The learning strategies will require students to commit 300 learning hours of which 12 hours will consist of contact time.
The contact hours will include group and individual support. Some sessions will be based on case study material. There will be a predominance of independent guided learning with teaching and support from the VLE (BlackBoard)and other electronic sources
Students will attend a study week-end at which they will be introduced to the module content and learning resources and be introduced to the basic important questions about some of the contemporary issues in the news related to early years. The tutor led sessions will embrace critical discussion and opportunities to set the core materials into the professional context of the students own experience. The study weekend will also introduce module themes through the use of electronic and textual resources. Over subsequent weeks students will be expected to work through independent guided learning with further teaching and support from the VLE (BlackBoard) and other electronic sources. This work will be undertaken on an individual basis but at various points students will be expected to interact and share material with their tutors.

Students will be expected to obtain supplementary information as part of their preparation for the classes.

Case study materials from recommended texts... books/journals/ newspapers etc.
Students will need to access the Universities electronic and physical databases.
Multi media classroom resources
University taught sessions
Tutorials

Allen, G (2011) Early Intervention: The Next Steps, London, HM Government.

DFE, (2012), The Early Years Foundation Stage, London, HMSO.

DfES, (2004), Every Child Matters: Next Steps, London, DfES

Field, F (2010) The Foundation Years; preventing poor children becoming poor adults. London: HM Government.

Jones, P, Moss, D., Tomlinson, P. and Welch, S., (eds), (2008), Childhood: Services and Provision for Children, Essex, Pearson/ Prentice Hall

Johnston,J. and Nahmad-Williams, L., (2008), Early Childhood Studies, Essex, Pearson/ Longman.

Moyles, J., (2010), The Excellence of Play, (3rd ed), Maidenhead, OUP

Munro, E (2011) The Munro Review of Child Protection. London. HMSO

Nutbrown C., Clough, P., (2006), Inclusion in the Early Years, London, Sage

Rogers, A. and Wilmot, E., (2011), Inclusion and Diversity in Early Years, GB, Practical Pre-school.

Annotated Bibliography
(Approx 3,000 words) (Weighting 75%) (LOs 1,2,3,4)

Asynchronous discussion
(Approx 1,000 words) (Weighting 25%) (LOs 1, 2, 4)

Formative assessment opportunities:
Formative assessment will take place throughout the module with question and answer sessions, observation and group/paired discussions at the study weekends. Reflective activities in the module workbook will also enable formative assessment to take place. Feedback from each summative assignment will also enable the student to understand their level and enable this to be used to enhance their next assignment.

This module will offer students a comprehensive overview of existing and current developments in the field of early childhood, offering a critical evaluation of contemporary and historical theory in the area. The module will explore contemporary and critical issues relating to young children and their families. It will consider multi agency working, policy formation and recent developments in work with children and their families.
The module puts children's learning, culture and identity at its heart. The content of the module will be relevant to a range of contexts and professional situations thereby allowing a wide range of professionals and practitioners to share their perspectives, cultures and practices and to challenge each others assumptions and intolerances.