Critically evaluate a research paper selected by the student and approved by the tutor to form a literature review.

(Approx 4,000 words) (Weighting 100%) (LOs 1,2,3,4)

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.

The module will enhance students understanding of young children in contemporary society across the world. Students will be encouraged to consider issues such as how children learn and are educated in the Western and the third world. They will examine how learning and pedagogy is organised across a range of cultures, indigenous communities and the majority poor countries.

The focus of this module will be critical, analytical and international and non-ethnocentric. It aims to raise student awareness of current international trends, particularly economic and political and how this impacts upon young children and their families. Consideration will be given to the globalization of childhood and the influence this has on children's rights in the wider world.

The teaching will expand students understanding of themes and issues concerned with young children and families by relating them to circumstances worldwide, thereby challenging 'mainstream' perspectives on childhood by analysing assumptions and bias.

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 International Perspectives in 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.

Clark, M & Tucker, S (eds) (2010) Early Childhoods in a Changing World. Stoke-on-Trent. Trentham
Penn, H., (2005), Unequal Childhoods. Young Children's Lives in Poor Countries, London, Routledge
James, A. and Prout, A (eds) (1997), Constructing and re-constructing Childhood, London, Routledge Falmer
Smith, R. (2010), A Universal Child? London, Palgrave
Wells, K., (2009), Childhood in a Global Perspective, Cambridge, Polity Press