A portfolio based on the development of ONE child in the early years setting.
It should consist of
• THREE detailed observations of the child conducted in the setting
• In-depth interpretation of the observations analysing the child’s development with
reference to relevant theoretical perspectives
• Appropriate recommendations for the child’s future learning and development
opportunities informed by the analysis
A reflection on the student’s personal learning and the impact it may have upon professional practice as a result of producing the portfolio should also be included.

Relevant permissions from the setting manager and parent must be obtained prior to any observation being recorded. Permission letters must be included in the appendices of the portfolio.

(LO’s 1.2.3.4.5, 100% weighting, 4000 word count).

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 combine their theoretical knowledge of child development and practical experience to the observation and assessment within their case study. Students will develop their range of observation techniques and they will be encouraged to focus upon the ethical, professional and cultural issues that may affect the way in which we may perceive and interpret the behaviour of others.

The learning strategies will require students to commit 300 learning hours of which 40 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.

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

Bee, H. & Boyd, D., (2011), The Developing Child, London, Pearson.
Bruce, T., (2005), Early Childhood Education, (3rd Ed), London, Hodder Arnold
Drydan, L., (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 Publication.
Lavine, L., (2010), Child Development: An Active Approach to Learning. GB, Sage
Oates, J & Grayson, A. (eds), (2004), Cognitive and Language Development in Children, Oxford, Blackwell
Riddall-Leech, S.,(2009), How to Observe Children, Oxford, Heinemann
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., (2010), Early Childhood Studies (3rded), London, Learning Matters