Early Childhood Education

PL01: Building Relationships Through Aistear: The Power of Slow Relational Pedagogy with Babies and Toddlers

Course Outline

The workshop addresses what is slow relational pedagogy in the context of building relationships through Aistear, and enhancing the learning and development of babies and toddlers responsively, respectfully and sensitively. There is a focus on why slow relational pedagogy is important. Finally, we examine the specific features of engaging in a slow relational pedagogy in professional practice in ECEC settings for working with this age range. These understandings are required for very young children’s flourishing.

Profile of Course Leaders

Dr Geraldine French is an Associate Professor, Head of School of Language, Literacy and Early Childhood Education, Programme Chair of the Master of Education in Early Childhood Education and Senior Fellow of Advance HE (SFHEA) in the Institute of Education, Dublin City University. In the context of early childhood education and care Geraldine has published on quality professional practice, supporting early language, literacy and numeracy and nurturing babies’ learning and development.  Her most recent research included leading the literature review to update Aistear and the development of the revised national literacy, numeracy and digital literacy strategy (from an early childhood perspective).

PL02: Universal Design for Learning In Early Childhood Education (0-8yrs)

Course Outline

Day 1

Session 1: Foundations of UDL in ECE, 11am - 11.45am 

An introduction to Universal Design for Learning (UDL) will be presented for discussion. Attendees will be offered opportunities to connect with the principles and checkpoints of UDL making connections to practice and local policies. In small groups they will explore a child’s daily experience using a UDL lens. 

Session 2: Inclusive Play, 12noon - 12.45pm 

In this workshop an introduction to inclusive play will offer opportunities to attendees to reflect on current play practices, experiences and learning needs, using UDL to reframe play and play environments. Attendees will explore diverse experiences of sensory, communication and mobility needs. A case study analysis will be used to support discussion on UDL informed adjustments

Session 3: Storytelling for Inclusion, 1pm to 1.45pm 

In this workshop attendees will be introduced to storytelling as a teaching tool for culturally responsive and child led narrative practices. Attendees will engage with the story in a hands-on practical manner demonstrating the importance of digital, tactile and performative stories to reach and engage all children. Using the UDL principles attendees will co-create a short inclusive story.

Day 2

Session 1: Reflection from Session 1; What we have changed and what we need to change, 11am -11.20am 

In this session we will address questions, reflections and experiences from practice based on implements or reflecting on Session 1 learning. Attendees will discuss ideas in small groups and feed back to the full group. 

Session 2:  Access to Inclusion Model and UDL, 11.30 am -12.30pm  

In this session attendees will explore the ‘Diversity, Equality and Inclusion Charter and Guidelines for Early Childhood Care & Education’, (DCEDYI, 2016) and reflect on their own settings inclusion charter. They will attend to concepts of working in a multi-disciplinary team and reflect on their roles and responsibilities using a UDL framework.   

Session 3: Partnership with Parents and the UDL Framework, 12.45pm - 1.30pm

In this session attendees will explore supporting parents in applying UDL in the home setting, they will build knowledge in communicating with parents on new ideas and concepts to support the child’s development across an intergenerational family system. Attendees will develop ideas for establishing a communication infographic on UDL principles for families. 

Profile of Course Leader

Dr Mark Quirke is a leader in Universal Design education practices across all education sectors. She brings a wealth of experience from her guidance experience to support learners with additional needs to transition across learning environments.  She is a published author and active researcher in the field of inclusive education.

Dr Carol-Ann O’Síoráin is an Assistant Professor in Early Childhood Education in the School of Language, Literacy and Early Childhood. She is an active educator, researcher and advocate of inclusive education and quality learning experiences for children with additional needs in early childhood. Her research interests inform her everyday practice as a teacher educator. 

PL13: Autistic Play 

Course Outline

This workshop will focus on supporting educators to consider the role of play and playful strategies for supporting young autistic children and their families in early intervention and infant classrooms. Concepts such as bi-directional interaction and engagement will be explored along with deepening understanding of learner play profiles and positive attributes. Participants will be asked to reflect on their own knowledge and to critique their practice to identify opportunities for playful engagement and new play opportunities.  We will engage in play activities and evaluate how these activities can scaffold motivation, meaning engagement and personal expression.

Profile of Course Leader

Dr Carol-Ann O’Síoráin is an Assistant Professor of Early Childhood in the School of Language, Literacy and Early Childhood. Her PhD research focused on the literacy practices of young autistic pupils and their learning experiences. Carol-Ann is passionate about quality teaching and learning for autistic children. She has authored book chapters and research articles on this topic.