BA (Honours) Early Years Education Full-time Programme Year 1
Level 4 Module Handbook EYT 1004 Inclusive Early Years Settings 2013-14
Contents
Page
Inclusive Learning Statement
2
Contacts
3
Welcome & Rationale
4
Aims
5
Module Learning Hours
5
Learning Outcomes
5
Assessment Strategy
5
Assessment Guidance
6
Assessment submission arrangements
6
Module Evaluation
7
Module Schedule
7
Essential reading
19
Recommended Reading
19
Journals and related publications
21
Websites
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Edge Ahead Statement Inclusive Learning It is Edge Hill’s aim to make our services and provision accessible to all our users. If you need us to present our training/resources/information in a different format (e.g. electronic copy, large print), or need any other modifications, please contact your Module Leader and we will do our best to accommodate your requirements. Based in the University Library (1st floor) and the Student Information Centre (SIC, ground floor), we provide information, guidance, support and resources for:
Academic Skills Development Accessing Information and ICT Disability / Health Conditions Irlen Syndrome / Colour Sensitivity Specific Learning Difficulties / Differences (SpLDs) e.g. Dyslexia
If you have specific requirements due to a disability or learning difficulty (e.g. physical or sensory impairment, mental health/anxiety issues, health condition, dyslexia or an autistic spectrum condition) or needs emerge when you are studying here, we can advise you on:
Applying for Disabled Students’ Allowances (DSA) Specialist and/or personal support Dyslexia assessments ‘Reasonable adjustments’ to learning, teaching and assessment Accessible facilities and equipment
Our approach is friendly yet professional and you can discuss your individual learning requirements in complete confidence. It is essential that you contact us as early as possible. For further advice and guidance you can contact the SpLD Support Team: In person (at the Ormskirk site): Ask Desk, 1st Floor, University Library Tel: 01695 584372 Tel: 01695 584018 (to make or change an appointment) Email: inclusiveservices@edgehill.ac.uk
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Contacts Course Leader
Jacqui Basquill Jacqui.Basquill@edgehill.ac.uk Tel: 01695 657337
Placement Co-ordinator Zena Martin Email: zena.martin@edgehill.ac.uk Programme Leader:
Linda France Linda.France@edgehill.ac.uk Tel: 01695 584206
Administration
Trish Byrne Faculty of Education Edge Hill University St Helens Road Ormskirk Lancashire L39 4QP Tel: 01695 58428 Trish.Byrne@edgehill.ac.uk
Inclusion Team
inclusionteam@edgehill.ac.uk
Specific Learning Difficulties
eac@edgehill.ac.uk
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Credit Rating 20
Level 4
Welcome & Rationale The BA (Hons) Early Years Education team welcomes you to the EYT1002 Module and hopes that you will find this module interesting, challenging, relevant to your early years practice as well as enjoyable and rewarding! This is a setting-based module that runs for the whole year and bridges your work experience placement and your academic studies. The module is designed to support your understanding of child development. The module aims are designed to equip students with essential knowledge and understanding of the key theories, principles, processes and concepts relating to the development of young children generally and in specific developmental domains. It contains essential information on the key aspects of child development that is vitally important for early years students at the beginning of their learning journey on this programme. This module will encourage students' initial critical engagement with theories and principles of development and their utilisation in critical interpretation of observed behaviour. Students will develop knowledge of the principles and processes of children's development. In addition, they will develop understanding of the application of these principles and processes of development in practice. The module will enable students to further develop key skills needed in order to develop and improve services. The active involvement of service users in this process is an important aspect of the endeavour towards continuous quality improvement in early years and children’s services. Taught sessions and setting based experiences will ensure that students reflect upon, and analyse theories of child development and link them too observations they have made of children in their placements. This module handbook should be read in conjunction with the Programme Handbook. Please note the policies and procedures regarding attendance, authenticity of work ethics and submission.
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Aims To develop students’ 1. Knowledge and understanding of the ways in which practitioners ensure inclusive approach within the early years provision. 2. Knowledge of the theoretical perspectives on inclusive practice 3. Application of effective strategies towards meeting the needs of individual children in practice.
Module Learning Hours Guided learning activity Independent study
20 hours 180hours
Learning Outcomes On successful completion of this module students will be able to: 1. Demonstrate secure knowledge and understanding of the diversity of children's needs 2. Identify and evaluate characteristic features of an inclusive early years setting 3. Discuss the role of and the strategies used by early years teachers for supporting children with additional and special educational needs
Assessment strategy The placement-based context will provide the basis for gathering relevant evidence and information to enable students to complete assessed work for this module. Learning outcomes will be assessed in this module by: Part A: An individual oral presentation "What is an inclusive early years setting?" Learning Outcomes 1,2 (1000 words) Presentation: 28th April 2014 Part B: A portfolio of activity plans for a child with identified specific need/s and a theoretical rational that justifies the choice of activities Learning Outcomes 1,3 (2000) Submission: 19th May 2014
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Assessment guidance Use the following as a checklist prior to submission of work: • Completed and signed coversheet, appropriate to the module • Level 4 performance descriptors • Signed research ethics statement if necessary • Text double-spaced and of an appropriate font size (Arial 12 point) • Ample margins left at either side of each page • All references (if required) made using Harvard Referencing as identified in ‘Edge Ahead Skills Guide on Harvard Referencing System’ • Bibliography (if required) set out using Harvard Referencing System Assignments must be submitted in accordance with the requirements specified on Blackboard Assessment submission arrangements One copy of your assignment must be submitted in accordance with the requirements set out in your Academic Registry Handbook / Programme Handbook. Instructions for submitting assignments are located on Blackboard. These instructions must be fully complied with to ensure assignments are assessed in accordance with stated turnaround times. A completed cover sheet, level descriptors and a signed research ethics statement, where necessary, must accompany all work submitted. Please note that the word count is a guide only and there is a 10% leeway allowed. Work submitted after the date/time indicated will not be eligible for a mark. If you foresee a serious problem that is likely to prevent you from submitting work on the due date you must contact your Module Leader BEFORE the due date to request an extension. You must complete the Coursework Extension Approval Form. Copies of these forms can be found in your Programme Handbook and on Blackboard. Assessment feedback will reflect the moderation process and will be made available to students 3 working weeks after the date of submission Feedback will include a provisional grade which will be confirmed after the appropriate Assessment Board for the Programme has taken place.
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Module Evaluation The module will be evaluated by completion of an on-line student evaluation form. This will form the basis of a Module Evaluation Report written by the Module Leader. Where appropriate, a nominated student representative will be invited to a Student Consultative meeting each term where all modules will be reviewed and evaluated.
Module Schedule The week by week schedule is designed to support the assessment and reflection tasks required for this module together with the need to create and organise additional evidence for the PDP. Specific session content will be flexible and driven by student need and sector/curriculum requirements. Session
Topic/content
1
Identification of current legislation, policy and/or initiatives in relation to the issues of diversity and inclusion in early years settings Additional needs: identification and intervention Inclusion: Principles and Practice Working with and responding to children with additional needs and their parents/carers Discrimination and stereotyping
2 3 4 5
Assignments due
Return date
Easter Vacation 6 7
8 9 10
Presentations
1004 A
Working with a range of agencies to support children with additional needs Working with children with English as an additional language SEN Code of Practice and the role of the SENCO Links to Teacher’s Standards (EY)
1004 B
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This schedule was accurate at the time of writing. Where possible all materials for this module can be found on Blackboard. Session 1 Title: Introduction to the module Identification of current legislation, policy and/or initiatives in relation to the issues of diversity and inclusion in early years settings Learning objectives
Students will: • meet tutors and other trainees • develop an understanding of all aspects of the module, including details of module delivery, rationale, learning outcomes, content, independent and directed study, links with work based learning and other modules, assessment requirements, tutor expectations. • be introduced to the module assessment • gain an overview of legislation, policy and initiatives related to understanding and meeting the diverse needs of all children
Content
Students will gain an understanding of the module, including • meeting tutors and other students • details of module delivery • rationale • learning outcomes • content • independent and directed study • links with work based learning and other modules • assessment requirements and tutor expectations They will have the opportunity to have any queries and anxieties answered and explained. Aspects of ground rules for the sessions will also be discussed. Students will gain an overview of legislation, policy and initiatives which influence and affect the work of local authorities and settings in their work in understanding and meeting the diverse needs of all children.
Key concepts
Inclusion, Diversity, Special Educational Needs
Directed activities
Reflective Diary: Do you understand that there is a variety of guidance and legislation underpinning Special educational needs and disability within the early years? What evidence have you seen of this in practice? Discussion Board: 9
List the Special educational needs that you have heard of and share them with the class Choose one and research into The signs The symptoms The approach that helps these children in early years Post your findings on the discussion board Look at the other postings, post any questions you have about the different conditions and respond to any questions asked of you This is NOT optional but part of the session Recommended reading
Duke, C. & Smith, M. (2009) Recognising and Planning for Special Needs in the Early Years: (Hands on Guides). London: Sage. Nutbrown, C. & Clough, P. (2008) Inclusion in the Early Years. London: Sage.
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Session 2 Learning objectives
Title: Additional Needs: identification and intervention Students will: •
know and understand processes of identification of children’s additional needs and of intervention in order to meet those needs
Content
In this session the students will Discuss their research for the independent activity at the end of last week and consider the interventions required to support the children to achieve their full potential
Key concepts
SEN, Disabilities, Multi agency
Directed activities
Recommended reading
Reflective Diaries: • What additional needs do the children in the setting have and how do the setting ensure they are included Discussion Board: • What have I learnt from this session? Beswick, C. (2013) Including Children With Autistic Spectrum Disorders in the Foundation Stage. London: Featherstone Education. Wearmouth, J. (2009) A Beginner Teacher’s Guide to Special Educational Needs Berkshire: OUP.
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Session 3 Learning objectives
Content
Title: Inclusion: Principles and Practice Students will: • understand the development of government policy in relation to inclusive education and care • understand how effective inclusion can be achieved to the benefit of all children • critically examine the issues and implications concerned with policy and practice
Students will examine the principle of inclusion. They will consider the development of government policy, particularly over the last 20 years, in terms of inclusive education and care, especially in early year’s settings. Students will examine models of inclusion and determine what effective inclusion really means for children and families. The principle and practice of effective inclusion will then be threaded through all sessions in the module. Students will critically analyse the issues and the implications of effective policy and provision.
Key concepts Directed activities
Inclusion, anti-discriminatory practice, equality, policy Reflective Diary: •
What does inclusion look like in my placement?
Discussion Board: • Recommended reading
What does the Inclusion Policy in my setting cover?
Alderson, P. (2008) Young Children's Rights: Exploring Beliefs, Principles and Practice (Children in Charge Series). London: Jessica Kingsley Publishers. Allen, G. (2011) Early Intervention: The Next Steps. London: Cabinet Office. Nutbrown, C. & Clough, P. (2008) Inclusion in the Early Years. London: Sage.
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Session 4 Learning objectives
Content
Key concepts Directed activities
Recommended reading
Title: Working with and responding to children with additional needs and their parents/carers Students will: • Know and understand how practitioners respond to and work effectively with children with additional needs • Know and understand the importance of working effectively with families and parents/carers of children with additional needs • Know and understand the rights of parents/carers and the statutory involvement of parents/carers in processes of identification and intervention concerned with children with additional needs Students will examine effective methods of working with and responding to children with additional needs. They will consider particular additional needs; e.g. emotional and behavioural needs, developmental delay, physical and sensory needs, and have the opportunity to examine case studies of practitioners’ response to individual children in order to meet their needs. Students will examine the importance of effective working with families and parents/carers of children with additional needs. They will consider the rights and needs of parents/carers, i.e. • the statutory involvement of parents/carers in processes of identification and intervention • the need to provide formal and informal opportunities through which information about children’s well-being, development and learning can be shared between practitioners and settings and families and parents/carers Collaboration, Partnership, Communication Reflective Diary: • How might I use what I have learnt about additional needs to support children? Discussion Board: • How would I recognise effective practice in providing formal and informal opportunities through which information about children’s well-being, development and learning can be shared between practitioners and settings and families and parents/carers? Tassoni, P (2003) Supporting Special Needs: Understanding Inclusion in the Early Years. Oxford. Heinman. Whalley, M. (2007) Involving parents in their children's learning. 2 nd 13
ed. London. Chapman. Session 5 Learning objectives
Content
Key concepts
Directed activities
Recommended reading
Title: Discrimination and Stereotyping Students will: • gain an awareness of the diversity of backgrounds that children bring to their early learning • begin to understand the implications of this awareness for early years practitioners • understand the need to and means of challenging stereotypical views In this session students will become aware of the diversity of experiences, interests, skills and knowledge that children bring to their early learning. They will gain an awareness and understanding of the requirements of equal opportunities that cover race, gender, disability and special educational needs and an awareness and understanding of the needs of both boys and girls, children who are more able, children with disabilities, children from all social, cultural and religious backgrounds, children from different ethnic groups and children from diverse linguistic backgrounds. Students will be able to discuss the key features of an inclusive early years setting Race, Gender, Disability, Special Educational Needs, Gifted and Talented, Culture, Religion, Ethnicity, English as an Additional Language, Refugees, Asylum Seekers, Travellers Reflective Diary: • How does the awareness of diversity I have gained from this session inform my understanding of ensuring equality of opportunity for all children? Discussion Board: • How is this provision put into practice in my placement? Nutbrown, C. & Clough, P. (2008) Inclusion in the Early Years. London: Sage.
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Session 6 Learning objectives
Title: Presentations Students will: • Develop confidence presenting to a group
Content
Students will deliver their presentations to the group for Part A of the EYT 1004 assessment
Key concepts
Presentation, Delivery, Special Educational Needs
Directed activities
N/A
Recommended reading
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Session 7 Learning objectives
Content
Title: Working with a range of agencies to support children with additional needs Students will: • understand the principles underpinning multi-agency work • know and understand significant legislation and policy related to multi-agency work • begin to understand the application of principle and policy into practice in multi-agency work Students will examine through consideration of policy and initiatives such as •
SEN Code of Practice
•
Every Child Matters agenda
•
Common Core of Skills and Knowledge
•
Development of Children’s Centres
The importance of multi-agency work in supporting children with additional needs and their families and parents/carers. They will consider how this approach places children and families at the heart, providing for their needs in an integrated way.
Key concepts
SEN Code of Practice, Every Child Matters
Directed activities
Reflective Diary: • Can I see how underpinning principles, legislation and policy related to multi-agency work are successfully translated into effective practice? Discussion Board: • What are the benefits for children and families of multiagency work?
Recommended reading
DfES (2001) The Special Educational Needs Code of Practice. London. DfES.
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Title: Working with children with English as an Additional Language Session 8 Learning objectives
Content
Key concepts Directed activities
Students will: • understand the importance of valuing the richness of language and cultural diversity in early years settings • know and understand how to identify and make effective provision for children with English as an additional language in early years settings • understand the importance of children’s development of their home language alongside that of English Students will examine the particular needs of children with a home language other than English and their families and how their needs can be met by settings. They will consider the value and richness of this aspect of diversity for all children and practitioners. Students will examine the range of children’s language backgrounds and their competence and development in both their home language and English. They will consider the importance of facilitating children’s development in both their home language and English. Students will consider the need to take into account children’s linguistic and cultural backgrounds in their provision of learning and development opportunities, including the relevance of staffing and resources. English as an Additional Language
Reflective Diary: • How could I identify and make effective provision for the needs of children with English as an additional language in an early years setting? Discussion Board: •
Recommended reading
What provision is made in my placement to support children with EAL?
Siraj-Blatchford, I (2008) Supporting Identity, Diversity and Language in the Early Years 5th ed. Buckingham. OUP.
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Session 9 Learning objectives Content
Title: SEN Code of Practice and the role of the SENCO Students will: Gain an understanding of the SEN Code of Practice • Examine roles within the team within this context Students will revisit the SEN Code of Practice principles using Early Support materials and the ‘Identification, Assessment and Provision in Early Years Settings’ process as outlined within the Code of Practice. They will consider roles and responsibilities within this process, including that of the SENCO, the manager/leader and of the early years practitioner. Students will research different areas of SEN and learning difficulties and present this information to the rest of the group. Drawing on case studies, the students will identify the influence of the Code of Practice and the roles/responsibilities of teams in the way they influence that child’s experience.
Key concepts Directed activities
SEN Code of Practice, role of the SENCO, Identification, Assessment and Provision Reflective Diary: Do I understand the responsibilities of staff in relation to children’s additional needs? Discussion Board: Do I understand the application of the principles of inclusion and entitlement in early years settings?
Recommended reading
Alderson, P. (2008) Young Children's Rights: Exploring Beliefs, Principles and Practice (Children in Charge Series). London: Jessica Kingsley Publishers. DfES (2001) The Special Educational Needs Code of Practice. London. DfES. Duke, C. & Smith, M. (2009) Recognising and Planning for Special Needs in the Early Years: (Hands on Guides). London: Sage.
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Session 10
Title: Links to Teacher’s Standards (EY)
Learning objectives
Students will: • Consider the content of the module and link their learning to the appropriate scopes • They will consider the practical tasks from the module and identify any that they could use to evidence the standards
Content
Students will deconstruct the relevant standards and scopes. They will identify any that have been addressed in this module and will work in groups to create a short presentation on the evidence they have created towards these standards and ideas of other activities that may help them strengthen this in the future. The module will also be evaluated.
Key concepts
Teacher’s Standards (EY), evidence, scopes
Directed activities
Reflective Diary: What scopes have I found evidence for? Discussion Board: What does a good piece of evidence look like?
Recommended reading
NCTL (2013) Teacher’s Standards (Early Years) London: DfE.
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Essential Reading Crandell, T., Crandell, C. and Vander Zanden, J.(2012) 10th Edition. Human Development. London: McGraw Hill. Lindon, J. (2010) Understanding Child Development: Linking theory and practice. London: Hodder Arnold. Mathieson, K. (2012) Understanding Behaviour in the Early Years. London: Practical Pre-School Books. Papatheodorou, T., Luff, P. and Gill, J. (2011) Child Observation for Learning and Research. London: Longman. Smith, P.K.; Cowie, H. & Blades, M. (2011) 4th Edition. Understanding Children's Development. Oxford, England: Blackwell. Recommended reading Bee, H., & Boyd, D., (2007) 11th Edition. The Developing Child. Pearson Education: Allyn and Bacon. Beckley, P., Elvidge, K. and Hendry, H. (2009) Implementing The Early Years Foundation Stage: A Handbook. London: OUP. Bruce, T. & Meggitt, C. (2012) 5th edition Child Care and Education. London: Hodder Stoughton. Call, N. (2010). The Thinking Child, Brain Based Learning for the Early Years Foundation Stage. 2nd ed. London New York: Continuum Chilvers, D. (2013) Creating and Thinking Critically. London: Practical Pre School Davis, D. (2011) Child Development: A practitioner's guide. New York, NY: The Guilford Press. Dowling, M. (2010) 3rd edition.Young Children's Personal, Social and Emotional Development. London: Sage. Dowling, M. (no date) Supporting young children's sustained shared thinking: an exploration. London: British Association for Early Childhood Education (Training Materials) Elfer, P., Goldschmied, E. and Selleck, D.Y. (2012) Key Persons in the Early Years:Building Relationships for Quality Provision in Early Years Settings and Primary Schools London: Routledge. Evangelou, M., Sylva, K., Kyriacou, M., Wild, M. and Glenny, G. (2009) Early Years Learning and Development: Literature review. Annesley: DCSF Publications. Fisher, J. (2008) Starting from the Child: teaching and learning in the Foundation Stage. Maidenhead: OUP.
Friederici, A.D., Thierry,G. (eds) (2008) Early Language Development: bridging brain and behaviour Philadelphia : John Benjamins Publishing. Glazzard, J., Chadwick, D., Webster, A., Percival, J. (2010) Assessment for Learning in the Early Years Foundation Stage. London: Sage. Gordon, A. and Browne, K. (2011) Beginnings and Beyond. Foundations in Early Childhood Education.Wadsworth: Cengage Learning. Goswami, U. and Bryant, P. (2007) Children's Cognitive Development and Learning. London: Esmee Fairbairn Foundation / University of Cambridge. Hedegaard, M., & Fleer, M. (2008). Studying children: A cultural historical approach.Maidenhead: Mc Graw Hill. Kryza, K., Duncan, A., Stephens, S.J. (2010) Differentiation for real classrooms : making it simple, making it work. Thousand Oaks, Calif: Corwin. Lindon, J. (2012) What does it mean to be one? : A practical guide to child development in the Early Years Foundation Stage. Rev ed. London: Step Forward. Lindon, J. (2012) What Does it Mean to be Two? : A practical guide to child development in the Early Years Foundation Stage. Rev ed. London: Step Forward. Miller, L., Cable, C. and Goodliff, G. (2010) Supporting Children's Learning in the Early Years. 2nd ed. Oxon: Routledge. Nutbrown, C. and Page, J. (2008) Working with Babies and Children. London: Sage. Papatheodorou, T. and Moyles, J. (2009) Learning Together in the Early Years: Exploring Relational Pedagogy. Oxon: Routledge. Pound, L. (2008) How Children Learn: From Montessori to Vygotsky - educational theories and approaches made easy. London: Step Forward Publishing Robson, S. (2006) Developing Thinking and Understanding in Young Children New York: Routledge. Sargant, M. (2011) Assessment for Learning in the Foundation Stage. London: Featherstone. Sargant, M. (2011) Using Projects to Promote Sustained Shared Thinking (pdf). London: Practical Pre School. Smith, P.K.; Cowie, H. & Blades, M. (2011) 4th Edition. Understanding Children's Development. Oxford, England: Blackwell. The Communication Trust (2011) Let's Talk About It. London.
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Journals & related publications Early Years Educator Early Years: An International Journal of Research and Development European Early Childhood Education Research Journal Journal of Early Childhood Teacher Education Publications from Early Years Associations: Early Education World Organisation for Early Childhood Education (OMEP) The Professional Association for Early Childhood Educators (TACTYC) Websites https://www.education.gov.uk/publications http://www.foundationyears.org.uk/early-years-foundation-stage-2012/ www.surestart.gov.uk www.tes.co.uk www.ofsted.gov.uk All material suggested in these lists has been published within the last seven years, the only exceptions to this are texts considered to be seminal texts that are fundamental to the programme/course and have not been updated.These lists are a starting point and you are expected to read widely from other sources to support your work and to further your own research.
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