The module will include:
• Exploring the underpinning philosophy, aims, structure and pedagogical approaches to early years curricula
• transitions from play-based learning programmes to formal learning
• organisation of environments and resources and the deployment of practitioners
• Children’s rights and how to promote them in early childhood
• teaching and learning practices within early childhood organisations in terms of interactions, providing curricula balance and catering for diversity
• legislation and current thinking on supporting the unique needs of children with a disability or special educational need
• Inclusive approaches and challenging discriminative practices at all levels

A range of teaching and learning strategies will be employed, including but not limited to; lectures, seminars, one to one tutorials, presentations, and case studies. Links with other modules at this level will be made to embed concepts and consolidate thinking and learning. Groups will undertake independent investigative tasks whilst in placement, and report findings to peers through the presentation of an available inclusive and cross-curricula / transferable resource. This task applies theory to practice, encourages links with and between early year’s settings, schools and alternative

Summative Assessment:
Semester 3: Assessment

(25% Weighting)
5 Minute Individual Presentation on a Resource to Support Learning and Development from the Placement Setting.

The resource must be demonstrated and conveyed with inclusivity and availability to children in mind. Furthermore, the transferability of the resource across curricula or philosophical approaches must be revealed. ( L0 4 &5)


(75% Weighting)
2000 Word Essay
Analyse practice within an Early Years Setting relating to developing a sense of identity and self-esteem in children.

(1,2,3,4,5)

References and a reference list are essential and should be recorded according to the Harvard System.

Access to work-based settings, multi-media classroom resources, access to university library resources, Blackboard and relevant digital editing programmes such as Windows media

Andrews, M. (2012) Exploring Play for Early Childhood Studies. London. Sage.
Fawcett, M. (2009) ‘Learning through Child Observation’ London, JK Publications
Palaiologou, I., (2009), The Early Years Foundation Stage, London, Sage
Rogers, R., (2011), Planning an Appropriate Curriculum in the Early Years: A guide for students, teachers and teaching assistants. (3rded), GB, Routledge

1. Evaluate philosophies underpinning early years curriculum models
Knowledge and Understanding
Analysis
Application
Learning

2. Analyse theories on how children learn and develop
Analysis
Learning

3. Demonstrate knowledge of curriculum practices within the early years’ workplace and how they are influenced by national policy and legislation
Application
Knowledge and Understanding

4. Communicate understanding of the effects of culture, gender, class and other formative categories on children’s sense of identity and self- esteem
Communication
Learning

5. Reflect upon the effectiveness of resources and environments to promote inclusion and children’s rights
Application
Enquiry
Reflection