This module will provide opportunity to investigate the organisational structures of provision for young children in supporting their health, well-being and development. You will critically analyse and evaluate legal framework, national and local policy on provision for supporting young children. This will encourage critical engagement in understanding of the role of parent-partnership as well as early years professionals from other agencies and disciplines in providing a unified holistic approach to child health and development. Consideration of theory underpinning families and their role in society will provide additional perspective to supporting the child. The use of an investigative approach will provide an introduction to academic research.

A small-scale guided research investigation

Carry out a small-scale research investigation into an aspect of how professionals from a variety of disciplines can contribute to a unified approach to supporting child health and development.

This research will be guided by the topic of Working with Young Children and suggested format below.

Your research should include:

Introduction/rationale: provide an overview of your investigation and the reasons chosen. Suggested word count 200 words

Literature Review: a critical review of key literature relating to theories and principles of early childhood services within the context of legislation and policy, analysing the role of the early years practitioner in supporting the diverse needs of young children and their families. Suggested word count 1600 words

Methodology: an overview of methodology used, including ethical considerations. Suggested words count 400 words

Findings and analysis: provide an overview of your findings including analysis of salient aspects relating this to relevant theory. Suggested word count 800 words

Reflection: Reflect on potential developments to the role of the Early Years practitioner in supporting the diverse needs of young children and their families. Suggested word count 1000 words

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 and application of theories and principles of early childhood services within the context of legislation and policy.

Critically analyse the role of the Early Years practitioner in supporting the diverse needs of young children and their families.

Carry out a small-scale investigation into an aspect of how professionals from a variety of disciplines can contribute to a unified approach to supporting child health and development.

Reflect on potential developments to the role of the Early Years practitioner in supporting the diverse needs of young children and their families.

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.

Bailey, C. (2018) A Guide to Qualitative Field Research. 3rd Edition. London. Sage.

Borkett, P. (2018) Cultural Diversity and Inclusion in Early Years Education. Abingdon. Routledge.

Carter, C. (2018) Successful Dissertations: the complete guide for education, childhood and early childhood studies students. 2nd Edition. London. Bloomsbury Academic.

DfE (2018) Working Together to Safeguard Children: A Guide to Interagency Working to Safeguard and Promote the Welfare of Children. London, The Stationery Office

Jackson, D. and Needham, M. (2014) Engaging with Parents in Early Years Settings. London: Sage Publications Ltd.

Trodd, S. (2012) Transitions in the early years- working with children and families. Sage. London.

Suggested texts:

Bell, J. (2014) Doing Your Research Project (6th Edition), Maidenhead: Open University Press.

Cohen, L. Manion, L and Morrison, K. (2017) Research Methods in Education (8th edition), London: Routledge.

DenscombE, M. (2014) The Good Research Guide (5thEdn.) Buckinghamshire: OUP.

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

Fitzgerald, D. and Kay, J. (2016) Understanding Early Years Policy.4th ed. London. Sage.

Hallet, E. (2016) Early Years Practice – for educators and teachers. London. Sage.

Lindon, J. (2012) Equality and Inclusion in Early Childhood. 2nd Edition. Abingdon. Hodder Education.

Lindon J., (2016) Reflective Practice and Early Years Professionalism Linking Theory to Practice (3rd Edn.). GB: Hodder.

Mukherji, P. and Albon, D. (2018) Research Methods in Early Childhood: An introductory guide. 3rd edition. London. Sage.

Musgrave, J. (2017) Supporting Children’s health & Wellbeing. London. Sage.

Reed, M. and Canning, N., (2012) Reflective Practice in Early Years. GB: Sage.

Thomas, G. (2017) How to do your research project: A guide for students. London. Sage.

Tutt, R. and Williams, P. (2015) The SEND Code of Practice 0 – 25 years – policy, provision & practice. London. Sage.