The module will examine what comes first the thinking skills or the practical skills when encouraging children to operate on a high level of thoughtfulness.

Students will consider the relationship between prediction and observation to a child's ability to ask questions and encourage curiosity.

Students will consider how to encourage children to develop a critical awareness of the world around them, and how theorists such as Anna Freud and Eric Erikson have used aesthetic awareness to allow children to express themselves, and develop imagination and creativity.

Students will evaluate the theories of Ferre Laevers (1994) and Kolb (1984) to the concept of experiential learning to children understands of the world around them.

Students will examine the benefits and pitfalls of problem solving and creative thinking with children at all ages 0-8 years.

The learning strategies will require students to commit 150 learning hours of which 30 hours will consist of contact time (3x10).
The teaching strategies will employ a range of methods, including lectures, seminars, one to one tutorials, presentations and case study observations. Peer group discussion will allow students to share ideas and experiences and will encourage reflection and evaluation.

A key aspect of the learning strategy for this module is the direct involvement of employers and work based learning. This is particularly effective as it gives students realistic, hands on experiences and develops skills relevant to the employers needs. This will enable access for students to planning materials and implementation with the children.

Bruce, T., (2006), Early Childhood Guide for Students, London, Sage.
Costello, P., (2000), Thinking skills and Early Childhood Education, London, David Fulton.
DfES (2007), The Early Years Foundation Stage, London, Crown.
Nutbrown, Cathy, (2006), Threads of Thinking: The Role of Early Education, London, Sage
Oliver, A., (2006), Creative Teaching: Science in the Early years and Primary Classroom, London, David Fulton

Summative Assessment:

1. Devise, implement and evaluate session plans
(Weighting 75%) (Words 2,000) (LOs 1,2,3,4,5)

2. Group Presentation
(Weighting 25%) (LO 6)

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. A draft of the planning materials will be reviewed at appropriate times throughout the modules.

Multi media classroom resources, learning resource centre, internet and access to tutor