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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, MacMillan, Piaget etc.

Students will discuss new and emerging theories and tensions between Government policy and practice. Students will study the historical context and underlying philosophies of Government initiatives such as Every Child Matters (DfES, 2003) 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.

Aries, P (1965) Centuries of Childhood. A Social History of Family Life. London. Jonathon Cape
Giardiello, P (2013) Pioneers in Early Childhood Education: The roots and legacies of Rachel and Margaret McMillan, Maria Montessori and Susan Isaacs. London. Routledge
James, A (2012) Key Concepts in Childhood Studies. London. Sage
Miller, L & Pound, L (2010) Theories and Approaches to Learning in the Early Years. London. Sage
Mukherji, P. and Dryden, L. (2014) Foundations of early childhood: principles and practice. London: Sage Publications Ltd.
Nutbrown, C., Clough, P. and Sebie, P., (2009), Early Childhood Education: History, Philosophy and Experience, GB, Sage
Waller, T & Davis, G (2014) An Introduction to Early Childhood. London. Sage

1. TO UNDERSTAND THE HISTORICAL BACKGROUND TO THE RISE OF EDUCATIONAL AND CARE PROVISION FOR EARLY YEARS CHILDREN IN THE TWENTIETH CENTURY Analysis
Knowledge and Understanding

2. TO REFLECT UPON THE SOCIAL CONSTRUCTIONS OF CHILDHOOD AND SOCIAL POLICY
Reflection

3. TO EVALUATE THE IMPLICATIONS OF THE EXPANSION OF EARLY YEARS CARE AND EDUCATION ON FAMILIES AND SOCIAL CULTURE.
Knowledge and Understanding
Reflection

4. TO OFFER AN OVERVIEW OF KEY APPROACHES TO LEARNING THROUGH PLAY IN THE EARLY YEARS AND DEVELOPMENTS IN THE EARLY YEARS CURRICULUM. Enquiry
Learning

The learning strategies will require students to commit 300 learning hours of which 72 hours will consist of contact time.   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.

Practical - 20 minute individual assessment within a group presentation weighted at 25%. Coursework - Essay (1500 words) weighted at 75%.

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. 20 minute individual assessment within a group presentation (Weighting 25%) (LO4)
2. Essay
(1500 words words) (Weighting 75%) (LO 1, 2, 3)

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, MacMillan, Piaget etc.

You will have the opportunity to discuss new and emerging theories and tensions between Government policy and practice. You will study the historical context and underlying philosophies of Government initiatives such as Every Child Matters (DfES, 2003) 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 and 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.