ELC Stage 2 Advanced Certificate in Early Learning and Care (Level 6)
This is Stage Two of a Two Stage Programme.
The overall aim of the two stage programme is to enable learners to develop the knowledge, skills, and competence to work as autonomous practitioners, subject to practice supervision, promoting and supporting the holistic needs of children from 0 to six years, and/or to take responsibility for a room or area in an ELC setting*.
This award also provides the learner with the opportunity to transfer and progress into further and higher education and training.
*The current qualification requirement for room leaders is Level 6 (DCEDIY, register of recognised Early Years qualifications.) Qualifications for different roles in ELC may be subject to change in line with evolving national policy.
**The programme leads to a new award, the Advanced Certificate in Early Learning and Care 6M21471.
NB – It is important to note that the 6 mandatory Programme Modules are not accredited Awards in their own right. The Advanced Certificate in Early Learning and Care will only be awarded on successful completion of Stage One of the Programme and all of the 6 mandatory Programme Modules in Stage Two.
Target Award
QQI Early Learning & Care Advanced Certificate – 6M21471
Start Date: 09-09-2024 Hours/week: 20 Hrs 00 Mins Duration: 38 weeks
Learners will be expected to have completed Stage One of this programme or equivalent.
A minimum English language and literacy competency of B2 in writing, reading, listening and speaking on the Common European Framework of Reference for Languages (CEFRL) is required at entry to the programme for speakers of English as a second or other language.
Age Requirements
Minimum school-leaving age
Learning Aptitude
The programme is intended for learners interested in a career in early learning and care with children aged from 0-6 years, including those who may have an interest in working as an early learning and care practitioner or for those wishing to progress to higher education in this field.
Previous Experience
Target learners include school-leavers and mature learners returning to education. Full-time and part-time courses are intended to meet the needs of a range of learners, such as those already working in the sector who want to develop their skills and/or acquire qualifications, people working in other areas or unemployed who want to move into the ELC sector, people with responsibilities that do not enable them to undertake full-time courses and people whose preference is to undertake a part-time course.
| Module | Award | Body |
|---|---|---|
| Advanced Professional Practice Placement in Early Learning and Care | Early Learning & Care Advanced Certificate (6N21472) | QQI |
| Sociology and Social Policy in Early Learning and Care | Early Learning & Care Advanced Certificate (6N21472) | QQI |
| The Developing Child | Early Learning & Care Advanced Certificate (6N21472) | QQI |
| Curriculum and Pedagogy | Early Learning & Care Advanced Certificate (6N21472) | QQI |
| Inclusive Early Learning and Care | Early Learning & Care Advanced Certificate (6N21472) | QQI |
| Supervision and Administration in Early Learning and Care | Early Learning & Care Advanced Certificate (6N21472) | QQI |
The successful completion of the overall two stage programme and achievement of the Advanced Certificate in Early Learning and Care Award will enable the applicant to work as an autonomous practitioner and or take responsibility for an area or room, leading and coordinating the provision of a quality early learning and care environment across a range of early learning and care settings.* The focus is on promoting the holistic well-being, development and learning of children from 0 to six years across a range of ELC settings.
*The current qualification requirement for room leaders is Level 6 (DCEDIY, register of recognised Early Years qualifications.) Qualifications for different roles in ELC may be subject to change in line with evolving national policy.
Stage 2: (Equivalent of Level 6)
1. Examine how the rights of children and their families are impacted by social policy and social
systems nationally and internationally
2. Implement inclusive principles and practices to support the physical and mental health,
learning, development and care needs of children in ELC.
3. Promote collaborative, ethical, inclusive work practices with all stakeholders.
4. Analyse psychological and sociological perspectives, their impact on the developing child and
their significance to practice
5. Lead in the practice of child development observation and assessment to promote the holistic
development of children in ELC
6. Lead in the planning, implementation and review of inclusive creative and play-based learning
opportunities to inform pedagogy in both indoor and outdoor environments
7. Lead in the implementation and review of inclusive pedagogy and curriculum both child-led
and adult-initiated, independently or as part of a team, in line with national frameworks and
regulations
8. Facilitate and promote effective communication and teamwork in partnership with
stakeholders in the ELC environment
9. Utilise reflective practice to enhance continuing personal and professional development for
self and colleagues
10. Explore the significance of the supervisory and leadership role to promote best practice and
professionalism in ELC
11. Support the development and implementation of policies and procedures and review of
practices consistent with legislative and regulatory requirements to ensure continuity of
experiences to improve ELC provision.