Early Years Education: Critical Observations

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.
• Systematically analyse educational concepts, theories and issues of policy in an Early Years context.
• 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.
• Organise and articulate opinions and arguments in speech and writing using relevant specialist vocabulary.

The module will incorporate critical observation and analysis of diverse aspects of Early Years education, locating issues in their social, cultural, historical and political contexts, with particular attention to problematizing familiar practice and exploring underlying values and associated tensions.

Topics normally covered in this module will include:

• The day-to-day life of an Early Years educational setting
• Current state of play in terms of the Early Years curriculum
• Historical overview of the development of Early Years curricula
• Cross-cultural approaches to Early Years education
• Significant recent legislation and its impact
• Shifting values underlying Early Years education
• Approaches to inclusion
• Classroom patterns of interaction
• Social contexts for learning
• The positioning of children as pupils and learners
• Being an Early Years practitioner: role and identity
• The role of assessment in Early Years school learning
• Critical reflection on own educational history
• Accountability structures in Early Years education

Teaching and learning methods

This module is taught through a mix of lectures and seminars along with directed reading and suggested additional research. Typically, there will be an interactive lecture and seminar each week with the exception of the weeks during your visits to an Early Years setting. You will be expected to carry out critical observations in an Early Years setting (a minimum of 8 hours).

Resources & Reading list

Internet Resources

The Tickell review.

The Rose Review on the teaching of early reading.

Early Years Foundation Stage curriculum.

Foundation years website.

Journal Articles

Early Child Development and Care.

Early Years: An international Journal of Research and Development.

Education 3 - 13.

International journal of Early Years Education.

Textbooks

Outdoor Learning in the Early Years. London: Routledge.

Pound, L. (2011). Theories and approaches to learning in the Early Years.

Moyles, J. (2010). The excellence of play. Maidenhead: Open University Press.

Sylva, K. (2010). Early childhood matters. London: Routledge.

Pound, L. (2011). Influencing early childhood education. Berkshire: Open University Press.

Riley, J. (2007). Learning in the Early Years 3 - 7. Los Angeles: SAGE Publications.

Contemporary Issues in the Early Years. London: Sage.

Tassoni, P. and Hucker, K. (2000). Planning play and the Early Years. Oxford: Heinemann.

Moyles, J., Georgeson, J. and Payler, J.. Early Years foundations meeting the challenge. Maidenhead: Open University Press.

Whitebread, D. and Coltman, P. (2008). Teaching adn learning in the Early Years. London: Routledge.

Teaching and Learning in the Early Years. Oxon: Routledge.

Dowling, M. (2010). Young children's personal, social and emotional development. London: Paul Chapman Pub..

Formative

This is how we’ll give you feedback as you are learning. It is not a formal test or exam.

Summative

This is how we’ll formally assess what you have learned in this module.

Referral

This is how we’ll assess you if you don’t meet the criteria to pass this module.

Repeat Information

Repeat type: Internal & External