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Students will review concepts of play based and active programmes to encourage a wide range of key learning experiences and will investigate two broad types of curriculum along a continuum from the broad development goals to focused cognitive goals. Students will examine where the Early Years Foundation Stage and the National Curriculum (key stage one) lie on this continuum and the consequences for transition to the later stages of education. Students will take a holistic view of the EYFS including Personal, Social and Emotional Development, Communication, Language and Literacy, Problem Solving, Reasoning and Numeracy, Knowledge and Understanding of the World, Physical Development and Creative Development.

This module will debate how the curriculum could be defined, comparing and contrasting a range of curricular frameworks and philosophies such as Montessorri, Steiner, Highscope, Te Whariki etc. Students will consider the possible influence upon the EYFS and National Curriculum of these varied philosophies. Comparisons will be made with curricular frameworks within neighbouring countries of the UK. Students will examine other key documents which have influenced curriculum development such as the Day Care Standards (DfES 2000; 2003) Every Child Matters (DfES (2003) and the Ten Year Strategy Choice for Parents, The Best Start for Children (HMT, 2004) and the interface between these and the curriculum guidance in integrated services.

Students will consider the implications of government policy operating in a multi-agency context and how the guidance could reflect this.

Students will examine evidence for the EPPE project (Effective Provision of Pre-school Education) to the effectiveness of early childhood education and care in terms of children¿s development. Students will study the practices and organisation of effective settings that set them apart from less effective ones in terms of interactions, facilities, curricular balance, pedagogy and catering for diversity.

Formative Assessment will take place throughout the module in the form of informal observations, questioning, discussion, group work and attendance monitoring. Regular feedback, from the module tutor and through the personal tutor system, will take place.

Summative Assessment
1. Fifteen minute group presentation (students will present as a group but will be individually marked)
(Weighting 25%) (LO 1)

2. Essay
(Approx 2,000 words) (Weighting 75%) (LO 2, 3,4)

The learning strategies will require students to commit 150 learning hours of which 20 hours will consist of contact time (10 x 2 hours).
The teaching strategies will employ a range of methods, including lectures, seminars, one to one tutorials, presentations and case study observations. Peer group discussion and use of Blackboard will allow students to share ideas and experiences and will encourage reflection and evaluation. Practical examples and demonstrations of the use of referencing and presentation techniques will be used and peer observation and feedback will be encouraged.

Bruce, T., (2006), Early Childhood: A Guide for Students, London, Sage.
DCSF, (2007), The Early Years Foundation Stage, London, HMSO.
DfES, (2007), The Early Years Foundation Stage: setting the standards for learning, development and care for children from birth to five, Nottingham, Crown.
Drake, J., (2005), Planning Children¿s Play and Learning in the Foundation Stage (2nd ed), London, David Fulton
Kelly, A., (2004), The Curriculum: Theory and Practice (5th ed), London, Sage.
MacLeod-Brudenell, I., (2004), Advanced Early Years Care and Education, Oxford, Heinemann.
Stenhouse, L. (1975) An Introduction to Curriculum Research and Development, London: Heinemann
QCA (2007), www.qca.org.uk