The module will build upon existing knowledge, skills and understanding to encourage students to adopt a positive approach to their new course by developing skills of communication and presentational methods. Students will be introduced to the purpose and development of reflective practice, and the use of PDP's. Students will examine the ways in which data can be interpreted, challenged and reported. Students will be encouraged to develop their personal research and practice through critical thinking skills and development of academic argument. Students will explore matters of style in academic writing, citation and referencing using the Harvard System.

Students will use electronic communication and ICT to identify and retrieve good quality sources of information.

Students will explore the organisation and management of time to maximise learning opportunities.
This module requires students to undertake placement in an early years setting (16 x 6 hours) and will provide students with an opportunity to demonstrate evidence of practical work-based skills and learning. Students will explore their role within an early years setting reflecting upon their practice and considering issues relating to their role as a professional, their strengths and targets, ethics and confidentiality.

Formative assessment will take place throughout the module in the form of informal observations, questioning, discussion, group work and attendance monitoring. Regular feedback, from the module tutor and through the personal tutor system, will take place. A draft of the PDP and the essay question will be reviewed at appropriate times throughout the module.The University will work closely with the practical work placements to assess competence. Students will be visited by a tutor who will give verbal and written feedback.

Summative Feedback

- An action plan/self-evaluation to identify targets to assist learning, personal development and academic success. (500 words)
An essay of 1,000 words. –
A reflective account of the placement experiences (1,500 words).

Multi-media classroom resources, learning resource centre, internet and access to tutor. Work based setting placement.

The learning strategies will require students to commit 300 learning hours of which 72 hours will consist of contact time, 96 hours will be placement attendance (16 x 6 hours) and 228 independent study hours.

The student will achieve the learning outcomes 3, 4 and 5 of the module mainly through remote learning in the work place setting. The student will need to identify a work place critical friend, and tutor support will be by e-mail, telephone and one hour placement visit.

The teaching strategies for learning outcomes 1 and 2 will employ a range of methods, including lectures, seminars, one to one tutorials, presentations and case study observations. Peer group discussion and the use of Blackboard will allow students to share ideas and experiences and will encourage reflection and evaluation. Practical examples and demonstrations of the use of referencing and presentation techniques will be used and peer observation and feedback will be encouraged.

Costello, P., (2000), Thinking Skills and Early Childhood Education, London, David Fulton.
Cottrell, S., (2011), Critical Thinking Skills: Developing Effective Analysis and Argument, GB, Palgrave.
Creme, P. and Lea, M.R.,(2008) Writing at University: A Guide for Students, (3rd ed), Buckingham, Open University Press
Drake, J., (2009), Planning Children's Play and Learning in the Foundation Stage (3rded), London, David Fulton.
Fanthome, C., (2004) Work Placements - a Survival Guide for Students, London, Palgrave/ Macmillan.
Hobart, C. and Frankel,J., (2009), A Practical Guide to Child Care and Education Placements, Cheltenham, Nelson Thornes
Richie, C. and Thomas, P., (2005), Successful Study: Skills for Teaching Assistants, London, David Fulton.
Smidt, S.,(2009), Planning for the Early Years Foundation Stage: Practical Guidance in the EYFS, GB, David Fulton

1. DEMONSTRATE REFLECTION ON YOUR PERSONAL DEVELOPMENT IN RELATION TO OTHERS AND IN THE CONTEXT OF YOUR VOCATIONAL AREA AND APPLICATION TO THEORY
APPLICATION
REFLECTION

2. DEMONSTRATE ACQUISITION OF APPROPRIATE SKILLS FOR STUDY, COMMUNICATION AND ACADEMIC WRITING
COMMUNICATION
LEARNING

3. EVALUATE YOUR OWN PRACTICE USING CURRENT RESEARCH ON GOOD PRACTICE AS A BENCHMARK
KNOWLEDGE & UNDERSTANDING
ANALYSIS

4. SHOW UNDERSTANDING OF ISSUES UNDERPINNING ETHICAL PROFESSIONAL PRACTICE
KNOWLEDGE & UNDERSTANDING

5. DEMONSTRATE PRACTICAL COMPETENCE WHEN WORKING WITH LEARNERS IN AN EDUCATIONAL SETTING.
APPLICATION
COMMUNICATION
ENQUIRY
KNOWLEDGE & UNDERSTANDING
LEARNING
PROBLEM SOLVING