This module will provide the opportunity to build upon your existing knowledge and understanding of the unique child in the early years setting. Drawing on underpinning theory of observation, assessment and child development, you will evaluate observation, assessment and planning techniques used to effectively support holistic development of the child. Critical engagement with curriculum, government and policy documents, along with childhood theory, will encourage an analytical consideration of a variety of contemporary issues within early years. The role of the adult and importance of an enabling environment to support development and learning will be critically examined to provide an in-depth knowledge and understanding of this critical period in a human’s life.

Develop and present a profile of a child (0 – 8 years) using observation and assessment strategies relevant to the child and setting.

The profile should be written in a format of your choice, as agreed by your module tutor, and document the stage of development of the chosen child based on observation and assessment using early years theories and principles. LO1

Develop, plan and evaluate a plan of learning for a child (0 – 8 years) based on the profile presented. This should include a reflection and ‘next steps’.

The plan should be written in a format of your choice, as agreed by your module tutor, and show how the activity will be differentiated to meet identified development and learning intentions for the child. You should evaluate the activities and experiences provided in relation to the child’s development and learning based on early years pedagogy. Theories on learning, play and the adult role should be evaluated with regard to the strategies used in the activities to ensure all learning outcomes have been covered.

The teaching, learning and assessment strategy has been carefully developed for this module. It recognises that you come to the programme through a different route to “traditional” students and your learning needs to be supported, in a different way. We recognise that you bring with you a wealth of practical experience and detailed knowledge of specific contexts to share with others, and this vast pool of practical experience will be used to promote discussion and debate, which will build upon existing knowledge to encourage reflection and critical thought. The methods are designed to provide practical contexts for the analysis of contemporary issues and problems of a practical nature. The following strategies will be adopted to ensure that students have a supportive teaching and learning environment, providing a range of learning opportunities. A blended learning approach will provide both face-to-face and virtual opportunities.

Work Related Learning – You will be required to reflect on values, practices, assumptions and work-place policies. Work-based activities help students to establish connections between the workplace and issues raised by the programme.

Lectures - You will be given lectures which will provide theoretical underpinning on key educational concepts. These may take the form of face-to-face, digital or virtual sessions, dependent on the Blended Learning policy.

Tutorials – You will be given the opportunity to discuss work-related and academic concerns in small group tutorials and individual tutorials. This will support the development of theoretical understanding.

Guided reading and supported self-study – You will be provided with booklists and reading tasks in order to enable you to engage with relevant and appropriate debates.

This module will also provide opportunities for you to:

work with others

develop interpersonal skills

demonstrate the capacity to plan, share goals, and work as a member of a team

communicate and present oral and written arguments

Your College VLE will be used as a support resource for candidates by providing flexible learning, especially during reading week with access to materials on-line to enable candidates to manage their time more effectively and to improve staff/ student communication through bulletin boards. Your VLE will enable you to have access to course materials, lecture notes, PowerPoint presentations and reading lists, to enable you to manage your time more effectively. Your VLE offers opportunities to engage in group work and independent learning by the use of such things as synchronous/asynchronous discussion boards, video links, blogs and wikis.

Demonstrate knowledge & critical understanding of characteristics and behaviours within an early years learning environment.

Critically analyse, interpret significant and emerging theories on learning approaches in the early years, including the importance of play, using principles of planning and assessment strategies for the curriculum and pedagogy of an early years setting.

Develop and critically evaluate a plan of learning, considering limits of knowledge and the impact for early years pedagogy theories and principles, including the importance of learning through play..

Reflect upon the role and responsibilities of the adult in supporting learning and development through play-based activities, including the necessity for further training.

Unless otherwise stated, all books are available online through Staffordshire University library website when logged in using your university username and password. If you have difficulty accessing these, please contact the University library. There is also an online reading list for each module on this course. To access this, go to http://staffs.rebuslist.com/ and then type in the module code in the search box. Do not worry if this list seems excessively long. You may wish to focus on texts which are most relevant to your education sector. This module covers a wide range of texts and you may find that you only need to read short sections of the texts listed (or from other texts that you may find in libraries or journals). Your tutor will also advise you on the relevant texts and sections of texts to read. Remember that it is important to show you have considered views from a wide range of sources. When referring to texts in your assignment, always use https://libguides.staffs.ac.uk/refzone for guidance. There are many versions of Harvard referencing systems in use around the world, but for Staffordshire University, Refzone Harvard system is the only correct method to use.

Study skills:

For guidance on academic writing, remember that the Staffordshire University library holds a wealth of resources to support study skills at https://libguides.staffs.ac.uk/study-skills. The study skills team can also provide 1 to 1 support.

Suggested texts:

Bedford, D. and Wilson, E., (2013), Study Skills for Foundation Degrees (2nd Ed.), Abingdon: Routledge

Bolton, G. and Delderfield, R. (2018) reflective Practice: writing and professional development. London. Sage.

Cottrell, S., (2011), Critical Thinking Skills: Developing Effective Analysis and Argument, Basingstoke: Palgrave.

Greasley, P. (2016) Doing Essays and assignments: essential tips for students (2nd Edition) London. Sage.

Weyers, J & McMillan, K. (2011) How to Write Essays and Assignments (2nd Edition)

VLE Resources

Your College VLE will be used as a support resource for candidates by providing flexible learning, especially during reading week with access to materials on-line to enable candidates to manage their time more effectively and to improve staff/ student communication through bulletin boards. Your VLE will enable you to have access to course materials, lecture notes, PowerPoint presentations and reading lists, to enable you to manage your time more effectively. Your VLE offers opportunities to engage in group work and independent learning by the use of such things as synchronous/asynchronous discussion boards, video links, blogs and wikis.

Andrews, M. (2012) Exploring Play for Early Childhood Studies. London. Learning Matters - Sage.

Bruce. T. (2015) Early Childhood Education. 5th Edition. London. Hodder Education.

Fitzgerald, D. & Maconochie, H. Ed (2019) Early Childhood Studies – A student’s guide. London. Sage.

Kamen, T. (2013) Observation and assessment for the EYFS. London. Hodder Education.

Keenan, T., Evans, S. & Crowley, K. (2016) An Introduction to Child Development. 3rd Edition. London. Sage

Suggested texts:

Crowley, K. (2017) Child Development – a practical introduction. London. Sage

Dowling, M. (2014) Young Children’s Personal, Social and Emotional Development (4th Edition). London. Sage.

Gabriel, N. (2017) The Sociology of Early Childhood. London. Sage.

Hallet, E. (2016) Early Years Practice for Educators and Teachers. London. Sage.

Musgrave, J. (2017) Supporting Children’s health & Well-being. London. Sage.