Assessment 1
(50% Weighting)
Produce a professional academic information booklet for parents that demonstrates your knowledge of graduate leader attributes when working with babies 0-3 (2,000 words) (LO 1,3)

References and a reference list are essential and should be recorded according to the Harvard System

Assessment 2 (weighting 50%)
Produce a reflective essay that critically analyses the importance of working with 0-3 year olds.
(1000 words)( LO 1,2,4)

References and a reference list are essential and should be recorded according to the Harvard System

The module will explore the unique phase 0-3 exploring each age group and the enabling environments you will provide. Planning for this age group will incorporate heuristic play, sensory learning, schematic play and outdoor learning. Growth and nutrition will be explored to inform good practice in the sector. Practice issues and ethics of care will be examined along with the value of the key person approach and professional love. You will examine and explore policy frameworks for this age group and how this influences leadership and management of the sectors youngest children in day care/school provision. The inclusion, cultural awareness and support of parents in very young children’s educare will also be addressed.

1. Demonstrate an understanding of current and competing literature and policy frameworks in relation to the importance of the care and education of children 0 to 3 years.
Knowledge and understanding
Learning

2. Reflect upon the role of the graduate leader in promoting a culture of inclusive and visionary care and education of the under 3 year old.
Reflection
Communication

3. Analyse the role of the practitioner in the inclusive involvement of parents in the education and care of their infant.
Analysis
Problem solving

4. Analyse current research and practice in relation to the importance of attachment and bonding in developing a relationship with children under 3.
Enquiry
Analysis

The following strategies will be adopted to ensure that you have a supportive learning and teaching environment, mindful of a full range of learning styles.

Work Related Learning (Practitioner Route only)- You will be required to reflect on values, practices, assumptions and transferable skills. Early childhood studies based activities help you to establish connections between your academic skills and issues within the subject specific area.

Lectures – You will be given formal lectures which will provide theoretical underpinning on key educational concepts. Guest speakers will be introduced for you to gain specific knowledge from experienced practitioners in relation to this age range.

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.

Group seminars- where assigned readings can be discussed informally, questions can be raised and debates conducted. Practical activities and demonstrations will be carried out.

Guided reading and supported self-study -you will be provided with booklists, reading tasks and online tasks in order to enable you to engage with relevant and appropriate debates.

Multimedia classroom resources, learning resource centre, internet , journals and access to tutor

Arnold, C. (2010) Understanding schemas and emotion in early childhood. London: Sage Publications Ltd,
Bradford, H. (2012) Planning and observation of children under three. London: Routledge.
Elfer, P., Goldschmied, E. and Selleck, D. (2005) Key persons in the nursery: building relationships for quality provision. London: David Fulton Publishers Ltd.
Jackson, D. and Needham, M. (2014) Engaging With Parents in Early Years Settings. London: SAGE Publications Ltd.
Mukherji, P. and Dryden, L. (2014) Foundations of early childhood: principles and practice. London: Sage Publications Ltd.
Palaiologou, I. (2012) Child observation for the early years. London: SAGE/Learning Matters.
Roberts, R. (2010) Wellbeing from birth. London: SAGE Publications Ltd.
Trodd, L. (2012) Transitions in the early years: working with children and families. London: SAGE Publications Ltd.

The module will explore the unique phase 0-3 exploring each age group and the enabling environments you will provide. Planning for this age group will incorporate heuristic play, sensory learning, schematic play and outdoor learning. Growth and nutrition will be explored to inform good practice in the sector. Practice issues and ethics of care will be examined along with the value of the key person approach and professional love. You will examine and explore policy frameworks for this age group and how this influences leadership and management of the sectors youngest children in day care/school provision. The inclusion, cultural awareness and support of parents in very young children’s educare will also be addressed.