Module Descriptors
EARLY CHILDHOOD DEVELOPMENT
ECST60033
Key Facts
Faculty of Business, Education and Law
Level 6
15 credits
Contact
Leader: Carol Hayes
Email: C.HAYES@staffs.ac.uk
Hours of Study
Scheduled Learning and Teaching Activities: 20
Independent Study Hours: 130
Total Learning Hours: 150
Assessment
- EXAMINATION - UNSEEN IN EXAMINATION CONDITIONS weighted at 50%
- PORTFOLIO weighted at 50%
Module Details
Module Resources
Multi media classroom resources, learning resource centre, internet , journals and access to tutor
Module Texts
Bee, H. & Boyd, D., (2003), The Developing Child, London, Allyn and Bacon.
Bruce, T., (2005), Early Childhood Education, (3rd Ed), London, Hodder Arnold
Drydan, L., et al (2005) Essential Early Years, London, Hodder Arnold.
Clark, M.M., and Waller, T., eds, (2007), Early Childhood Education and Care: Policy and Practice, London, Sage Publications.
Oates, J & Grayson, A. (eds), (2004), Cognitive and Language Development in Children, Oxford, Blackwell.
Sharman, C., Cross, W. and Vennis, D., (2007), Observing Children and Young People, London, Continuum.
Smith, P., Cowie, H & Blades, M., (2003), Understanding Children?s Development, 4th edition, Oxford, Blackwell.
Willan, J., Parker-Reece, R. and Savage, J., (2004), Early Childhood Studies, London, Learning Matters
Bruce, T., (2005), Early Childhood Education, (3rd Ed), London, Hodder Arnold
Drydan, L., et al (2005) Essential Early Years, London, Hodder Arnold.
Clark, M.M., and Waller, T., eds, (2007), Early Childhood Education and Care: Policy and Practice, London, Sage Publications.
Oates, J & Grayson, A. (eds), (2004), Cognitive and Language Development in Children, Oxford, Blackwell.
Sharman, C., Cross, W. and Vennis, D., (2007), Observing Children and Young People, London, Continuum.
Smith, P., Cowie, H & Blades, M., (2003), Understanding Children?s Development, 4th edition, Oxford, Blackwell.
Willan, J., Parker-Reece, R. and Savage, J., (2004), Early Childhood Studies, London, Learning Matters
Module Additional Assessment Details
Summative Assessment
Examination - class based (one and a half hours) 50% (LO's 1,2,4,5)
Portfolio of 4 child observations using a range of techniques 50% (LO's 1,2,3,5)
(Parent/guardian permission must be obtained, in writing, prior to observation)
Examination - class based (one and a half hours) 50% (LO's 1,2,4,5)
Portfolio of 4 child observations using a range of techniques 50% (LO's 1,2,3,5)
(Parent/guardian permission must be obtained, in writing, prior to observation)
Module Learning Strategies
The learning strategies will require students to commit 150 learning hours of which 20 hours will consist of contact time.
The teaching strategies will employ a range of methods, including lectures, seminars, one to one tutorials and case study observation. Peer group discussion will allow students to share ideas and experiences.
The teaching strategies will employ a range of methods, including lectures, seminars, one to one tutorials and case study observation. Peer group discussion will allow students to share ideas and experiences.
Module Indicative Content
The module will cover key issues in children's holistic development. Students will be introduced to theories surrounding the all round development of the child, including the heredity versus environment debate.
Students will critically evaluate the contribution of various theories of children's learning and behaviour, and develop an understanding of concept formation. Students will analyse the effect of language on the development of thought, set within a social and cultural context.
Students will examine the assessment of children and will study how information about individuals can be interpreted to make valid assessments.
Students will critically evaluate the contribution of various theories of children's learning and behaviour, and develop an understanding of concept formation. Students will analyse the effect of language on the development of thought, set within a social and cultural context.
Students will examine the assessment of children and will study how information about individuals can be interpreted to make valid assessments.