curriculum
5. Explore the key theoretical, pedagogical and best practice models, approaches and frameworks which influence curriculum design and delivery in context of special education.
6. Understand the need to draw on theory and research when planning for inclusive provision and when engaging in reflective practice.
7. Examine the role of other professionals working to provide services for children with SEND with specific reference to the multi-disciplinary team and the processes and products of inclusive education.
8. Understand and appreciate the role of the child’s voice and choice within inclusive education provision and the ethics of child agency.
Understanding Development in Middle Childhood and Adolescence

Leadership Skills for Inclusive Practice
This module focuses on evaluation and development of practice through the lens of inclusion and social justice. It emphasises legal rights to equality for practitioners and children within the workplace context of educational and care settings and fosters development of skills to demonstrate, model and lead anti-discriminatory practice. The benefits and challenges of working in diverse environments will be examined. Students will explore national and international legislation and official guidance that nurtures equality and inclusion. Students will learn about the impact of inequalities on children’s life prospects and will be introduced to practical strategies for inclusion within their settings such as learning how to implement a listening culture in the classroom and modelling inclusion and anti-bias approaches.

The module aims to enable students to:
1. Extend their knowledge of legislation and professional guidance related to equality and inclusive provision.
2. Understand the impact of inequality and exclusion on children’s development, sense of identity and life prospects.
3. Evaluate practice and provision through the lens of inclusion and social justice.
4. Acknowledge their role as an agent of change and examine their own beliefs, attitudes and values.
5. Plan for improvements to enhance inclusive practice and provision in their setting.
Disability in Society
This module considers historical, cultural, philosophical and theoretical perspectives on disability and examines disability as a socially constructed phenomenon and a human rights issue. It explores the influence of dominant ideas about disability on policy, practice and representations of disability and special educational needs, including those in literature and the media.

This module examines disability through a historical and cultural lens within the remit of the sociology of disability. Furthermore, the module considers the philosophical and theoretical perspectives on disability. The social constructions of disability are explored with respect to the historical development of the main models of disability. This links to the legislative context which is examined alongside the human rights perspective on disability. The implications of such on the lives of children and young people with disabilities is critically explored. The module will employ the critical evaluations of these concepts and perspectives to examine the representation of disability in popular and social media. Additionally, the cyclical element of social representations and social experiences will be considered. The term ‘representation’ will be explored and applied to the sociological concepts of disability.

This module aims to enable students to:
1. Examine disability through a sociological lens.
2. Explore disability as a human rights issue and reflect on dilemmas about their implementation.
3. Consolidate knowledge on international documents that ascertain rights of children and young people with disabilities.
4. Develop an awareness of interrelationship between political, economic, cultural and ideological contexts in the lives of children and young people with disabilities with respect to the past, present and implications for the future.
5. Critically evaluate how children with disabilities are represented in the popular media (TV, online, radio, social media) and discuss the impact of media on policy and practice.
6. Investigate how media can create challenges and opportunities for perceptions of people with disability in society.
7. Develop critical literacy skills and learn how to create representative digital content.
Leading & Managing Services for Children
The quality of leadership is directly corelated with the quality of provision. The module explores the complexities of leading and managing a setting within the system consisting of different layers: children, parents and practitioners, professionals from external agencies and legislators. The module provides an overview of a range of theories and perspectives on leadership and explores distinctive features of leadership within the sector. Students are encouraged to evaluate their own role in leading and developing effective practice and reflect on their own leadership style. Their practical capacity to lead and manage organisations providing services for children and families will be fostered through in-depth study of the legislative and regulatory requirements in Ireland, both sector specific and those of general application.

The module aims to enable students to:
1. Appreciate the importance of good leadership and management for provision of quality services for children and families across all aspects of practice.
2. Develop professional knowledge for increased responsibility and accountability to all stakeholders.
3. Develop an in-depth knowledge of legislative and regulatory requirements in Ireland, both sector specific and those of general application and be able to comply with relevant reporting and inspection regimes.
4. Study the network of organisations involved in monitoring and supporting quality of services in Ireland and work effectively with their representatives.
5. Explore alternative tools for assessment of quality for self-evaluation and improvement of practice and provision.
6. Examine theories of leadership and management and reflect on their own leadership style.
7. Explore underpinning theory and practical knowledge for supporting individual staff members and teams.
Approaches to Inclusive Education
The module considers inclusion from a theoretical and practical point of view. Theoretically the module explores the philosophy of inclusion and inclusive environments while providing knowledge and understanding in relation to practical approaches, frameworks, and models for current and future inclusive education provision. The module examines the term “additional needs” and learning needs arising from different areas of disability are explored and implications of legislation and policy for practice are analysed.

The focus of the module is on critical examination of the theoretical underpinnings of inclusion in the early years, primary and secondary school curricula and evaluation of the practical implications for inclusive education. This includes methodologies, pedagogies and best practice guidelines and their impact on planning, differentiation, and teaching.

The module aims to enable students to:
1. Develop awareness and understanding of various special educational needs and disabilities.
2. Understand how the principles and values of inclusive provision for children with SEND developed historically.
3. Study the legal background for inclusive educational provision with respect to national and international policy.
4. Explore key curriculum guidance documents in Ireland with respect to CARPET PATCH differentiation and pedagogical practices.
  1. Aistear, The National Curriculum Framework
  2. Primary School Curriculum
  3. Secondary School Curriculum
5. Explore the key theoretical, pedagogical and best practice models, approaches and frameworks which influence curriculum design and delivery in context of special education.
6. Understand the need to draw on theory and research when planning for inclusive provision and when engaging in reflective practice.
7. Examine the role of other professionals working to provide services for children with SEND with specific reference to the multi-disciplinary team and the processes and products of inclusive education.
8. Understand and appreciate the role of the child’s voice and choice within inclusive education provision and the ethics of child agency.
Psychology of Learning and Behaviour
The module explores how learning and behaviour of children with SEND can be supported through the knowledge of applied psychology. It provides students with theoretical knowledge and practical skills to develop competence and confidence in their ability to scaffold learning within a variety of contexts and for a variety of capabilities, and approach challenging behaviours from a reflexive, professional and restorative approach.

The main perspectives on behaviour are explored with an emphasis on practical application in the inclusive environment. Students will explore the theoretical underpinnings of behaviour as communication. The module seeks to equip students with the ability to de-centre the behaviour from the child, and thus support the child to achieve positive regulation skills. Socio-emotional strategies to support positive behaviour regulation such as the growth mindset perspective, restorative approaches, differentiated curricula and reflexivity will be examined. Gained knowledge and skills will develop students’ competence to plan and implement interventions.

The module aims to enable students to:
1. Develop critical awareness of theories of learning and behaviour. Explore the dominant behavioural perspectives.
2. Explore theories of motivation and understand how they shape instructional design and underpin behavioural interventions in the special education context.
3. Consolidate their knowledge of behaviour regulation strategies as practitioners and as education professionals.
4. Understand functions of behaviour and enhance their knowledge of ways to support positive behaviour. Understand all behaviour as communication.
5. Explore the impact of SEND on socio-emotional development and well-being and how these developmental domains may be supported by the behaviour regulation strategies.
6. Work collaboratively with the stakeholders to plan and deliver differentiated curricula which meet individual needs of learners.

An Introduction to Research with Children and Young People

An Introduction to Research Methods with children and young people is a compulsory module for all students in the School of Psychosocial and Psychoanalytic studies and assumes no previous experience or knowledge of research methods. The module aims to provide a general research overview while contextualising the broad range of approaches and debates that are evident within contemporary early educational research. Throughout the module students will be provided with an understanding of theory and an appreciation of the differing perspectives that underpin quantitative, qualitative and mixed and complementary methodologies, while gaining an understanding from supporting frameworks and philosophies of knowledge underpinning the different paradigms relevant to social and educational research. Students will gain an awareness of the ethical implications which relate to research in the field of early education, as well as this range of methodological approaches, within which the key theoretical and practical issues will be addressed.

Throughout the module, students are encouraged to think critically and reflectively about research (including their own) promoting a deeper understanding of the role of reflexivity and reflective practice when engaging with research in early education.

Aims

Theories of Knowledge and dominant approaches to research with children and young people, including an introduction to qualitative, quantitative, mixed methods and complementary methodologies and how they should be used.

The module aims to:
• enable students to understand what is meant by social and educational research and develop awareness of its function in creating and interpreting new knowledge;
• encourage students to engage with the philosophical bases of educational research;
• help students understand the difference between the main traditions of social research – the positivist and interpretivist paradigms; but to further engage with alternative paradigms which underpin the philosophical stance of research and knowledge.
• enable students to develop familiarity with a range of methods used in educational research like case study, action research, ethnography etc.;
• introduce students to some key instruments of data collection like interviews, observations, Focus groups, Questionnaires, Journaling etc.;
• Highlight the ethical issues relevant to educational research, so that students engage with their research in an insightful manner; All students will be required to obtain ethical approval before commencing in their study.
• enable students to complete an educational research proposal which will be the basis of their MA Dissertation.
Professional Development: Sharing the Learning New or revised
The module encourages further extension of professional competence by focusing on interactions between adults and emphasising importance of sharing knowledge and empowering others within the sector to promote quality of provision for children and families.

Aims

The module aims to enable students to:
1. Understand the concept of mentorship in educational and care settings.
2. Use the opportunities to draw on their knowledge, skills and competence in context of reflective thinking and practice in order to support their colleagues.
3. Promote good practice and shared values.
4. Develop practical skills of structuring and presenting content in order share to knowledge.
5. Evaluate their effectiveness by reflecting on feedback and making judgements about their choices and decisions.
Learning Outcomes
1. Critically reflect on implications of mentorship for their own and other educators’ practice and professional development.
2. Reflect on their role and responsibility to share knowledge, skills and values in order to link theoretical models and philosophical approaches to practice and present solutions for professional challenges.
3. Work collaboratively with the research supervisor and peer learners and use feedback to evaluate progress and plan improvements.
4. Produce an e-Portofolio as a tool to support personal and professional development throughout the programme and beyond.

Programme Manager

Iryna Fox

About Iryna Fox

I started my career in education at the age of 16 and was teaching English to preschool and school-aged children in Kyiv, Ukraine.

To develop my interest in languages and teaching, I completed a BA and then MA in Teaching English and German, followed by a PhD in Linguistics at Taras Shevchenko University of Kyiv.

Between 2000 and 2005, I worked at the English Language Department of the university and was responsible for teaching English to future English teachers and interpreters and supervising student research projects.

Having married an Irishman, I moved to Ireland in 2005 and as I started having my own children, I developed an interest in early childhood education.

I completed training in Montessori education and started my career as a Montessori Teacher. Around that time Síolta and Aistear frameworks were introduced and I realised that I wanted to enlarge my knowledge about the variety of methods and approaches used to educate children.

This led me to a BA Hons in Early Childhood Studies with Portobello Institute/London Metropolitan University and after completion of this programme with First Class Honours I taught on Portobello Level 5 and 6 Early Childhood Care and Education programmes while still continuing to work directly with children and families in Early Years settings.

In 2018, I joined the Portobello team in a full-time capacity as the Programme Manager for the degree programmes and my role is focused on providing positive learning experiences for the students through leading the team of tutors and working with other Portobello departments as well as communicating with the teaching team at LMU.

I am eager to learn more about third-level education and working with adult learners. I am currently completing a MA in Education, Learning and Development programme.

Why Did You Choose to Work in Education?

I believe that the learner-centred approach is as important in third level as it is in early childhood education.

The student’s well-being is very important and it is only when the student feels they are welcome and accepted as unique individuals, learning can take place.

I work to create this welcoming atmosphere and make sure that students have no barriers in approaching the team, that they receive the necessary information timely, know where to get help and can get help.

Education is not just about content knowledge, it is about making relationships, meeting inspiring people, and learning from others – and this is what we offer the students in our department and in our Institute.

Your Experience as a Programme Manager

I am really proud of the programmes we offer. A lot of the assignments are practice-based and both, those students who are new to the industry, and experienced practitioners, have a lot of opportunities to reflect on their work with children and families and learn to align it with best practices and research evidence.

Our teaching team is very strong and they strive to help the students along this journey – we employ tutors who not only have academic knowledge but also have industry experience so they can relate in the theory to practice in a real way. My role is to develop and support the teaching team and ensure that we are meeting our students’ needs.

The students in our department come from a variety of backgrounds. Many of them have been out of formal education for a long time, many are experiencing third-level education for the first time.

Some have a fear of using technology and online systems, some have learning difficulties. We understand that each student’s needs and situations are unique. We do our best to support them and we are thrilled to celebrate their success on graduation day – their success is our success!

Why Portobello?

Ever since I started tutoring with Portobello, I’ve been inspired by the learner profile of those who study at the college.

The majority of Early Childhood Studies students are practitioners who have to juggle the pressures of work, study and family life. These are people who want to better themselves despite any difficulties that might come their way.

This is what motivates me to do my work on a daily basis. And as a mum of three children, who also combines work and study, I feel I am in the right place to be able to understand our students.

In addition, I think we have an excellent team working for the college. I am surrounded by like-minded and hard-working people, some of whom have become really good friends.

I am blown away by how creative and innovative our senior management is in advancing the college work and how supportive they are of the team.

Because our team is compact and closely knit, I believe we can communicate a lot better and meet the student’s needs more effectively and efficiently than many other institutions.

We are currently putting emphasis on improving our student feedback system and this will be instrumental in further promoting quality in our department.

Qualifications

MA Teaching English and German
PhD Linguistics
BA Hons Early Childhood Studies
PGr Cert Training and Education

Research/Industry Participation

Early Childhood Ireland Research and Practice Seminar

Personal Academic Tutor

Each student is assigned a personal academic tutor to support you throughout your learning journey. They are available to offer you telephone and email support at any time. You can arrange to meet them for further one to one guidance at a time convenient to you.

Many of our past graduates have found it is the opportunity to ask a simple question, seek direction and submit a draft of their assessment that supported them most to successful completion. Emailing your tutor at any stage during your programme to ask a query or submit a draft of your assessment supports you to achieve your personal best throughout your studies with Portobello.

This level of one to one support is a particular benefit to choosing Portobello as your Institute of choice to complete your studies.

Samantha Cooney

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

Denise Baker

“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

Jacinta Murphy

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

Maeve Nolan

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.

Rachel Dunne

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.