20 credits at level HE5
This core module has been written to help professional practitioners from Services for Children within a top up programme to gain the Honours BA in Early Childhood Studies. It is a Level H5 module and students who take it are assumed to have achieved HND in Early Childhood or equivalent, but who may not have engaged in recent study. It can also be taken by practitioners, who have completed their Foundation Degree in Early Years Childhood Studies, and who would like to prepare for further study by taking this.
Essentially the module will provide an induction into Early Childhood Studies in a way that will equip the individual to build on their professional experience by:
1 exploring how their current practice knowledge can be broadened and deepened;
2 planning their professional development against a profiling of their past and future professional development;
3 becoming reacquainted with analytic and synthesising frameworks within the domains of Early Childhood Studies and Child care practices;
4 enhancing key transferable skills.
Synoptic concepts of childhood:
In historical, sociological and policy contexts; concepts of early childhood in lay, professional and policy discourses.
Early Childhood Practice contexts:
What is meant by Early Childhood Studies? Methods of knowledge production/ enquiry, including research and evidence based practice. Sources and forms of knowledge of early childhood, different foci for learning in Childhood Studies.
Theory and practice: reflective practice and professional development.
Contexts for child care practice and childhood studies; the professional context; the organisational context, the personal context; the College/ University context.
Information and Communication Technology: Using the windows interface; creating and editing documents and basic file and print operations in a word processor; Using search facilities to locate information on CD- ROM data based, Internet sites and on-line databases; creating queries, selecting and sorting data; Transferring date from source to an appropriate application; basic e-mail skills; creating graphs; Using presentation software.
Key skills for study:
Using reflection to identify individual learning styles and their impact on past; present and future learning.
Profiling personal skills.
Developing critical thinking skills, particularly in relation to analytical processes within the context of theory and practice;
Identifying and working through key skills in preparing assignments.
The areas of indicative content will be prepared as learning packages with associated reading and tasks prior to and following classroom sessions in preparation for the assignment. The learning activities will be linked to the development of study skills and ICT skills. During the ICT sessions, tutor presentations will be followed by group and individual work in the computing rooms, using study pack(s) produced specifically for the module. A large part of the module is concerned with acquiring competence and confidence in using different types of application software. E-mail will be used to give support and to provide interaction with peers and tutors.
Learning strategies will be matched to the nature of the subject area and context and are likely to include:
Student centred methods;
Of the 200 hours a student would devote to this, 42 would be directed learning, 28 would be directed study and 130 would be independent study.
The assessment would be based on three elements:
1. Professional Practice Portfolio: a profile of prior learning and current achievements in relation in relation to key skills and any requirements for professional practice with children. An analysis of preferred learning styles; a proposal for how the top up programme will be utilised to enhance Continuing Professional Development, with reference also the needs of their current employing organisation.
2. Course Work: An analysis of current practice in terms of models of early childhood, the learning challenges they can foresee and methods of enquiry open to them.
3. Portfolio of ICT Skills.
when you have successfully completed this module you will:
to demonstrate that you have achieved the learning outcome you will:
|1.||have described and evaluated specific concepts and models of early childhood.
||Identify and evaluate specific concepts and models of early childhood.|
|2.||have identified and evaluated how knowledge may be developed to underpin professional practice
||Analyse and reflect on the development and utilisation of knowledge that underpins professiona practice.|
|3.||have mapped current personal and professional skills against some generic key skills associated with Childrens Services
||Produce a portfolio that maps current personal and professional development against generic skills and other measures relevant for continuing professional development.|
|4.||have engaged in reflective practices that embraces recent challenges met in practice||Analyse and reflect on professional experiences and the insights gained.|
|5.||have reflected on capacity to learn and benefit form instruction.
||Undertake a SWOT analysis of the preferred learning style.|
|6.||have used appropriate ICT to produce documents and located, presented and communicated information in the contexts of undergraduate studies and professional practices
||Utilise the personal computer and its applications to carry out set tasks to an appropriate level of competence.|
Your achievement of the learning outcomes for this module will be tested as follows:
|Description||This will include: 1. the production of a professional practice portfolio to include: a profile of prior learning and current achievement in relation to key skills and professional levels of education and training. 2 Analysis of preferred learning styles. 3. A proposal for how the BA (Hons) in Chilhdood Stufies will be utlised to meet needs for CPD including as appropriate the requirements of their employing organisation.||An analysis of current practice in terms of models of health, the focus for learning andmethods of enquiry. This will include a literature search and the use of ICT. (2,500 to 3,000 words)||The ICT outcomes will be assessed partly by a number of tasks which will demonstrate competence in specific ICT skills, partly by tasks which will be linked to the production of the Personal Professional Portfolio Development Plan.|
Before taking this module you must have successfully completed the following:
No restrictions apply.
Internal handouts on ICT skills
Powell, S (1999) Rerurnig to Study: a guide for professionals. Milton Keynes: OUP
Fairbairn G J and Winch C (1993) Reading, Writing and Reasoning: a guide for students Milton Keynes: OUP.
Recent Reports: Choice for parents: a 10 year strategy for childcare. (HM Treasury/DfES/DWP/dti.) 2004.
Every Child Matters DfES 2003
Curtin, Audrey and O Hagan, Maureen (003) Care and Education in Early Childhood; a students guide to theory and practice. London: Routledge.
|Host Subject Group:||Health, Social and Community Studies|
|User Name||Date Accessed||Action|