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Students will examine the theoretical underpinning of early childhood studies and will study some of the earliest pioneers in the field such as Rousseau, Pestalozzi, Froebel to MacMillan, Piaget and Gardner etc. Students will discuss the differences between the philosophies, reformers, implementation and consolidators with the emergence of modern beliefs and development of attitudes to egalitarianism.

Students will discuss new and emerging theories and tensions between Government policy and practice. Students will study the underpinning philosophies of Government initiatives such as Every Child Matters (DfES, 2003), The Foundation Stage Curriculum (QCA, 2000), and the Early Years Foundation Stage Framework (DfES, 2013).

Students will examine differing views of the nature of childhood in a modern society and the influence of the home, community, legal and the political context in which the child lives.

Students will examine how childhood as an entity may be constructed by adults to fit the prevailing ideology of society, including economic, ideological, religious and social institutions and norms.

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. Literature review
(Approx 1500 words words) (Weighting 100%) (LO 1,2, 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 the use of Blackboard will allow students to share ideas and experiences and will encourage reflection and evaluation.

Allen, N., (2005), Making Sense of the Children Act 1989, (4th ed), Chichester, Wiley.
Barker, R., (ed) (2009), Making Sense of Every Child Matters: Multi-Professional Practice Guidance, Bristol, Policy Press.
Clark, M. and Waller, T., (eds), (2007), Early Childhood Education and Care, London, Sage.
Dryden, L., Forbes,R., Mukherji, P. and Pound, L., (2005), Essential Early Years, Kent, Hodder and Stroughton.
DfES (2008), Pedagogy and Practice , www.standardsdfes.gov.uk , (accessed 25.08.08)
Gorard, S. (2000), Education and Social Justice, Cardiff, University of Wales Publications.
Johnston, J. and Nahmad-Williams, L., (2009) Early Childhood Studies, Essex, Pearson Education Ltd.
Nutbrowne, C., Clough, P. and Sebie, P., (2009), Early Childhood Education: History, Philosophy and Experience, GB, Sage
Zwozdiak-Myers, P., (2007), Childhood and Youth Studies, Exeter, Learning Matters Ltd

You will examine the theoretical underpinning of early childhood studies and will study some of the earliest pioneers in the field such as Rousseau, Pestalozzi, Froebel to MacMillan, Piaget and Gardner etc. You will discuss the differences between the philosophies, reformers, implementation and consolidators with the emergence of modern beliefs and development of attitudes to egalitarianism.

You will discuss new and emerging theories and tensions between Government policy and practice. You will also study the underpinning philosophies of Government initiatives such as Every Child Matters (DfES, 2003), The Foundation Stage Curriculum (QCA, 2000), and the Early Years Foundation Stage Framework (DfES, 2013).

You will examine differing views of the nature of childhood in a modern society and the influence of the home, community, legal and the political context in which the child lives.

You will examine how childhood as an entity may be constructed by adults to fit the prevailing ideology of society, including economic, ideological, religious and social institutions and norms.