Annotated Bibliography

(Approx 3,000 words) (Weighting 75%) (LOs 1,2,3,4)

Asynchronous discussion

(Approx 1,000 words) (Weighting 25%) (LOs 1,2,4)

All to take place in the first semester

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.

This module will offer students a comprehensive overview of existing and current developments in the field of early childhood, offering a critical evaluation of contemporary and historical theory in the area. The module will explore contemporary and critical issues relating to young children and their families. It will consider multi agency working, policy formation and recent developments in work with children and their families.
The module puts children’s learning, culture and identity at its hearty. The content of the module will be relevant to a range of contexts and professional situations thereby allowing a wide range of professionals and practitioners top share their perspectives, cultures and practices and to challenge each others assumptions and intolerances.

1. Understand a range of in-depth, current theoretical perspectives.
Knowledge and Understanding
Communication
Analysis
Learning

2. To be able to locate and research the main debates surrounding the education and care of children from pre-natal through to children aged 0-7.11 years in a historical, cultural, social and policy context. Enquiry
Reflection
Analysis
Learning

3. Understand the limitations of research based theory in the field of Early Childhood Studies.
Knowledge and Understanding
Problem Solving
Analysis
Learning
Application

4. Critically explore the complexities, challenges and opportunities offered by multi agency and interdisciplinary working within Early Years settings and services with children and families.
Knowledge and Understanding
Analysis
Learning
Application

A variety of learning and teaching methods are used such as presentations by specialist practitioners, group discussions, case studies, problem based learning activities and participant centred investigations. There is a strong emphasis on activity-focused learning and participants are expected to actively engage in all sessions. In addition, participants are required to engage in
independent study so as to consolidate and build upon their learning in taught sessions. This takes the form of undertaking follow-up tasks and work based self-assessments and reading key texts and research papers.

Case study materials from recommended texts… books/journals/ newspapers etc.
Students will need to access the Universities electronic and physical databases.
Multi media classroom resources
University taught sessions
Tutorials

MA EDUCATION FULL TIME

Allen, G (2011) Early Intervention: The Next Steps. London, HM Government.

DFE, (2012), The Early Years Foundation Stage, London, HMSO.

DfES, (2004), Every Child Matters: Next Steps, London, DfES.

Field, F (2010) The Foundation Years; preventing poor children becoming poor adults. London:HM Government.

Jones, P, Moss, D., Tomlinson, P. and Welch, S., (eds), (2008), Childhood: Services and Provision for Children, Essex, Pearson/ Prentice Hall.

Johnston,J. and Nahmad-Williams, L., (2008), Early Childhood Studies, Essex, Pearson/ Longman.

Moyles, J., (2010), The Excellence of Play, (3rd ed), Maidenhead, OUP.

Munro, E (2011) The Munro Review of Child Protection. London, HMSO.

Rogers, A. and Wilmot, E., (2011), Inclusion and Diversity in Early Years, GB, Practical Pre-school.

This module will offer you a comprehensive overview of existing and current developments in the field of early childhood, offering a critical evaluation of contemporary and historical theory in the area. The module will explore contemporary and critical issues relating to young children and their families. It will consider multi agency working, policy formation and recent developments in work with children and their families.
The module puts children’s learning, culture and identity at its hearty. The content of the module will be relevant to a range of contexts and professional situations thereby allowing a wide range of professionals and practitioners top share their perspectives, cultures and practices and to challenge each others assumptions and intolerances.