This module will provide the opportunity to build upon your existing knowledge and understanding of early childhood learning and development and the settings where this takes place. This module will provide knowledge and skills which are essential to being an effective practitioner within early years education. Drawing on underpinning theory of observation, assessment and child development, the module will also cover curricula and strategies used within early childcare settings and schools, providing you with a rich and varied range of learning and teaching activities in relation to early years practice which you will be able to use within your own role. The sessions will be progressive and work towards using your developing knowledge, skills and expertise to create a relevant reflection and presentation around your professional and academic development that will form the assessment task for this module.

Write a reflective account about one aspect of a practical activity undertaken in university and one of academic performance (word count 2500 words). This will enable students to critically analyse their strengths, performance and future challenges with solutions to overcome these.
(Weighting 100%) (LO, 1,2,3)

Students will be required to successfully complete all elements of assessment to pass this module.

The learning strategies will require students to commit 300 learning hours of which 72 hours will consist of contact time and supervised visits to local schools and nurseries and 228 hours of independent study. The student will achieve the learning outcomes of the module mainly through peer work in taught sessions, engaging in the observation of effective practice with EYFS children and from independent reflective practice.

The teaching, learning and assessment strategy has been carefully developed for this module. It recognises you bring with you a knowledge of practical experience and detailed knowledge of specific contexts to share with others from your home country, and this pool of practical experience will be used to promote discussion and debate, which will build upon existing knowledge to encourage reflection and critical thought. You will be an active participant in your learning and engage with online learning, some face to face content, group activities and individual tasks set. You will be encouraged to be a critical thinker and apply your learning in an academic and professional context. Some sessions require prior reading and independent research to inform the sessions.

A blended learning approach will provide virtual learning with some face to face opportunities as well as specialist visits to settings

University workshops will draw upon your experience and help you to interpret that experience in the light of current thinking on teaching, learning, assessment and practice with children 0-8 You will also be asked to use the ideas explored in the sessions in planning your future work. You will also be asked to collaborate with others in preparing and presenting your work.¿

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

Work Related Learning – You will be required to reflect on values, practices, assumptions and work-place policies. Work-based observed 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

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

1. Critically reflect upon current research of best practice against which can be used to benchmark and evaluate own practice

2. Critically analyse and evaluate the provision of differing organisational structures within the early years day care/education services.

3. Demonstrate and reflect upon own academic performance in higher education and observations of practice in children's learning environments in early years settings.

Access to a teams site, Blackboard, supervised visits to English schools and nurseries.

Birth to five matters (2021) https://www.birthto5matters.org.uk/ (accessed 27/5/21)

Bryce-Clegg, A (2015) Best practice in the early years. London. Bloomsbury.

Cotterell, S (2019) Study skills handbook (5th Ed). London. Red Globe Press.

Department for Education (2021) Development matters (online) https://www.gov.uk/government/publications/development-matters--2 (accessed 27/5/21)

Department for Education (2021) The early Years Foundation stage.(online) https://www.gov.uk/government/publications/early-years-foundation-stage-framework--2 (accessed 27/5/21)

Department for Education (2021) Statutory guidance

National curriculum in England: primary curriculum

The national curriculum primary programmes of study and attainment targets for key stages 1 and 2. (online) https://www.gov.uk/government/publications/national-curriculum-in-england-primary-curriculum (accessed 27/5/21)

Grenier, J (2020) Working within the revised early years foundation stage. Principles into practice. Sheringham. Independently published.