20 credits at level HE6
Introduction: A concern with children’s learning and teaching is shared among many important agencies in our society. This module will look at issues of teaching and learning as these arise in 4 distinct sectors. Firstly it will embrace the immediate micro context that has grown up around the developing person, e.g their home with primary caring figures. Secondly, it will look at those contexts outside the home involving the developing person along with others, e.g. their nursery, their school. Thirdly, it will look at contexts which do not directly involve the developing person but whose events have consequences for them; parents faith practices or culture or parents work. Fourthly, it will extend its concern to those transcendent institutional agencies with a remit to legislate and regulate provision for children’s teaching and learning; e.g. Government policy making.
The module will work to the following objectives:
1. To critically explore cognitive development as a key factor in early years learning and the provision for this.
2. To describe and explicate a range of patterns of involvement in their children’s learning by the main caring figures in home settings.
3. To identify and evaluate some established teaching and learning strategies involving both traditional and progressive approaches.
4. To analyse the enabling and constraining influences on early years learning that may be associated with cultures, faith groups, parents working arrangements etc.
5. To evaluate the different professional and political perspectives and associated beliefs about children's needs.
• This will range across many of the following topics:
-An examination of the growth and development of educational provision for the early years from traditional patterns in the past to the priority provision to-day. Effect of policies on taxation, women returning to work, government initiatives, Birth to 3 Matters and the Foundation stage of the national curriculum.
• Clarifying notions of learning, curriculum, teaching, culture and educational settings as these apply to early years children within a broad historical context of British education and exploring the model of a childcare professional.
• Principled approaches to early years learning from celebrated historical ones (e.g Montessori) to modern day eclecticism (Reggio Emmilia; work of John Dewey; te whariki curriculum model; contemporary British early years educators: Margy Whalley; Cathy Nutbrown;
• Issues of practice: play; teaching and learning settings; role of parents; evaluating learning and teaching;
• Ideas from developmental psychology: Vygotsky; Rogoff; Socio-cultural theory; social and cognitive theory;
Emerging notions of early year's pedagogy.
Multi agency working from the educational perspective.
Formal Teaching will be by lectures and seminars. The seminars will be based around the examination and discussion of articles and extracts and students may undertake in small groups a small presentation.
Of the 200 hours given to course, 42 will be directed learning and 158 will be independent study.
Assessment: This will be based on:
1. One essay of 3000, words (70%) to allow some comparative studies of different approaches to early years education.
2 One report of a small scale practical exploration of provision for children in the local community with a specific focus on an area that lends itself to being documented in a manageable way. (30%)
when you have successfully completed this module you will:
to demonstrate that you have achieved the learning outcome you will:
|1.||have engaged in a critical way with community based practices involving children learning.
||have utilised a range of core analytical concepts from education and psychology to arrive at justified clarifications and speculations.|
|2.||have generated data from community groups as well as from academic sources which relates learning to early years curriculum contexts.
||have classified and cross referenced different empirical patterns in structured early years learning contexts.|
|3.||have critically explored and clarified your position on pedagogical and related issues in a qualitative framework
||have applied a range of pedagogical considerations to different early years educational endeavours.|
|4.||have compared different solutions to early years teaching tasks and reached supported conclusions.||have arrived at, and justified solutions to, different teaching and evaluative problems.|
|5.||have made full use of the personal computer and its applications in working on tasks for the module.||have presented both literate, and where appropraite, numerate accounts of their work.|
Your achievement of the learning outcomes for this module will be tested as follows:
|Description||One essay of 3,000 words on relating and comparing different approaches to early years learning.||A report of 1,500 words on some aspect of early years practice with respect to learning and pedagogy.|
Before taking this module you must have successfully completed the following:
No restrictions apply.
Abbott, L and Nutbrown, C (2001) Experiencing Reggio Emilia: implications for pre-school provision. Buckingham: OUP.
Anning, A Cullen, J and Fleer, M (Eds) 2004 Early Childhood Education (Culture and Society) London: Paul Chapman
Dvid, T Researching Early Childhood Education:European Perspectives Paul Chapman
Devereux, J. Miller, L (Ed0 (2003) Working with Children in the Early Years David Fulton Publishers
Edwards, C P (1998) The Hundred Languages of Children:Reggio Emilia Approach Ablex
Penn, Helen (2006) Understanding Early Childhood. Open University Press.
Manning-Morton, Julia and Thorp, Maggie (2003) Key times for Play. Maidenhead: Open University Press.
Moyles, J 2nd Ed (2005) The Excellence of Play OU Press
Nutbrown,, Cathy 3rd Ed (2006) Threads of Thinking: Young Children and the Role of Early Education. London: Paul Chapman.
Pugh G (2001) Contemporary Issues in the Early Years. London: Paul Chapman
Rogoff, Barbara (2004) The Cultural Nature of Human Development. Oxford: Oxford University Press.
Sammons, Sylva, Melhuish and Blatchford (2003) The Effective Provision of Pre-School Education ( EPPE) Project: Findings from the Pre-School Period.
Smith, P et al (2003) Understanding Children’s Development. 4th ed. Oxford: Blackwell
Tizard, Barbara and Hughes, Martin (2002) Young Children Learning. Oxford: Blackwell.
Whalley, M. (2001) Involving Parens in their Children ‘s Learning.
Waller t 2nd ed (2009) Early Childhood a Multidisciplinary Approach Sage
Wood, David (2000) 2nd Edition How Children Think and Learn. Oxford: Blackwell.
Wood E (2007) The Routledge Reader in Early Childhood Education Routledge
Wood, l and Attfiled, J 2nd Ed (2005) Play, Learning and the Early Years Curriculum Chapman
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