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

Bee, H. & Boyd, D., (2009), The Developing Child, GB, Pearson. Browne, A., (2009), Developing Language and Literacy (3rded), GB, Sage
Dryden, L., Forbes, R., Pound, L., and Mukherji, P., (2005), Essential Early Years, London, Hodder Arnold.
Flanagan C., (1996), Applying Psychology to Child Development, London, Hodder and Stoughton
Jarvis, M. and Russell, J., (2004), Angles on Child Psychology (2nded), London, Nelson Thornes.
Johnston, J. and Nahmad-Williams, L., (2008) Early Childhood Studies, Essex, Pearson Education Ltd.
Levine, L.and Munsch, J., (2010) Child Development:An Active Learning Approach, GB, Sage.
Lindon, J., (2010) Understanding Child Development; linking theory to practice, London, Hodder Arnold.
Marsh, J. and Hallet, (2008), Desirable Literacies: Approaches to Language and Literacy in Early Years, GB, Sage.
Siegler, R. and Alibali, (2004), Children¿s Thinking, (4thed), USA, Pearson.
Smith, P., Cowie, H. and Blades, M., (2003), Understanding Children¿s Development (4thed), Oxford, Blackwell Publishing.
Willan, J., Parker-Rees and Savage, J., (2010), Early Childhood Studies, Exeter, Learning Matters Ltd.

The learning strategies will require students to commit 300 learning hours of which 40 hours will consist of contact time (20 x 2 hours).
The teaching strategies will employ a range of methods, including lectures, seminars, one to one tutorials, presentations and case study observations. Peer group discussion 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.

This module will allow students to evaluate the concept that emotions are expressions of feelings which are the result of an interrelationship between biochemistry, environment and social events, and occurs in response to children's needs and wishes.

Students will consider a range of theories of attachment. Consideration will be given to the effects of privation and the importance of secondary attachments to allow children to develop emotional stability.

Students will examine the close relationship between stages of cognitive development, stages of moral development, psycho-analytical theory and psych-social stages to the development of the emotions and moral thinking. Students will reflect upon the development of morals and behaviour through imitation, reinforcement and punishment and of children as active participants in their own moral development and their ability to use and understand rules.

This module will examine the structure of an environment in which children can take responsibility for their own development and attitude formulation, and make decisions independently. Students will examine the process of social development as the internalisation of social norms through the continual, interaction with the environment.

This module will allow students to reflect upon the main theoretical views of cognitive development and how these relate to our understanding of children's learning and communication. The module will encourage students to critically appraise in the light of new understanding and research whether learning is a passive or active process.

Students will examine some of the possible reasons for delayed development and review a holistic approach to language development. The module will encourage students to consider a child's interaction with language at or before birth and the physical, social and emotional support needed to promote language. Students will consider the skills needed to read including emergent reading, such as word consciousness and comprehension.

Students will consider the implications of their understanding of holistic development to their professional practice.

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.

100% Portfolio, assessing all Learning Outcomes.