advance practitioner skills for observing and assessing...

Foundation Degree in Early Years Childhood Studies

Semester A and B 2014 -2016

Room G103

In this module, students will study significant theories underpinning child

development from birth to six in the context of human development. It will

introduce students to a range of theoretical perspectives from developmental

psychology, psycho-analytic and neuro-scientific theory and research, for

considering babies and young children’s development. It will underline the

inter-relatedness of personal, social, emotional, physical, linguistic and

cognitive development and discuss the role of relationships, movement, talk,

exploration and self-concept in development. Some of the issues associated

with child development theory and assessment, such as cultural bias and

gender differences will be explored. The importance for early childhood

professionals of accessing the views of parents and carers on their children’s

development will be considered. Furthermore, this module will develop

advance practitioner skills for observing and assessing children’s learning

over a period of time and become more analytical in reflecting on children’s

development.

Module Aims

This module aims to enable students to:

Understand the integrated nature of young children’s development from birth to six years old

Consider how cultural and social contexts impact on babies’ and young children’s development and learning

Study a variety of developmental perspectives including developmental psychology, neuroscience and psychoanalytical theory

Further develop their knowledge of key theorists and how their concepts inform our understanding of personal, social, emotional, physical, linguistic and cognitive development

Learning outcomes On successful completion of this module students will be able to:

1. Discuss significant aspects of babies’ and young children’s social, emotional, cognitive, physical and linguistic development (assessed in component 1).

2. Articulate the impact of the social, cultural and environmental context on the development of babies and young children (assessed in component 1).

3. Develop and present arguments which illustrate the interrelatedness of areas of development and learning (assessed in component 3).

4. Discuss a variety of theories and perspectives on children’s development and their strengths and limitations(assessed in component 4).

The Assessment

Component A:

A child study based on observations and other portfolio material, consisting of a written analysis and interpretation of that material, drawing on relevant research and theoretical insight (50%) - 2,500 words. An entire week’s work is devoted to ensuring you are clear about what a child study entails and you will be carrying out tasks e.g. observations during the module which will help you with this assignment.

The learning outcomes 1 and 2 must be evident and therefore must be met in the child study content, which are;

1. Discuss significant aspects of babies’ and young children’s social, emotional,

cognitive, physical and linguistic development (assessed in component 1).

2. Articulate the impact of the social, cultural and environmental context on the development of babies and young children (assessed in component 1).

Recommentded guidance for this task (assignment brief).

It is recommended that you choose one child in your work setting to observe their holistic development, focusing on the areas of social, emotional, cognitive, physical and linguistic development. The observation should be done once a week for a minimum period of five weeks. The amount of observation completed, on a weekly basis at work, will be left for you to decide, including the choice of methodologies used to observe the child. However, it is recommended that frequent observation should be undertaken on your chosen child to tease out any element of the children development being influnced by social, cultural

and environmental factors. Therefore, careful planning of observations, and detailed evaluations of your observation will support you to write a case study on the chosen child. The case study should reflect the development of your child observed and evaluated, supported by drawing on relevant research and theoretical insight. In terms of other portfolio materials, any planning or meeting minutes of the child that takes place due to the result of the observation outcomes, this will be useful to keep.

Component B: Essay title, ‘discussing perspectives on and theories of child development’ This is to be an essay ‘discussing perspectives on and theories of child development’ (it will be 50% of your overall mark and must be 2,500 words). Throughout the module, teaching and seminar reading activities would focus on a range of theories and research on children learning and development. This will support you to develop the skills to participate in group discussion, exploring the work of different theorists and current research. This will support you to then meet the two learning outcomes for this task, which are as follows:

The learning outcomes 3 and 4 must be covered in the essay, which are;

3. Develop and present arguments which illustrate the interrelatedness of areas of development and learning (assessed in component 2). 4. Discuss a variety of theories and perspectives on children’s development and their strengths and limitations (assessed in component 2). The title of the essay is; ‘discussing perspectives on and theories of child development’ This is an essay and you must ensure that you have an introduction, main body, conclusion, and reference/bibliography section being completed. Please avoid the use of ‘I’ as the essay will become bias discussion but attempt to write in the third person language, throughout the essay. This will allow for a neutral discussion in the essay. The following is a recommended guidance to structure your essay. Introduction Introduce briefly the theorists and research on children learning and development that you be discussing for this essay. Main body All the key discussion must come in your main body. Go in to detailed discussion on the theorist and research you will be discussing, attempting to break it down;

- The interrelatedness of areas of development and learning. - Strengths and limitations of the theorists and research being explored on children’s

development (put some argument for and against the work of these theorists and research being explored).

Conclusion Summarise the key points of the essay and conclude the essay against the essay title. References/Bibliography Provide a list of source of information used within the essay as references, and those books read (as bibliography) that supported you to generate or contribute ideas towards the essay. Hand in dates:

1. Child study, week 18 2. Essay, week 34

Perspectives on Children’s Development

Uni Week

number &

week beg

date

Teaching week number and focus for the week

Week 1

1. An introduction to the module

Introduction to the module and the assessment

How the module fits into the whole degree

What is expected of tutors and students

Using VLE for SE4002 – finding your way

Week 2

2. Introduction to theories of development

What is development?

Learning Theories

Cognitive Theories

Week 3

3. Introduction to theories of development

Socio-Cultural Theories

Psychoanalytic Theories

An introduction to observations

Week 5

Reading week

Week 4

4. Brain development

The anatomy of the brain, and its pattern of growth

Plasticity of the brain and if there are critical or sensitive

periods for learning

Whether the environment shapes brain development

The significance of research for practitioners and parents

Week 6

5. Observation

How the observation of children evolved

The importance of observation

The narrative observation

What makes an observation a rich resource?

Week 7

6. Physical development – gross motor skills

Stages of motor development pre-birth onwards

The links to other aspects of development

How do adults support this?

The influence of socio-cultural context in physical

development

Week 8

7. Physical development – fine motor skills

Reflexes to purposeful movement

Principles of physical development

The relationship between being a tool user and children

planning, using strategies and other areas of development

Week 9

8. Emotional Development - expression and emotional states:

theories of emotional development and the expression of

emotion

how feelings differ from emotion and the ability to regulate

emotion

understanding emotional states of others and young

children’s ability to empathise

Week 10

9. First Relationships

Explore attachment theory - Bowlby

Research security of attachment - Ainsworth

Consider cultural perspectives on attachment

Week 11

10. Wider relationships

Sibling relationships

Relating to peers and friendship

Key person relationships in the nursery

Week 12

11. The emergence of a sense of self

The emergence of self and development of self esteem

To understand the development of theory of mind

What is temperament?

Week 13 & 14

Christmas Holidays

Week 15

12. Becoming an individual: The child’s developing sense of self

Freud’s psychosexual theory of personality of development

Erikson’s psychosocial theory of personality development

Week 16

13. Perceptual skills and cognitive development

What is perception?

The development of the senses

Revisiting Piaget’s constructivist theory on knowledge

acquisition –the processes of adaptation

Piaget's sensory motor stage

The pre-operational stage

Week 17

14. Cognitive development and constructivist theory continued

Concrete operational stage

Formal operational stage

Post Piagetian views

Week 18

15. Socio cultural constructivist theory

Examine Vygotsky’s theory of cognitive development

Vygotsky’s language and thought

Bruner’s modes of representation

Submission of child study

Week 19

16. Discussion and preparation of the essay

Exploring what is an academic essay on child development?

Examining what to include in writing an introduction, main

body and conclusion in relation to the question.

Week 20

17. Language Acquisition

What is language

Stages of communication and language development

Different theoretical perspectives on language development

An introduction to acquiring more than one language

Week 21

Reading week

Week 22

18. Draft Essay Hand In – date

Writing a child study. This will include:

• Practising writing an observation

• Linking observation data and theories.

• Planning how to write the child study and to ensure that it

meets the learning outcomes.

Week 23

19. Representation: Young Children Creating and Imagining

• Explore young children’s growing ability to represent the world

and use and create of symbols

• Consider the benefits of fostering imagination and creativity

Week 24

Tutorials for feedback on draft essay

Week 25

20. Representation through Secondary Symbols

Look at the development of children’s:

– Drawing

– Number concept

– Writing

– Consider what opportunities children have for this

Week 26

Tutorial support sessions

Week 27

21. The impact of gender, race and disability on children’s sense of

self and learning (Part 1)

– Theories on gender development (this part will explore

various theoretical perspectives including social constructivist

approach

Week 28 22. The impact of gender, race and disability on children’s sense of

self and learning (Part 1)

– Children’s understanding of ethnic identity

Week 29 & 30

Easter Holidays

Week 31

23. A typical development and implications for practice in regard to:

• UK Legal provision - now the then

• Inclusion

• Models of disability

• What is intelligence?

Week 32

24. Further thinking about cognition and how we learn

• Theories on Information Processing

• How children encode, operate on and retrieve information

Week 33

25. Reflection on learning from this module

Submission of assessment 2

Week 34

26. Tutorial supports. Support session for student, (those students

that have extra time, i.e. dyslexia, tutorial support will be available.

Week 36

27. SE4002 Module Evaluation session

Submission for students that have extra time, i.e. dyslexia.

18 June onwards Exam boards and resubmission workshop with students.

LONDON METROPOLITAN UNIVERSITY

Module Specification

Section One: ABOUT THE MODULE

1 Module title Adults and Children as Learners: An Introduction to Early Childhood Studies

2 Module code SE4001

3 Module level and credit rating Level 4 30

4 Faculty Social Sciences and Humanities

5 School/Subject Discipline Early Childhood Studies

6 Teaching site(s) for course

City & Islington College Hackney Community College [click to select location]

7 Teaching period year long (30 weeks)

8 Pattern of attendance Day and Evening

9 Required prior learning

10 Module description

Code: SE4001 Title: Adults and Children as Learners: An Introduction to Early Childhood Studies An introductory module designed to provide support for those who have not studied at this level or who have not done so for some time. It introduces study skills and ideas of academic discourse and audience alongside key theories of how adults and children learn, and key professional skills in the early childhood field. FREQUENCY: At least once per year PREREQUISITE: This module is core for students who are returning to study and who are currently employed in the early childhood field. Students should normally have a minimum of two years full-time experience (or equivalent) of working with young children and their families. It is expected that students will be in a work placement providing for children in the birth to six age range for a minimum of 2 hours each week throughout the module, normally in a group setting. ASSESSMENT: A: A reflective essay in which the student critically discusses an aspect of their own practice and makes links between the values and principles of early childhood practice and the student experience. (50%) 2,500 words B: A Portfolio of 10 tasks, which are allocated throughout the module, in which the student reflects on and discusses different aspects of studying and learning in relation to themselves and to young children (50%) 2,500 words

11 Module aims

This module offers an orientation to higher education and aims to help students: Relate their own learning to the professional context of early childhood studies and to

theories of the learning of babies and young children;

Make connections between work based and academic knowledge and develop skills in all aspects of academic discourse;

Consider the professional skills required within an early years setting including communication, teamwork, partnership with parents and an anti-bias approach;

Consider the history of child observation and a range of models of observation and assessment tools from different perspectives

Develop an awareness and understanding of the historical, social and political context of early childhood services and of the cultures, principles and values that underpin early childhood practice.

12 Module learning outcomes

On successful completion of this module students will be able to: 1. Recognise significant issues relating to their own learning and practical experiences, and relate

this to the learning of young children 2. Present material in a range of formats, making use of a variety of sources of information and

appropriate academic references 3. Discuss the values, principles and skills required to work as early years professionals and

students in an anti-bias context 4. Use and critically analyse a range of observational techniques 5. Explain the importance of working in co-operation and collaboration with colleagues, parents

and other professionals.

13 Indicative syllabus – for full details see section C in Module Booklet

This module will give students the opportunity to note, practise and reflect on their own strategies and skills for learning and study and relate these to theories of learning in early childhood. There will be an overview of the range of professionals who work with babies, young children and their families and the development of professional skills required to work in early year settings will be reviewed including: Communication skills and teamwork, models of observation and assessment, the key person approach, working in partnership with parents and using an anti-bias approach. Concepts and debates central to the context of early childhood provision will be discussed including; the home/group care debate and the concepts of ‘caregiving’, ‘educare’ and ‘early education’.

14 Indicative bibliography and key on-line resources – for full details see section D in Module Booklet

Indicative Text Burns, T (2008) Essential study skills - the complete guide to successful to success at university London: sage Macleod-Brundell, I. and Kay, J. (2008) Advanced Early years (for foundation degrees level 4/5). London: Heinemann Nutbrown, C (2011) Key concepts in early childhood education and care London: Sage Parker-Rees, R (2010) Early childhood studies London: Sage Paige-Smith, A (2011)Developing reflective practice in the early years McGraw-Hill International Trodd, L (2011) Interprofessional Working In Practice : Learning and working together for children and families /E BOOK Waller, T (2009) An introduction to early childhood: a multidisciplinary approach McGraw-Hill International Waller, T (2011)Making sense of theory & practice in early childhood : the power of ideas /E BOOK

Recommended reading Becker, L., (2009) The Mature Student’s Handbook Basingstoke: Palgrave McMillan Blandford, S & Knowles, C. (2009) Developing Professional Practice 0-7, Essex, Pearson Burns, T, Sinfield, S. (2008) (2nd edition), Essential Study Skills London: Sage Dawson, C. (2004) Learning How to Study Again: A Practical Guide to Study Skills for Mature Students Returning to Education or Distance Learning, Oxford: How To Books Fawcett, M. (2009) Learning through Child Observation, London: Jessica Kingsley McMillan, K., Weyers, J. (2010) How to Write Essays and Assignments, Harlow: Pearson Miller, L et al (2012) Policy issues in the early years Open University Press Sambell K., Gibson M., Miller S., (2010) (2nd edition) Studying Childhood and Early Childhood: A Guide for Students London: Sage Siraj-Blatchford, I., Clarke, K., Needham, M., (2007) The Team Around the Child: Multi-agency Working in the Early Years Staffordshire: Trentham Books Wyse, D (2007) The good writing guide for education students London: Sage On-line resources https://www.education.gov.uk/publications/standard/publicationdetail/page1/DFES-LKAW-2007 (to download ‘Every Parent Matters’ document)

15 Learning and Teaching strategy for the module including approach to blended learning, students’ study responsibilities and opportunities for reflective learning/pdp

http://webopac.candi.ac.uk/HeritageScripts/Hapi.dll/retrieve2?SetID=C4E1D673-2D5D-47E4-92A6-4FAE3BA4DB1D&LabelText=early%20years%20education%20%28free%20form%20precision%29&SearchTerm0=%7E%5B%40EARLY%20%40YEARS%20%40EDUCATION%3A9999%3A0%5D%7E&SearchPrecision=30&SortOrder=0&Offset=5&Direction=%2E&Dispfmt=F&Dispfmt_b=B28&Dispfmt_f=F11&DataSetName=HERITAGE

http://webopac.candi.ac.uk/HeritageScripts/Hapi.dll/retrieve2?SetID=6EE9950E-1291-48BB-B1FA-C1600EC785D2&LabelText=early%20%5Btitle%5D&SearchTerm0=%7E%5BTEARLY%5D%7E&SearchPrecision=30&SortOrder=0&Offset=16&Direction=%2E&Dispfmt=F&Dispfmt_b=B28&Dispfmt_f=F11&DataSetName=HERITAGE






https://www.education.gov.uk/publications/standard/publicationdetail/page1/DFES-LKAW-2007

Students theoretical input will be through lectures and seminars and on-line module materials with access to an allocated tutor who is available to support them. Students will benefit from a blended learning approach through the use of a VLE programme for supplementary materials, links to E-books, on-line discussions and self-assessment exercises such as quizzes and reflective tasks.

Reflection and discussion will be key to teaching, and will be in the context of tutor-led sessions. Self-reflection will be promoted through exercises incorporated into VLE materials to promote the students experiential learning and their growing ability to act as a reflective practitioner.

Teaching and learning strategies and methods will focus on workplace skills and professionalism. Students will undertake and reflect on observations in the workplace and weekly tasks and reflective exercises to support increased knowledge and understanding. Observations, action research, work-related tasks and the use of development planning tools to support the growth of practitioners’ professional competence.

The development of transferable skills in presenting evidence, arguments and points of view to a range of audiences, through a range of media, including the use of ICT also supports individual learning.

16 Indicative learning and teaching hours for the module. Learning hours comprise face-to-face and virtual contact hours plus self-managed and directed learning and time spent on placements (where relevant).

Method Description and percentage of learning hours

Scheduled learning and teaching activities Lectures, seminars, workshops – 50 hours – 16%

Guided independent study Online activities, research, - 108 hours – 36%

Placement/study abroad Work placements – 142 hours – 47%

TOTAL LEARNING HOURS FOR THE MODULE

300

17 Assessment strategy

Students are required to compile a portfolio of 10 tasks, which are distributed throughout the module, in which the student reflects and discusses on different aspects of studying and learning in relation to themselves and to young children. These are submitted for assessment on completion of the module. The tasks will ensure that learning outcomes can be demonstrated and the development of collaboration will be assessed through electronically based discussions and/or through work with study partners.

Formative assessment will be ongoing through tutor and peer feedback to postings on Vle programme, alongside weekly feedback and discussion. Students will have the opportunity for self assessment and ongoing reflection on their learning through on-line quizzes and short answer questions.

Students will be invited to attend a face to face tutorial to discuss their summative assessment in advance of submission deadlines and to receive detailed formative feedback. Students will receive detailed formative written feedback following these tutorials.

Students will receive written feedback against all learning outcomes following the publication of marks. This will be the most comprehensive in cases of failure, where this will support learning for reassessment.

18 Arrangements for formative and summative feedback

The module is designed to ensure that students receive formative assessment throughout their studies. Formative assessment will be through tutor and peer feedback to postings of tasks on-line, in addition to feedback on their weekly tasks as they build their portfolio. Students will be encouraged to access on-line self diagnostic, quizzes and short answer questions.

Students will be invited to attend one-to-one tutorial to discuss their draft assignment in advance of summative submission deadlines and to receive detailed formative feedback.

All students will receive summative written feedback against all learning outcomes following the publication of marks. This will be the most comprehensive in cases of failure, where this will support learning for reassessment.

19 Description of assessment items

Assessment Method

Description of Item %

weighting Week Due

If not pass on aggregate, explain what is required to pass the module

Coursework An essay on a given title in which the student discusses an aspect of practice and makes links between the values and principles of early childhood practice and the student experience. 2,500 words

50 30

Coursework A portfolio of 10 tasks which are allocated throughout the module in which the student reflects on and discusses different aspects of studying and learning in relation to themselves and to young children. 2,500 words

50 15

Section Two: FACULTY USE

20 Nominated External Examiner

21 Nominated Module Leader at time of approval

22 Courses to which this module contributes and whether Core or Option

Foundation Degree Early Childhood Studies CORE for experienced practitioners employed in the field

Section Three: OFFICIAL USE AND CODES – responsibility for completion is as indicated

23 Original date of approval (QEU)

24 Module approved to run from (QEU)

25 Revision date (specify cohort) (QEU)

26 Module specification version number (QEU)

27 SITS Mark Scheme (Academic Registry)

28 Subject Standards Board Name (Academic Registry)




1 Module title Safeguarding Young Children’s Health and Well-being

2 Module code SE4004





north distance learning other





CODE: SE4004 TITLE: Safeguarding Young Children’s Health and Well-being BRIEF DESCRIPTION: In this module students will consider a range of issues relating to the health and well-being of babies and young children and their families and the early years practitioners role in the welfare and protection of children ages 0-6 FREQUENCY: At least once per year PRE-REQUISITES: It is expected that students will be in a work placement providing for children in the birth to six age range for a minimum of 2 hours each week throughout the module, normally in a group setting. ASSESSMENT: A: A portfolio of 4 tasks in which students critically analyse documents, such as reports, policies or leaflets relating to babies and young children’s health and well-being. (50%) 2500 words B: A written exam to respond to a child protection case study report, discussing the possible impact on learning and development, the implications for early childhood practice and detailing the welfare policy and procedural context. (50%) 2500 words

11 Module aims

This module addresses a key aspect of professional knowledge in the early years field and aims to enable students to:

Introduce the historical, social and cultural contexts of health and welfare provision for young children and of current policy and legislative frameworks

Develop an understanding of the position of health promotion and safeguarding within the early childhood curriculum

Identify and examine some of the health care and welfare issues raised when working with babies and young children and their families

Raise awareness of the breadth of individual, social and environmental aspects of health, safety and well-being

Develop professional competence in professional decision making and partnership working in relation to sfeguarding babies’ and young children’s health and well-being.


On successful completion of this module students will be able to: 1. Discuss the health and welfare needs of babies and young children in the context of early

childhood practice, provision and curriculum. 2. Identify the impact of child abuse and neglect on babies’ and young children’s development

and learning 3. Discuss how health is affected by poverty and inequality and critically analyse the factors that

effect the well being of babies and young children and their families 4. Articulate the roles of the early years practitioner and of different statutory and voluntary

agencies working with children and families in identifying and assessing children’s health, welfare and protection needs within a multi-disciplinary network.


This module will consider concepts of health and well-being in infancy and early childhood and the multiple factors that contribute to a child’s welfare. The impact of ill health and disability on early learning and on families will be considered and the individual, socio-cultural and environmental aspects of well-being for young children and their families will be examined. The module will consider providing for young children’s well-being and protection as part of a continuum of best practice and the position of health promotion within the early childhood curriculum will be explored. Students will examine the early years practitioners’ role in promoting healthy choices and in the identification and protection of babies and young children from neglect and abuse. Students will become acquainted with current health promotion and child protection policies and legislation and with the range of health and welfare services that exist for children and families in need of support.


Indicative Text Gasper , M (2010) Multi-agency working in the early years: Challenges and opportunities Recommended Reading Albon, D., and Mukherji, P. (2008) Food and Health in Early Childhood, London: Sage E book Baginsky, M (2008) Safeguarding Children and Schools. London: Jessica Kingsley Becket, C. (2007) (2nd edition) Child Protection. An Introduction. London: Sage. Collins, J., Foley, P., (2009) Promoting Children's Wellbeing: Policy and Practice (Working Together for Children) Bristol: Policy Press Department of Health (2008) The Child Health Promotion Programme, London: Department of Health Publication. Frost, N and Parton, N (2009) Understanding Children's Social Care: Politics, Policy and Practice. London: Sage Roberts, R., (2010) Wellbeing from Birth London: Sage Rushforth, C (2012) Protecting children and their families in the Early years, London: MA education Underdown, A. (2007) Young Children’s Health & wellbeing, Maidenhead: Open University Press E book Ward, H and Davies, C. (2012) Safeguarding Children Across Services: Messages from Research. London: Jessica Kingsley On-Line Resources Department for Education and Skills (2003) Every Child Matters. DfES. HMSO. www.education.gov.uk

Early years: an international journal of research and development /WEB LINK

http://www.dh.gov.uk/ (investigate the whole site. There is a good section on health inequalities) The Child Poverty Action Group http://www.cpag.org.uk/info/Povertystats.htm Accessed 4-4-11 Lots of information, facts and figures about poverty. http://www.nspcc.org.uk/html/home/home.htm www.dfe.gov.uk/acpc Journals: Tanner, K and Turney, D. (2003). What do we know about child neglect? A critical review of the literature and its application to social work practice. Child & Family Social Work Volume 8 February 2003 Children and Society Barlow, J and Calam, R. (2011) A Public Health Approach to Safeguarding in the 21st Century. Child Abuse Review. Volume 20, Issue 4, pages 238–255, July/August 2011. Wiley.


Students theoretical input will be through lectures, tutorials and seminars. Analysis of workplace observations and policy documentation will be undertaken by all students. All students will benefit from a blended learning approach through the use of Web Learn for supplementary materials, links to E-books, on-line discussions and self-assessment exercises such as quizzes and reflective tasks. Reflection and discussion are key to teaching in the context of tutor-led sessions, and students experiential learning promotes their growing ability to act as a reflective practitioner. Teaching and learning strategies and methods also focus on workplace skills and professionalism. All



http://www.dh.gov.uk/

http://www.cpag.org.uk/info/Povertystats.htm

http://www.nspcc.org.uk/html/home/home.htm

http://www.dfe.gov.uk/acpc

http://onlinelibrary.wiley.com/doi/10.1002/car.v20.4/issuetoc

students undertake and reflect on observations in the workplace and weekly tasks and reflective exercises support increased knowledge and understanding. Observations, action research, work-related tasks and the use of development planning tools support the growth of practitioners’ professional competence. The development of transferable skills in presenting evidence, arguments and points of view to a range of audiences, through a range of media, including the use of ICT also supports individual learning.



Scheduled learning and teaching activities Lectures, seminars, workshops – 50 hours – 16%

Guided independent study Online activities, research, - 108 hours – 36%

Placement/study abroad Work placements – 142 hours – 47%


300


Students are required to compile a portfolio of 4 policies / leaflets relating to babies and young children’s health and well-being during the module, 3 of which will receive formative feedback from the tutor. Students will be able to demonstrate they have met the learning outcomes through incorporating these into a final portfolio, submitted at the end of the module, which draws the threads together with critical analysis and an overall conclusion.

students will also have the opportunity for self assessment and ongoing reflection on their learning through on-line quizzes and short answer questions.




The module is designed to ensure that students receive formative assessment throughout their studies. Formative assessment will be through tutor feedback on the submission of three pieces of work. Students will be encouraged to access on-line self diagnostic, quizzes and short answer questions. Students will be invited to attend a face to face tutorial to discuss their summative assessment in advance of submission deadlines and to receive detailed formative feedback. . Students will receive detailed formative written feedback following these tutorials.

Students will receive written feedback against the learning outcomes following the publication of marks. This will be the most comprehensive in cases of failure, where this will support learning for





Foundation Degree Early Childhood Studies CORE for experienced practitioners employed in the field.








reassessment.


Assessment Method


weighting Week Due


Coursework A portfolio of 4 tasks in which students critically analyse documents, such as reports, policies or leaflets relating to babies and young children’s health and well-being. 2500 words

50% 15

Written Exam A response to a child protection case study report, discussing the possible impact on learning and development, the implications for early childhood practice and detailing the welfare policy and procedural context. 2500 words

50% 25




1 Module title Personal, Social and Emotional Development Matters

2 Module code SE503HA





Hackney Community College Hackney Community College [click to select location]

7 Teaching period Year long (30 weeks)




Code: Title: Personal, Social and Emotional Development Matters Description: This module explores theoretical perspectives on babies’ and young children’s personal, social and emotional development, 0-6 but with a specific focus on the first three years of life. The impact of cultural and social factors will also be considered and the implications of these theories and factors for provision and practice with children aged birth to three will be explored. Frequency: At least once per year Pre-requisites: It is expected that students will be in a work placement providing for children in the birth to six age range for a minimum of 16 hours each week in a group setting.Students who are not based in settings covering the 0-3 age range, will be expected to undertake the minimum of a one day observational visit to a relevant provision. Assessment:

A. An oral presentation (10 mins) based on a study of a child’s personal, social and emotional development, supported by a summary report of 1,000 words. (40%).

B. A written paper which demonstrates students' ability to identify and evaluate three different provisions for high quality the quality of standards in the provision, ie, private day nursery, children centre, creche, or nursery state school, for 0-3 year olds in the context of research and theory. (60%) 3,500 words

Module aims

This core module aims to enable students to:

Increase their knowledge and understanding of the personal, social, cultural and emotional development of babies and young children and its influence on all other aspects of development and learning.

Identify and evaluate effective practice and provision for 0-3 year olds through considering the learning and care needs of children from birth to three in out of home care

Develop skills as a reflective practitioner that enable them to understand the impact of their role on the lives of babies and young children

Explore the social policy contexts of young children’s well-being and provision for 0-3 year olds


On successful completion of this module students will be able to: 1. Describe, analyse and constructively critique theories of the personal, social, cultural and emotional

development of babies and young children, drawn from the research of developmental psychologists and others

2. Justify the crucial importance of this area of development and its impact on long term learning 3. Critically evaluate provision and practice and how it impacts on the development and well-being of

0-3 year olds 4. Discuss and evaluate the impact of their role on the learning experiences of babies and young

children and how their approach relates to their own experiences and values. 5. Discuss historical and current social policies that relate to young children’s well-being and the care

and education of 0-3 year olds


This module will promote reflection on the importance of personal, social and emotional development as an area of learning that is of fundamental importance for all other aspects of learning and development. It will include a focus on the socio-cultural and familial influences that impact on a children’s sense of cultural identity, self-esteem and emotional well-being. Relevant developmental psychology, psycho-analytic and neuro-scientific theory and research will be used to explore the growth and development of personal, social and emotional understanding in infancy and early childhood but with a specific focus on the first three years of life. There will be a consideration of the importance of the adult’s role in developing key person relationships; the implications of this for practitioner's skills and attributes will be explored through reflective exercises. Through their observations of practice in a setting, students will explore and analyse concepts of good quality practice and provision for children from birth to three in relation to developing and resourcing a broad and holistic curriculum that meets the needs of children from diverse cultural and family backgrounds. The module will also review current and historical social policy perspectives on children’s well-being and provision for 0-3 year olds and offer a comparative overview of differing international and cultural perspectives.


Indicative 5 core reading recommended for this module: 1. Brown, B. (2008) Equality in Action: A Way forward with Persona Dolls. Stoke on Trent: Trentham

Books Elfer, P., Goldschmied, E., Selleck, D. (2002) Key Persons in Nursery: Building Relationships for Quality Provision, London: David Fulton

2. Dowling, M. (2010) Young Children’s Personal, Social and Emotional Development, London: Paul Chapman .

3. Gerhardt, S. (2004) Why Love Matters. How affection shapes a baby’s brain: Hove / New York: Brunner-Routledge

4. Manning-Morton, J (2010) ‘Not Just The Tip of The Iceberg: Psychoanalytic Ideas and Early Years Practice’, in Miller, L., Pound, L. (Eds) Theories and Approaches to Learning in the Early Years (Critical Issues in the Early Years), London: Sage

5. Manning-Morton, J (2006) The Personal is Professional: Professionalism and the birth to threes practitioner. Contemporary Issues in Early Childhood, Volume 7, Number 1, 2006.

Other reading Abbott, L., Langston, A. (Eds) (2005) Birth To Three Matters: Supporting the Framework of Effective Practice, Maidenhead: OUP McGraw Hill Education. Goldschmied, E., Jackson, S. (2004) People Under Three, Young Children in Day Care. London: Routledge E book Manning-Morton, J., Thorp, M. (2006) Key Times: Developing High Quality Provision for Children from Birth to Three Years, Maidenhead: OUP Roberts, R (2011) Well-being from Birth, London: Sage Siraj-Blatchford, I. Clarke, P. (2000) Supporting Identity, Diversity and Language in the Early Years, Maidenhead:Open University Press E book Journals: Lally, J.R. Torres, Y.L and Phelps, P.C. (1997) Caring For Infants And Toddlers In Groups: Necessary Considerations For Emotional, Social And Cognitive Development. Zero to three, vol.14, no 5. pp.1-8. www.zerotothree.org. Web sites: Scottish Executive (2005) Birth to three, supporting our youngest children. Learning and Teaching

Scotland. http://www.ltscotland.org.uk/Images/birth2three_tcm4-161671.pdf http//www.zerotothree.org

http://www.birthtofive.org.uk/pdf/ey_sead_prac_gd_0070708.pdf


http://www.ltscotland.org.uk/Images/birth2three_tcm4-161671.pdf

http://www.birthtofive.org.uk/pdf/ey_sead_prac_gd_0070708.pdf

Observations will form the focus of teaching and learning; students will use these as a basis for reflection, analysis and for developing insight into theoretical perspectives. Learning will also be through visits and discussion. Students theoretical input will be through lectures and seminars and students will benefit from a blended learning approach through the use of VLE for supplementary materials, links to E-books, on-line discussions and self-assessment exercises. Reflection and discussion are key to teaching for students; this will be in the context of tutor-led sessions .students experiential learning promotes their growing ability to act as a reflective practitioner. Teaching and learning strategies and methods also focus on workplace skills and professionalism. Students undertake and reflect on observations in the workplace and weekly tasks and reflective exercises support increased knowledge and understanding. Observations, action research, work-related tasks and the use of development planning tools support the growth of practitioners’ professional competence. The development of transferable skills in presenting evidence, arguments and points of view to a range of audiences, through a range of media, including the use of ICT also supports individual learning.



Scheduled learning and teaching activities 90 hours – 30%

Guided independent study 105 hours –35%

Placement/study abroad 105 hours – 35%


300


Students are required to make a range of observations in their workplace. Students will have formative assessment opportunities throughout the module through in class / on line discussions of observations and tutor feedback or peer review on written observations, 2 of which will be given an indicative grade by the module tutor. All students will have the opportunity for self assessment and ongoing reflection on their learning through on-line quizzes and short answer questions.

Students will be able to demonstrate they have met the learning outcomes through two summative assessments. At the mid-point of the module taught course students will give an oral presentation based on a study of a child’s personal, social and emotional development, supported by a summary report. At the end of the module students will submit a written paper which demonstrates their ability to identify and evaluate high quality out of home provision for 0-3 year olds in the context of research and theory. In this way the assessment will address both the professional and academic aspects of the module. Students will be invited to attend a face to face tutorial to discuss their summative assessment in advance of submission deadlines and to receive detailed formative feedback. Students will receive detailed formative written feedback following these tutorials.



The module is designed to ensure that students studying the course will receive formative assessment throughout their studies. Formative assessment will be through in class / on line discussions of observations and tutor feedback or peer review on written observations, 2 of which will be given an indicative grade by the module tutor. Students will also be encouraged to access on-line self diagnostic, quizzes and short answer questions. Students will be invited to attend a face to face tutorial to discuss their summative assessments in advance of submission deadlines and to receive detailed formative feedback. Students will receive detailed formative written feedback following these tutorials. Students will receive written feedback against the learning outcomes following the publication of marks. This will be the most comprehensive in cases of failure, where this will support learning for reassessment.


Assessment Method


weighting Week Due


Coursewor

k

A. An oral presentation (10 mins) based on a study of a child’s personal, social and emotional development, supported by a summary report of 1,000 words. (40%).development (DL)

40% Week 15

Coursewor

k

B. A written paper which demonstrates students' ability to identify and evaluate three different provisions for high quality the quality of standards in the provision,

60% Week 30

ie, private day nursery, children centre, creche, or nursery state school, for 0-3 year olds in the context of research and theory. (60%) 3,500 words


20 Nominated External Examiner TBC

21 Nominated Module Leader at time of approval TBC


FD Early Childhood Studies Core

Section Three: OFFICIAL USE AND CODES– responsibility for completion is as indicated










1 Module title Communicating in Multi-lingual contexts

2 Module code SE5F55





Hackney Community College Hackney Community College other

7 Teaching period Autumn and Spring Period (15 weeks)




Code: Title: Communicating in Multi-lingual contexts Description: This module aims to develop the students’ understanding of the theoretical and the practical aspects of providing for babies’ and young children’s communication and linguistic development. It encourages students to examine and debate fundamental issues relating to communicating in a multi-lingual environment and considers the importance of cultural and social aspects as part of the process. The relationship between symbolic representation and language learning is explored. Frequency: This module is normally offered in either the Autumn or Spring period at least once per year. Pre-requisites: It is expected that students will be in a work placement providing for children in the birth to six age range for a minimum of 2 hours each week throughout the module, normally in a group setting. Assessment: A report based on a project in which students develop an area of their practice in relation to theories and research on communication, language and multilingualism (3,000 words)

11 Module aims

This core module addresses a key aspect of professional knowledge in the early years field and aims to enable students to:

Study current research and theories of language acquisition and early communication

Understand first and subsequent language acquisition and examine important current debates about multilingualism and cultural identity

Establish the connection between language, symbolic representation and early learning

Critically consider the relationship between effective early years practice, provision and multilingualism in supporting young children and families in a secure sense of their cultural identity and the maintenance of their first language.


At the end of the module students should be able to: 1. Describe, analyse and constructively critique current research and theories of language

acquisition and communication in children from birth to six years old 2. Identify and discuss the ways in which children may be supported in the development of their

first language whilst acquiring English 3. Articulate the role of the family, practitioners, other adults and peers in the communication,

linguistic and representational competence of babies and young children. 4. Plan, and evaluate practice and provision that effectively addresses linguistic and symbolic

diversity


There will be an examination of first and subsequent language acquisition and the implications of this for practice. The module will consider current methods of describing and assessing children’s communicative competence and will explore the relationship between the early years’ curriculum and the development of communication, language and symbolic representation. Weekly tasks will support taught sessions by focusing on aspects of the communication strategies used by children from birth to six years of age and the role of the practitioner. A critical evaluation of research into multilingualism will highlight its implications for the care and education of young children; including the importance of working in partnership with families. The relationship between policy and guidance on early language development and practice will also be considered.


Indicative 5 core reading recommended for this module: 1. Baker, C. (2006) Foundations of Bilingual Education and Bilingualism 4th Edition Clevedon.

Multilingual matters Ltd. 2. Cable, C., Eyers, I. Collins, J. (2006) ‘Bilingualism and inclusion: more than just rhetoric?’ Volume

21 Issue 3, Pages 129 – 134 3. Datta, M. (2007) Bilinguality and Literacy: Principles and Practice. London: Continuum 4. Flynn, N. (2008) ‘Living in two worlds: the language and literacy development of young

bilinguals’ Ch 2 in Marsh, J. and Hallet, E. (2008) Desirable Literacies. Approaches to Language and Literacy in the Early Years. London. Sage.

5. Whitehead, M. (2004) Language and Literacy in the Early Years (3rd edition) London: Sage

Other reading Datta, M. and Pomphrey, C. (2004) A world of languages. Developing children’s love of languages. London. CILT. Ch 1 Goldschmeid, E., Selleck, D. (1996) Communication Between Babies in their First year, London: NCB Levey, S and Polirstok, S. (2011) Language Development: Understanding Language Diversity in the Classroom. London: Sage Marsh, J. and Hallet, E. (eds.) (1999) Desirable Literacies: Approaches to Language and Literacy in the Early Years London: Paul Chapman Publishing Siraj-Blatchford, I & Clarke P (2000) Supporting Identity, Diversity and Language in the Early Years, Buckingham: Open University Press Wells, G. (1986) The Meaning Makers: Children Learning through Language and Using Language to Learn London: Hodder and Stoughton Journals: Iverson, J M and Goldin-Meadow, S. (2005) Gesture Paves the Way for Language Development. Psychological Science May 2005 vol. 16 no. 5 367-371 Web sites: DCSF (2007) Supporting Children Learning English as an Additional Language: Guidance for Practitioners in the Early Years Foundation Stage

http://nationalstrategies.standards.dcsf.gov.uk/primary/publications/foundation_stage/eal_eyfs DCSF (2010) Every Child a Talker: Guidance for Consultants and Early Language Lead Practitioners (Third instalment) Nottingham DCSF

http://nationalstrategies.standards.dcsf.gov.uk/node/277287 National literacy trust. Early language development: a review of the evidence for birth to age

three. http://www.literacytrust.org.uk/research/earlylanguage.html


http://nationalstrategies.standards.dcsf.gov.uk/primary/publications/foundation_stage/eal_eyfs

http://nationalstrategies.standards.dcsf.gov.uk/primary/publications/foundation_stage/eal_eyfs

http://nationalstrategies.standards.dcsf.gov.uk/node/277287

http://www.literacytrust.org.uk/research/earlylanguage.html

Students theoretical input will be through lectures and seminars. All students will benefit from a blended learning approach through the use of VLE for supplementary materials, links to E-books, on-line discussions and self assessment exercises such as quizzes and reflective tasks. Reflection and discussion are key to teaching for all students; this will be in the context of tutor-led sessions. Student’s experiential learning promotes their growing ability to act as a reflective practitioner. Teaching and learning strategies and methods also focus on workplace skills and professionalism. All students undertake and reflect on observations in the workplace and weekly tasks and reflective exercises support increased knowledge and understanding. Observations, action research, work-related tasks and the use of development planning tools support the growth of practitioners’ professional competence. The development of transferable skills in presenting evidence, arguments and points of view to a range of audiences, through a range of media, including the use of ICT also supports individual learning.




Guided independent study 52.5 hours – 17%

Placement/study abroad 52.5 hours – 17%


150


Students are required to make a range of observations of children being supported in their use of language and communication within the setting. Students will receive written tutor formative feedback on one observation. All students will have the opportunity for self assessment and ongoing reflection on their learning through on-line quizzes and short answer questions. Students will be able to demonstrate they have met the learning outcomes through a report based on a project in which students develop an area of their practice in relation to theories and research on communication, language and multilingualism. All students will be invited to attend a face to face tutorial to discuss their summative assessment in advance of submission deadlines and to receive detailed formative feedback. Students will receive detailed formative written feedback following these tutorials.

All students will receive written feedback against all learning outcomes following the publication of marks. This will be the most comprehensive in cases of failure, where this will support learning for reassessment.


The module is designed to ensure that students studying receive formative assessment throughout their studies. Formative assessment will be through tutor and peer feedback on observations and written tutor formative feedback on one observation. Students will be encouraged to access on-line self diagnostic, quizzes and short answer questions. All students will be invited to attend a face to face tutorial to discuss their summative assessment in advance of submission deadlines and to receive detailed formative feedback. Students will receive detailed formative written feedback following these tutorials.

All students will receive written feedback against the learning outcomes following the publication of marks. This will be the most comprehensive in cases of failure, where this will support learning for reassessment.


Assessment Method


weighting Week Due


Choose an assessment

method.

A report (3,000 words) based on a project in which students develop an area of their practice in relation to theories and research on communication, language and multilingualism

100% 15
















1 Module title Creative Thinking and Representation from Birth to Six

2 Module code SE5F54HA





Hackney Community College Hackney Community College

7 Teaching period Autumn or Spring period 15 weeks




Code:

Title: Creative Thinking and Representation from Birth to Six

Description: This module considers a range of theories of babies’ and young children’s cognitive and

representational development. Approaches to curriculum implementation that support the

creativity and learning of babies and young children and the way in which they represent or express

ideas and feelings will be analysed.

Frequency: This module is normally offered in either the Autumn or Spring period at least once per

year.

Pre-requisites: It is expected that students will be in a work placement providing for children in the

birth to six age range for a minimum of 16 hours each week in a group setting.

Assessment: A learning story portfolio that draws on and analyses practice observations of a baby

or young child’s creative thinking and that articulates the links with practice and evaluates the

provision for children’s creative expression (3,000 words)

11 Module aims

This module aims to enable students to:

Study babies’ and young children’s perceptual, cognitive and representational development

Develop an understanding of young children’s creative development and systems of representation cross-culturally.

Consider approaches to curriculum implementation that support the creativity and learning of babies and young children

Understand the practitioner’s role and develop skills in planning and developing environments and opportunities that support babies’ and young creative play and learning.


On successful completion of this module students will be able to: 6. Describe, analyse and constructively critique theories of young children’s perceptual, cognitive and

creative development 7. Articulate the significance of representation in the development of young children’s thinking 8. Demonstrate the ability to plan and develop environments and opportunities that support babies’

and young children’s interests and creativity. 9. Demonstrate the connections between their observations, relevant theory and their practice


This module will explore theoretical perspectives on babies’ and young children’s perceptual and

cognitive development - looking at the work of Bruner, Piaget and Vygotsky and contemporary

developments in the work of Gardner, Athey and Matthews.

Students will explore the development of children’s creative representation and expression across the

curriculum such as; movement, drawing; painting and modelling, music, dance; imaginative and

technological play, mathematical and scientific exploration. The role of pedagogical approaches such as

Problem-Solving, Schemas and the Reggio Emilia Approach will be considered in relation to early

childhood curricula and culturally diverse contexts.

The role of the adult and the importance of a range of indoor, outdoor and community environments in

supporting babies’ and young children’s interests and creativity is a central focus of this module.


Indicative 5 core reading recommended for this module:

1. Athey, C. (2007) Extending Thought in Young Children, London: Paul Chapman 2. Louis, S et al. (2008) Again and Again Understanding schemas in young children, London: A&C

Black 3. Nutbrown, C. (2006) (3rd edition) Threads of Thinking. London: Paul Chapman. 4. Tomasello, M and Rakoczy, H. (2003) What Makes Human cognition Unique? From Individual to

shared to collective intentionality Mind and Language Vol 18 no 2 April 2003 pp121-147 5. Vecchi, V. (2010) Art and Creativity in Reggio Emilia: Exploring the Role and Potential of Ateliers

in Early Childhood Education, London: Routledge E book

Other reading

Davies, M.(2003) Movement and Dance in Early Childhood, London: Paul Chapman

Duffy, B. (2006) Supporting Creativity and Imagination in the Early Yeas, Maidenhead: Open University

Press E book

Edwards, C. Gandini, L. and Foreman, G. (eds.) (1998) (2nd edition) The Hundred Languages of Children,

New York: Ablex Publishing E book

Eliot, L. (1999) Early Intelligence. How the brain and mind develop in the first five years of life. London:

Penguin.

Gopnik, A. Meltzoff, A and Kuhl, P. (1999) How Babies Think. London: Weidenfield and Nicolson.

Goswami, U. (1999) Cognition in Children. Sussex: Psychology Press.

Holland, P. (2003) We Don’t Play With Guns Here: War, Weapon and Superhero Play in the Early Years,

Maidenhead: Open University Press E book

Matthews, J. (2003) Drawing and Painting, London: Paul Chapman

Paley, Vivian. (1991) The boy who would be a helicopter, London: Harvard University press

Robson, S. (2006) Developing thinking & Understanding in Young Children, Abingdon: Routledge E book

Journals:

Henry, A. (1996) ‘Literacy, black self-representation and cultural practice in an elementary classroom:

implications for teaching children of Afro-Caribbean heritage’, International Journal of Qualitative

Studies in Education, Vol. 9, No. 2, pp 119 – 134

Bailey, R and Farrow, S, (1998) Play and problem solving in a new light International Journal of Early

Years Education vol 6. No’ 3.

Web sites:

http://ecrp.uiuc.edu/v7n2/new.html

http://www.des.gov.uk/research/data/uploadfiles/RB115.doc The McGuinness report ‘From Thinking Skills to Thinking Classrooms’.

15 Learning and Teaching strategy for the module including approach to blended learning, students’ study

responsibilities and opportunities for reflective learning/pdp

http://ecrp.uiuc.edu/v7n2/new.html

http://www.des.gov.uk/research/data/uploadfiles/RB115.doc

Students theoretical input will be through lectures and seminars and will benefit from a blended

learning approach through the use of VLE programme for supplementary materials, links to E-books,

on-line discussions and self-assessment exercises such as quizzes and reflective tasks.

Students are required to make a series of observations and to use these as a basis for analysis and

reflection. Reflection and discussion are key to teaching, and this will be in the context of tutor-led

sessions and reflection promoted by the exercises incorporated into the web-based materials.

Student’s experiential learning promotes their growing ability to act as a reflective practitioner.

Teaching and learning strategies and methods also focus on workplace skills and professionalism.

Students will undertake and reflect on observations in the workplace and weekly tasks and reflective

exercises support increased knowledge and understanding. Observations, action research, work-

related tasks and the use of development planning tools support the growth of practitioners’

professional competence.

The development of transferable skills in presenting evidence, arguments and points of view to a

range of audiences, through a range of media, including the use of ICT also supports individual

learning.

16 Indicative learning and teaching hours for the module. Learning hours comprise face-to-face and virtual

contact hours plus self-managed and directed learning and time spent on placements (where relevant).



Guided independent study 52.5 hours – 17.5%

Placement/study abroad 52.5 hours – 17.5%

TOTAL LEARNING HOURS FOR THE

MODULE 150


Students are required to make a series of observations and to use these as a basis for analysis and

reflection. Formative assessment will incorporate the submission of 1 of these. students will also

have the opportunity for self assessment and ongoing reflection on their learning through on-line

quizzes and short answer questions.

Students will be able to demonstrate they have met the learning outcomes through a theoretical

analysis of a designated video observation focussing on a baby or young child’s creative thinking and

representations. The paper should articulate the links with practice and evaluate the learning

involved (for themselves and the children) In this way the assessment will address both the

professional and academic aspects of the module.


Students will receive written feedback against all learning outcomes following the publication of

marks. This will be the most comprehensive in cases of failure, where this will support learning for

reassessment.


The module is designed to ensure that students receive formative assessment throughout their studies.

Formative assessment will be through tutor and peer feedback and the submission of one observation.

Students will be encouraged to access on-line self diagnostic, quizzes and short answer questions.

Students will be invited to attend a face to face tutorial to discuss their summative assessment in

advance of submission deadlines and to receive detailed formative feedback and receive detailed

formative written feedback following these tutorials. Students will receive written feedback against the

learning outcomes following the publication of marks. This will be the most comprehensive in cases of

failure, where this will support learning for reassessment.


Assessment

Method Description of Item

%

weighting

Week

Due

If not pass on aggregate,

explain what is required to

pass the module

coursework A learning story portfolio that

draws on and analyses practice

observations of a baby or young

child’s creative thinking and

that articulates the links with

practice and evaluates the

provision for children’s creative

expression (3,000 words)

100% Week 30




22 Courses to which this module contributes and whether Core

or Option

FD Early Childhood Studies

Core











1 Module title Challenging Inequalities in Early Childhood











Code: Title: Challenging Inequalities in Early Childhood Description:This module considers issues of identity development and diversity and their implications for the care and education of babies and young children. Equality issues, including the legislation surrounding special educationalneeds, children’s curricular entitlement and developing a listening culture will be explored. Frequency: At least once per year Pre-requisites: It is expected that students will be in a work placement providing for children in the birth to six age range for a minimum of 2 hours each week throughout the module, normally in a group setting. Assessment: A: A reflective essay in which the student discusses issues of inequality in relation to early childhood provision and practice. (50%) 3,000 words B: A report on a small piece of action research evaluating an aspect of practice in relation to diversity and equalities, which details the ways in which children’s views were elicited and the subsequent changes made to practice and provision. (50%) 3,000 words

11 Module aims


Study relevant legislation, curriculum frameworks, codes of practice and official guidance in all areas of social inequalities

Understand the development of diverse identities in babies and young children and explore issues of stigmatisation, labelling, stereotyping and discrimination

Consider that the experience of early childhood care and education will be mediated by class, race, gender, culture, language, sexual orientation, age and disability through reflecting on their own identities and experiences

Develop an understanding of the concepts of inclusion and diversity as they relate to both children and adults in their sphere of work and to critically reflect on their own practice in seeking to address inequalities

Consider the baby and young child as active in shaping their own childhood and how practitioners can develop a listening culture in settings


On successful completion of this module students will be able to: 1. Demonstrate knowledge of legislation and official guidance in the area of equalities and

special educational needs and identify how these relate to ethical practice in early childhood. 2. Describe, analyse and constructively critique theoretical perspectives on identity

development and discuss the ways in which children’s identities and family and social context impact on their experience of early childhood care and education.

3. Examine and evaluate their own practice in addressing inequalities and ensuring access to the full curriculum for all children, through utilising action research and consultation with children.

4. Identify the roles children take in shaping their childhoods and how practitioners can develop a listening culture in their workplace


This module will study the legal framework in relation to in/equalities and consider writing and research on the construction of identity and difference in relation to; class, race, gender, culture/ religion / language / sexual orientation / age / dis/ability and special educational needs, and their implications for early childhood provision. Current early childhood policy contexts will be considered, with regards to children’s rights, equity and discrimination and the role of early years settings in both perpetuating and resisting inequalities and in working with children to develop positive views of diversity will be explored. The philosophical and political underpinning of definitions of disability and special educational need will be a particular focus and a range of types of need, including challenging behaviour and young children’s social and emotional difficulties will be examined. The module will also explore the role children take in shaping their childhoods and how practitioners can elicit their perspectives and develop a listening culture in their settings and thereby act as an informed advocate for children from birth to six, for their families and for early years provision.


Indicative 5 core reading recommended for this module: 1. Jones N., Sumner A., (2011) Child Poverty, Evidence and Policy: Mainstreaming Children in International Development. Bristol: Policy Press. 2. Nutbrown, C and Clough, P.(2006) Inclusion in the Early Years. London:Sage 3. Robinson, K and Jones-Diaz C. (2006) Diversity and Difference in Early Childhood Education. Maidenhead: OUP 4. Warnock, M., Norwich, B and Terzi, L. (2010) Special Educational Needs: A New Look. London: Continuum 5. Husband, T. (2011) “I Don’t See Color”: Challenging Assumptions about Discussing Race with Young Children. Early Childhood Education Journal. DOI: 10.1007/s10643-011-0458-9. Aug 2011 Other Reading Alderson P. (2nd Edition) (2008) Young Children's Rights: Exploring Beliefs, Principles and Practice, London: Jessica Kingsley Clark, A., and Moss P., (2011) Listening To Young Children, The Mosaic Approach, NCB Connolly, P. (2004) Boys and Schooling in the Early Years. London: RoutledgeFalmer Dickins, M andDonziloe, J. (2004) All together; How to Create Inclusive Services for Disabled Children and their Families, A Practical handbook for Early Years Workers.London: NCB Lane, J. (2008) Young Children and Racial Justice. NCB: London MacNaughton, G. (2000) Rethinking Gender in the Early Childhood Education. London:AllynUnwin Millam, R. (2002) Anti-discriminatory Practice: A Guide for Workers in Childcare and Education. London: Continuum Wilkinson, R. and Pickett, K. (2010) The Spirit Level - Why Equality is Better for Everyone. London: Penguin Journals:

Wedell, K. (2010) Points from the SENCo-Forum. British Journal of Special Education. Volume 37,

Issue 4, page 209, December 2010 Websites http://cre.gov.uk/ (Commission for Racial Equality) http://www.allfie.org.uk The Alliance for Inclusive Education


http://onlinelibrary.wiley.com/doi/10.1111/bjsp.2010.37.issue-4/issuetoc


http://cre.gov.uk/

http://www.allfie.org.uk/

Students theoretical input will be through lectures and seminars and will benefit from a blended learning approach through the use of a VLE programme for supplementary materials, and links to E-books, on-line discussions and self assessment exercises such as quizzes and reflective tasks. Reflection and discussion are key to teaching in the context of tutor-led sessions. Students experiential learning promotes their growing ability to act as a reflective practitioner. Teaching and learning strategies and methods also focus on workplace skills and professionalism. Students will undertake and reflect on observations in the workplace and on weekly tasks. Reflective exercises support increased knowledge and understanding of observations, action research, work-related tasks and the use of development planning tools to support the growth of practitioners’ professional competence. The development of transferable skills in presenting evidence, arguments and points of view to a range of audiences, through a range of media, including the use of ICT also supports individual learning.







300


Students are required to analyse and reflect on a weekly case study which will portray a different aspect of bias and be analysed from the point of view of the child, staff, parents and managers. These will provide the basis for formative assessment and students will receive written tutor feedback on one written observation. Students will also have the opportunity for self assessment and ongoing reflection on their learning through on-line quizzes and short answer questions. Students will be able to demonstrate they have met the learning outcomes through a report on a small piece of action research evaluating an aspect of the student’s own practice in relation to diversity and equalities which is submitted at the end of the module. In this way the assessment will address both the professional and academic aspects of the module. Students for will be invited to attend a face to face tutorial to discuss their summative assessment in advance of submission deadlines and to receive detailed formative feedback. Students will receive detailed formative written feedback following these tutorials.



The module is designed to ensure that students studying receive formative assessment throughout their studies. Students will receive written tutor feedback on one written observation. Students will

be encouraged to access VLE for support materisls. Students will be invited to attend a face to face tutorial to discuss their summative assessment in advance of submission deadlines and to receive detailed formative feedback, and will receive detailed formative written feedback following these tutorials.

Students will receive written feedback against the learning outcomes following the publication of marks. This will be the most comprehensive in cases of failure, where this will support learning for reassessment.

Formative assessment will be through a weekly case study to analyse and reflect on. Each weekly task will reflect a different aspect of bias and be analysed from the point of view of the child, staff, parents and managers. Students will receive written tutor feedback on one written observation. Students will also receive an individual tutorial at the end of the module where feedback will be given verbally to a draft assignment or outline. Comprehensive written summative feedback against all criteria will be given following publication of marks.


Assessment Method


weighting Week Due


Coursework A reflective essay in which the student discusses issues of inequality in relation to early childhood provision and practice. (3,000 words).

50% 15

Coursework A report on a small piece of action research evaluating an aspect of the student’s own practice in relation to diversity and equalities (3,000 words).

50% 35
















1 Module title Challenging Inequalities in Early Childhood











Code: Title: Challenging Inequalities in Early Childhood Description:This module considers issues of identity development and diversity and their implications for the care and education of babies and young children. Equality issues, including the legislation surrounding special educationalneeds, children’s curricular entitlement and developing a listening culture will be explored. Frequency: At least once per year Pre-requisites: It is expected that students will be in a work placement providing for children in the birth to six age range for a minimum of 2 hours each week throughout the module, normally in a group setting. Assessment: A: A reflective essay in which the student discusses issues of inequality in relation to early childhood provision and practice. (50%) 3,000 words B: A report on a small piece of action research evaluating an aspect of practice in relation to diversity and equalities, which details the ways in which children’s views were elicited and the subsequent changes made to practice and provision. (50%) 3,000 words

11 Module aims


Study relevant legislation, curriculum frameworks, codes of practice and official guidance in all areas of social inequalities

Understand the development of diverse identities in babies and young children and explore issues of stigmatisation, labelling, stereotyping and discrimination

Consider that the experience of early childhood care and education will be mediated by class, race, gender, culture, language, sexual orientation, age and disability through reflecting on their own identities and experiences

Develop an understanding of the concepts of inclusion and diversity as they relate to both children and adults in their sphere of work and to critically reflect on their own practice in seeking to address inequalities

Consider the baby and young child as active in shaping their own childhood and how practitioners can develop a listening culture in settings


On successful completion of this module students will be able to: 5. Demonstrate knowledge of legislation and official guidance in the area of equalities and

special educational needs and identify how these relate to ethical practice in early childhood. 6. Describe, analyse and constructively critique theoretical perspectives on identity

development and discuss the ways in which children’s identities and family and social context impact on their experience of early childhood care and education.

7. Examine and evaluate their own practice in addressing inequalities and ensuring access to the full curriculum for all children, through utilising action research and consultation with children.

8. Identify the roles children take in shaping their childhoods and how practitioners can develop a listening culture in their workplace


This module will study the legal framework in relation to in/equalities and consider writing and research on the construction of identity and difference in relation to; class, race, gender, culture/ religion / language / sexual orientation / age / dis/ability and special educational needs, and their implications for early childhood provision. Current early childhood policy contexts will be considered, with regards to children’s rights, equity and discrimination and the role of early years settings in both perpetuating and resisting inequalities and in working with children to develop positive views of diversity will be explored. The philosophical and political underpinning of definitions of disability and special educational need will be a particular focus and a range of types of need, including challenging behaviour and young children’s social and emotional difficulties will be examined. The module will also explore the role children take in shaping their childhoods and how practitioners can elicit their perspectives and develop a listening culture in their settings and thereby act as an informed advocate for children from birth to six, for their families and for early years provision.


Indicative 5 core reading recommended for this module: 1. Jones N., Sumner A., (2011) Child Poverty, Evidence and Policy: Mainstreaming Children in International Development. Bristol: Policy Press. 2. Nutbrown, C and Clough, P.(2006) Inclusion in the Early Years. London:Sage 3. Robinson, K and Jones-Diaz C. (2006) Diversity and Difference in Early Childhood Education. Maidenhead: OUP 4. Warnock, M., Norwich, B and Terzi, L. (2010) Special Educational Needs: A New Look. London: Continuum 5. Husband, T. (2011) “I Don’t See Color”: Challenging Assumptions about Discussing Race with Young Children. Early Childhood Education Journal. DOI: 10.1007/s10643-011-0458-9. Aug 2011 Other Reading Alderson P. (2nd Edition) (2008) Young Children's Rights: Exploring Beliefs, Principles and Practice, London: Jessica Kingsley Clark, A., and Moss P., (2011) Listening To Young Children, The Mosaic Approach, NCB Connolly, P. (2004) Boys and Schooling in the Early Years. London: RoutledgeFalmer Dickins, M andDonziloe, J. (2004) All together; How to Create Inclusive Services for Disabled Children and their Families, A Practical handbook for Early Years Workers.London: NCB Lane, J. (2008) Young Children and Racial Justice. NCB: London MacNaughton, G. (2000) Rethinking Gender in the Early Childhood Education. London:AllynUnwin Millam, R. (2002) Anti-discriminatory Practice: A Guide for Workers in Childcare and Education. London: Continuum Wilkinson, R. and Pickett, K. (2010) The Spirit Level - Why Equality is Better for Everyone. London: Penguin Journals:

Wedell, K. (2010) Points from the SENCo-Forum. British Journal of Special Education. Volume 37,

Issue 4, page 209, December 2010 Websites http://cre.gov.uk/ (Commission for Racial Equality) http://www.allfie.org.uk The Alliance for Inclusive Education




http://cre.gov.uk/

http://www.allfie.org.uk/

Students theoretical input will be through lectures and seminars and will benefit from a blended learning approach through the use of a VLE programme for supplementary materials, and links to E-books, on-line discussions and self assessment exercises such as quizzes and reflective tasks. Reflection and discussion are key to teaching in the context of tutor-led sessions. Students experiential learning promotes their growing ability to act as a reflective practitioner. Teaching and learning strategies and methods also focus on workplace skills and professionalism. Students will undertake and reflect on observations in the workplace and on weekly tasks. Reflective exercises support increased knowledge and understanding of observations, action research, work-related tasks and the use of development planning tools to support the growth of practitioners’ professional competence. The development of transferable skills in presenting evidence, arguments and points of view to a range of audiences, through a range of media, including the use of ICT also supports individual learning.







300


Students are required to analyse and reflect on a weekly case study which will portray a different aspect of bias and be analysed from the point of view of the child, staff, parents and managers. These will provide the basis for formative assessment and students will receive written tutor feedback on one written observation. Students will also have the opportunity for self assessment and ongoing reflection on their learning through on-line quizzes and short answer questions. Students will be able to demonstrate they have met the learning outcomes through a report on a small piece of action research evaluating an aspect of the student’s own practice in relation to diversity and equalities which is submitted at the end of the module. In this way the assessment will address both the professional and academic aspects of the module. Students for will be invited to attend a face to face tutorial to discuss their summative assessment in advance of submission deadlines and to receive detailed formative feedback. Students will receive detailed formative written feedback following these tutorials.



The module is designed to ensure that students studying receive formative assessment throughout their studies. Students will receive written tutor feedback on one written observation. Students will

be encouraged to access VLE for support materisls. Students will be invited to attend a face to face tutorial to discuss their summative assessment in advance of submission deadlines and to receive detailed formative feedback, and will receive detailed formative written feedback following these tutorials.

Students will receive written feedback against the learning outcomes following the publication of marks. This will be the most comprehensive in cases of failure, where this will support learning for reassessment.

Formative assessment will be through a weekly case study to analyse and reflect on. Each weekly task will reflect a different aspect of bias and be analysed from the point of view of the child, staff, parents and managers. Students will receive written tutor feedback on one written observation. Students will also receive an individual tutorial at the end of the module where feedback will be given verbally to a draft assignment or outline. Comprehensive written summative feedback against all criteria will be given following publication of marks.


Assessment Method


weighting Week Due


Coursework A reflective essay in which the student discusses issues of inequality in relation to early childhood provision and practice. (3,000 words).

50% 15

Coursework A report on a small piece of action research evaluating an aspect of the student’s own practice in relation to diversity and equalities (3,000 words).

50% 35













Understanding Play

Module Code: SE4003

Academic Year

2014-16

This 30 credit module runs all year

This booklet is for Semester A

In this module, students will study a range of historic and popular views on

play and consider the work of key theorists such as Piaget, Bruce and

Goldschmied. Different perspectives on play will be introduced including

schema, heuristic and free flow play. Students are required to carry out

child observations in the work setting and reviewing their role in the

process. It will support students in considering the relationship between

play and learning and the importance of the role played by adults and the

use of available environments and resources. Throughout the module

tutors will pay particular attention to supporting children from diverse socio-

cultural and family backgrounds and those with additional educational

needs.

This module runs on:

Tuesday evening between 5pm-8pm

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