Module overview
Aims and Objectives
Learning Outcomes
Learning Outcomes
Having successfully completed this module you will be able to:
- Select and apply a range of relevant theoretical and research based evidence (primary and secondary sources) to extend your knowledge and understanding.
- Demonstrate knowledge and understanding of the underlying values, principles and practices relevant to Early Years education.
- Demonstrate knowledge and understanding of societal and organisational structures and purposes of Early Years education, and the possible implications for learning and the learning process.
- Systematically analyse educational concepts, theories and issues of policy in an Early Years context.
- Organise and articulate opinions and arguments in speech and writing using relevant specialist vocabulary.
Syllabus
Learning and Teaching
Teaching and learning methods
Type | Hours |
---|---|
Placement | 8 |
Teaching | 24 |
Independent Study | 118 |
Total study time | 150 |
Resources & Reading list
General Resources
Preparing University Students for the Moral Responsibility of Early Years Education. This research collected the voices of students in a UK university, better to understand their perception of their 'moral responsibility' as trainee early years educators.
Development Matters.
Early Years Foundation Stage Framework.
Internet Resources
The Rose Review on the teaching of early reading.
Early Years Foundation Stage curriculum.
Journal Articles
Early Years: An international Journal of Research and Development.
Education 3 - 13.
Early Child Development and Care.
International journal of Early Years Education.
Textbooks
Tassoni, P. and Hucker, K. (2000). Planning play and the Early Years. Oxford: Heinemann.
Riley, J. (2007). Learning in the Early Years 3 - 7. Los Angeles: SAGE Publications.
Contemporary Issues in the Early Years. London: Sage.
Moyles, J., Georgeson, J. and Payler, J.. Early Years foundations meeting the challenge. Maidenhead: Open University Press.
Outdoor Learning in the Early Years. London: Routledge.
Dowling, M. (2010). Young children's personal, social and emotional development. London: Paul Chapman Pub..
Whitebread, D. and Coltman, P. (2008). Teaching adn learning in the Early Years. London: Routledge.
Pound, L. (2011). Theories and approaches to learning in the Early Years.
Pound, L. (2011). Influencing early childhood education. Berkshire: Open University Press.
Moyles, J. (2010). The excellence of play. Maidenhead: Open University Press.
Sylva, K. (2010). Early childhood matters. London: Routledge.
Teaching and Learning in the Early Years. Oxon: Routledge.
Assessment
Formative
This is how we’ll give you feedback as you are learning. It is not a formal test or exam.
Individual Presentation
- Assessment Type: Formative
- Feedback: Feedback from the individual presentation will be verbal and include peer and self-assessment feedback. The tutor will follow up with individuals if any concerns are identified
- Final Assessment: No
- Group Work: No
Summative
This is how we’ll formally assess what you have learned in this module.
Method | Percentage contribution |
---|---|
Presentation | 20% |
Essay | 80% |
Referral
This is how we’ll assess you if you don’t meet the criteria to pass this module.
Method | Percentage contribution |
---|---|
Coursework assignment(s) | 100% |
Repeat
An internal repeat is where you take all of your modules again, including any you passed. An external repeat is where you only re-take the modules you failed.
Method | Percentage contribution |
---|---|
Coursework assignment(s) | 100% |
Repeat Information
Repeat type: Internal & External