BA (Honours) Early Years Education Full-time Programme Year 1
Level 4 Module Handbook
EYT 1003 Early Years Pedagogy 2015-16
Contents
Page
Disability Support Services
2
Equality and Diversity
3
Contacts
4
Welcome & Rationale
5
Aims
6
Module Learning Hours
6
Learning Outcomes
6
Assessment Strategy
6
Assessment Guidance
8
Assessment submission arrangements
8
Module Evaluation
9
Module Schedule
9
Essential reading
20
Recommended Reading
20
Journals and related publications
21
Websites
21
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Disability Support Services Statement • •
SpLD (Specific Learning Difficulties) Support Team Inclusion Team (Physical and Mental Health)
Our approach is friendly yet professional and you can discuss your individual learning requirements in complete confidence. It is important to contact us as early as possible. SpLD Support Team: Based in the University Library, 1st floor You can contact us in relation to: • • • • •
SpLD assessments (Dyslexia, Dyspraxia) Specialist SpLD support Using assistive technology Applying for Disabled Students’ Allowances (DSA) Visual stress / Meares-Irlen
The Inclusion Team: Based in the Student Information Centre (SIC), ground floor If you have specific requirements due to a physical or sensory impairment, mental health/anxiety issues, health condition, 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 ‘Reasonable adjustments’ to learning, teaching and assessment Accessible facilities and equipment
SpLD Support Team In person: University Library, Ormskirk, 1st floor Tel: 01695 584372 E-mail: SpLD@edgehill.ac.uk The Inclusion Team In person: SIC, Ormskirk, ground floor Tel: 01695 584190 E-mail: InclusionTeam@edgehill.ac.uk
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Equality and Diversity – Policy Summary Edge Hill University’s vision is to ‘provide an environment where everyone feels able to participate, contribute, enjoy and influence their experience; and where inclusive practices underpin everything we do. Respect for, and celebration of, individual diversity will shape institutional strategy, direction and behaviour.’ The University seeks to identify and eradicate any practice which discriminates on the basis of race, disability, sex, gender re-assignment, age , sexual orientation, marriage and civil partnership, pregnancy and maternity, religion, belief or none, or socio-economic background. The University recognises that equality and diversity embraces all aspects of employment and service delivery including curriculum; teaching; learning and assessment; research issues; and extra-curricular activities. The University makes it a condition of service and admission that staff and students adhere to the Equality and Diversity Policy. Any breaches of this are dealt with under the Staff or Student Disciplinary Procedures, as appropriate. The University makes every effort to ensure that traders, contractors, institutions, organisations or individuals who interact with Edge Hill University are aware of the policy. Discovery by the University of any inequitable policy or practice by them may result in Edge Hill University breaking links and ceasing to do business with them. Edge Hill University widely distributes this policy summary and accompanying Equality and Diversity Policy throughout the University. Making Contact Students are encouraged to make any concerns known. The first point of contact for this is the Student Services Information Desk in the Student Information Centre on the Ormskirk campus (01695 584554, or student services@edgehill.ac.uk). The Student Information Officer will refer you on to an individual member of staff as appropriate. A full copy of the Equality and Diversity Policy can be obtained from the Student Services Information Desk or from Edge Hill University’s web site www.edgehill.ac.uk.
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Contacts EDGE HILL UNIVERSITY CONTACTS Karen Boardman Head of Early Years
email: Karen.Boardman@edgehill.ac.uk Tel: 01695 650766
Tim Lucas Assistant Head of Early Years
email: Tim.Lucas@edgehill.ac.uk Tel: 01695 584727
Programme Leader
email:
Jacqui Basquill Course Leader
email: Jacqui.Basquill@edgehill.ac.uk Tel: 01695 657337
Jan Ellis Module Leader
Email: Janice.Ellis@edgehill.ac.uk
Administration Team
email: earlyyearspartnership@edgehill.ac.uk phone: 01695 584730
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Credit Rating 20
Level 4
Welcome & Rationale The BA (Hons) Early Years Education team welcomes you to the EYT1003 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 Early Years Pedagogy, aiming to equip students with essential knowledge and understanding of the key theories, principles, processes and concepts relating to the pedagogy underpinning early years practice. It contains essential information on the key theories and principles that are 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 learning, teaching and assessment. Students will develop knowledge of the principles and theories of early years pedagogy, through history and from an international perspective. 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 early years pedagogy and link them to practice they have observed 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. academic underpinning knowledge and understanding in relation to the pedagogy of early years 2. understanding of the impact of the pioneers of early years education on current early years education and principles of teaching. 3. essential knowledge of the history of childhood and children's right with consideration of the United Nations Convention on the Rights of the Child and its impact on the early years curriculum.
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 knowledge and understanding of the principles of early years pedagogy 2. Identify the impact of the pioneers of early years education on our current understanding of 'childhood' and early years provision 3. Show understanding of how principles of teaching are implemented in practice within the context of early years education
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: A portfolio of tasks to include: Part A A theoretical discussion on how current principles of early years pedagogy have been affected by the work of the pioneers of early years education. 1500 words, LO 1,2 (50% weighting) Submission Date: 30th October 2016 Part B A portfolio of tasks to include a set of activity plans with a rationale explaining how the principles of teaching are employed within these activity plans. 1500 words equivalent LO 3 (50% weighting) 7
Submission: 30th November 2015
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 General Guidance for Academic Skills, including referencing: http://www.edgehill.ac.uk/ls/support/academicskills/#intro • Bibliography (if required) set out using Harvard Referencing System Part A You will need to show your understanding of current Early Years principles, particularly those in the Early Years Foundation Stage and explain how these have been developed from both past and present theories and include some international perspectives. You need to incorporate your knowledge and understanding from each of the sessions to meet the learning outcomes. To achieve higher marks your reading and research deeper into the subject matter needs to be evident. Throughout this module you will be examining the theories that have changed practice from the earliest concepts of childhood to current legislation in force today. You will need to consider children’s rights and how all of this presents itself in modern day practice by looking at the principles of the EYFS (2014) and presenting a rationale for their use in current practice. Part B In this section you will include 3 or 4 activity plans which highlight an activity that you have planned which demonstrates one of the commitments from either 1 or 2 of the EYFS principles in practice. • Every child is a unique child, who is constantly learning and can be resilient, capable, confident and self-assured; • Child Development •
Inclusive Practice
•
Keeping Safe
•
Health and Well being
• Children learn to be strong and independent through positive relationships; 8
•
Respecting Each Other
•
Parents as Partners
•
Supporting Learning
•
Key Person
• Children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and/or carers; • Observation, Assessment and Planning •
Supporting Every Child
•
The Learning Environment
•
The Wider Context
• Children develop and learn in different ways and at different rates. The framework covers the education and care of all children in early years provision, including children with special educational needs and disabilities. • Play and Exploration •
Active Learning
•
Creativity and Critical Thinking
•
Areas of Learning and Development
You need a short introduction of around 300 words saying how you will address the Learning Outcomes. You will then write your main text for part A then your activity plan and your reason for including each one, highlighting how it demonstrates one of the commitments of an EYFS principle. Finally you will write a conclusion of about 250 - 300 words summarising what you have covered and what you have learnt from this module. 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, 9
where necessary, must accompany all work submitted. Please note that the word count is a guide only and there is a 10% over or under 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 4 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. 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. Sessio n 1 2
Current Theorists
4
The Child’s Voice
6
Assignments due
The Changing Concept of Childhood Through History Historical Pioneers
3
5
10
Topic/content
Assessment Week Early Years Principles Mid-point reflection on learning Principles into Practice
EYT1003 Part A
7 8
Observation, Assessment and Planning International Pedagogy
9 10
Links to Teacher’s Standards (EY) Forest Schools
EYT1003
This schedule was accurate at the time of writing. Where possible all materials for this module can be found on Blackboard. They will be made available to you weekly as the module progresses.
Session 1
Title: Introduction to the module Assessment - overview and assessment writing support The Changing Concept of Childhood Through History
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 understanding of the history of the concept of childhood
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. In this session students will be introduced to the history of interventions and legislation to improve childhood.
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Key concepts
How has the concept of childhood changed through history?
Recommended reading
POUND, L., 2008. How Children Learn (Book 2). London: Practical Pre-School Books.
Session 2 Learning objectives
Title: Historical Pioneers Students will: • • •
begin to understand significant points in history in the development of children’s rights develop their understanding key theories of learning develop their knowledge and understanding some of the influences on development and learning
Content
Students will become familiar with historical pioneers of early years education such as Rousseau, Locke, Isaacs, McMillan, Montessori They will investigate their contributions to the development of current early years practice
Key concepts
Legislation, tradition, childhood
Recommended reading
DOYLA, G., 2010. Vygotsky in Action in the Early Years: the 'key to learning' curriculum. London: Routledge. MARTIN, E., 2009. 'Chris Athey; John Dewey'. Early Years Educator. Vol 10 No 3 pp 24-26. POUND, L., 2006. How Children Learn London: Practical PreSchool Books. POUND, L., 2008. How Children Learn (Book 2). London: Practical Pre-School Books.
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TOVEY, H., 2013. 'Bringing the Froebel Approach to your Practice'. Abingdon: Routledge. WILLIAM, J., 2009. 'Revisiting Susan Isaacs - a modern educator for the twenty-first century'. International Journal of Early Years Education. Vol.17 (2).
Session 3 Learning objectives Content
Key concepts Recommended reading
Title: Current Theorists Students will: • Develop an understanding of the modern key early years theorists and their roles in developing current practices.
In this session students will become aware of current influential theorists who have influenced modern early years practice. These will include Bruce, Nutbrown, Athey, Donaldson etc.
Current theories, principles, schemas ATHEY, C., 2007. Extending thought in Young Children. London: Paul Chapman. BRUCE, T., 2011. Early Childhood Education. London: Hodder Education. DONALDSON. M., 1987. Children's Minds. London: Fontana. NUTBROWN, C., 2012. Foundations for Quality. Cheshire: DfE.
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Session 4
Title: The Child’s Voice
Learning objectives
Students will: • Develop their understanding of how important listening to children is • Develop awareness of children’s rights and associated legislation in UK • Develop an awareness of the United Nations Convention on the Rights of the Child
Content
In this session, students will further develop their understanding of children’s rights, the importance of listening to children and ensuring that they know they have been heard. They will research legislation supporting this and begin to understand concepts of equal opportunities and anti -discriminatory practice.
Key concepts
United Nations Conventions on the Rights of the Child, children’s rights, listening to children, the child’s voice
Recommended reading
ALDERSON, P., 2008 Young Childrens Rights: Exploring Beliefs, Principles and Practice. London: Jessica Kingsley Publishers. DfE., 2009. United Nations Conventions on the Rights of the Child: Priorities for Action .Nottingham: DCSF. UNICEF., 1990. Rights for Every Child. www.unicef.org.uk. [Accessed 04/12/13].
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Session 5
Learning objectives
Content
Title: Early Years Principles Mid-point reflection on learning Students will: • Develop a deeper understanding of early years principles, such as those from the EYFS and Tina Bruce • They will consider these in relation to those practice in their placement • They will begin to develop their own principles for early years practice In this session students will begin to define principles in the context of early year’s education and care and discuss their purposes. They will examine Tina Bruce’s bedrock principles of play to compare and contrast with EYFS principles. There will be opportunity to explore what principles are exemplified in key documentation and draw from first-hand experience examples of principles in action. They will begin to reflect upon principles underlying student’s own practice.
Key concepts
Principles, values, vision, philosophy of practice
Recommended reading
BRUCE, T., 2011. Early Childhood Education. London: Hodder Education.
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Session 6
Title: Principles into Practice
Learning objectives
Students will: • understand how these principles are translated into effective early years practice • know and understand the holistic nature of the early years curriculum
Content
The Holistic Curriculum In this session students will examine effective provision for children aged 0-5; the holistic nature of the early years curriculum; the importance of personal, social and emotional development as an underpinning to the early years curriculum. They will analyse the Early Years Foundation Stage to examine how the holistic curriculum is described through the four themes. They will observe examples of good practice and evaluate practice in their own setting as well as their own personal philosophy
Key concepts
Play, work, free flow play, structured play, socio-dramatic play, schema, ludic play, epistemic play
Recommended reading
BROADHEAD, P. BURT, A., 2012. Understanding Young Children’s Learning Through Play: Building Playful Pedagogies. London: Routledge. FISHER, J., 2008. Starting from the Child: teaching and learning in
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the Foundation Stage. Maidenhead: OUP. MOYLES, J. (ed.) 2010. Thinking about Play: Developing a Reflective Approach. Maidenhead: OUP.
Session 7
Title: Observation, Assessment and Planning
Learning objectives
Students will: • understand the cycle of observation/ evaluation/planning/teaching/reflection cycle • understand the significance of meeting individual needs • observe examples of formats from own and other settings
Content
In this session and the one to follow students will explore the principles underpinning observation, assessment and planning. They will relate these principles to learning and teaching in the early years and specifically to EYFS. They will consider all aspects from previous sessions which need to be included in planning – teaching approaches, adult led and child initiated learning, the learning environment, indoors and out and its organisation, resourcing and staffing. They will consider the need for differentiated provision to meet individual children’s needs. Students will examine the model of planning from children’s interests and needs and the benefits and challenges this model might present. They will critically examine examples of formats and consider the effectiveness of planning in their own setting and their possible role 17
in its further development.
Key concepts
Planning, medium term, short term, learning objectives, differentiation, learning environment, resources, staffing, assessment, evaluation
Recommended reading
BARBER, J. and PAUL SMITH, S., 2012. Early Years Observation and Planning in Practice: A Practical Guide for Observation and Planning in the EYFS. London: Practical Pre School. BRODIE, K., 2013. Observation, Assessment and Planning in the Early Years: Bringing it all Together. Maidenhead: OUP.
Title: International Pedagogy Session 8 Learning objectives
Students will: • Develop an understanding of the different approaches to early years pedagogy across the world • Develop research and presentation skills
Content
Students will have an overview of a variety of international practices, then, in groups, research in depth and prepare a presentation about a chosen international approach to early years education.
Key concepts
Reggio Emilia, Te Whariki, Steiner, Forest schools, Scandinavian approach
Recommended reading
KNIGHT, S., 2009. Forest Schools and Outdoor Learning in the EarlyYears. London: Sage. THORNTON, L. AND BRUNTON, P., 2010. Bringing the Reggio approach to your early years practice. Abingdon: Routledge.
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Session 9
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:
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What does a good piece of evidence look like?
Session 10
Title: Forest Schools
Learning objectives
Students will: • Understand the principles behind Forest Schools • Develop an understanding of how the Forest School approach can be developed in urban and suburban areas
Content
Students will compare the Forest School approach in Denmark with the EYFS and examine how this can be incorporated into the EYFS. Using their experiences in the wide variety of settings they are attending, they will create innovative approaches to developing a forest school approach in an urban setting
Key concepts
Forest Schools, EYFS
Recommended reading
KNIGHT, S., 2009. Forest Schools and Outdoor Learning in the Early Years London: Sage.
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Essential Reading EAUDE, T., 2011. Thinking Through Pedagogy for Primary and Early Years. Exeter: Learning Matters. BRUCE, T. MEGGIT, C. AND GRENIER, J., 2010. Child Care and Education. 5th ed. London: Hodder Education. DOLYA, G., 2010. Vygotsky in Action in the Early Years: the 'key to learning' curriculum. London: Routledge. GORDON, A. AND BROWNE, K., 2011. Beginnings and Beyond. Foundations in Early Childhood Education. Wadsworth: Cengage Learning. JONES, D. & WALKER, G., 2011. Children's rights in practice. London:Sage. Recommended reading ALDERSON, P., 2008. Young Childrens Rights: Exploring Beliefs, Principles and Practice. London: Jessica Kingsley Publishers. ARNOLD, C. and the PENN GREEN TEAM, 2010. Understanding Schemas and Emotion in Early Childhood. London: Sage. ATHEY, C., 2007. Extending thought in Young Children. London: Paul Chapman. BARBER, J., PAUL SMITH, S., 2012. Early Years Observation and Planning in Practice: A Practical Guide for Observation and Planning in the EYFS. London: Practical Pre School. BRODIE, K., 2013. Observation, Assessment and Planning in the Early Years: Bringing it all Together. Maidenhead: OUP. BRUCE, T., 2011. Early Childhood Education. London: Hodder Education. BRYCE CLEGG, A., 2013. 'Continuous Provision in the Early Years'. London: Featherstone Education. DALY, M. BYERS, T. AND TAYLOR, W., 2006. Understanding Early Years Theory in Practice. Oxford: Heinemann. 21
DfE ,2009. United Nations Conventions on the Rights of the Child: Priorities for Action Nottingham: DCSF. DONALDSON. M.,1987. Children's Minds. London: Fontana. KNIGHT, S., 2009. Forest Schools and Outdoor Learning in the Early Years. London: Sage. MAIRS, K. & THE PENN GREEN TEAM, 2012. Young children learning through schemas: deepening the dialogue about learning in the home and in the nursery. London: Routledge. MARTIN, E.,2009. 'Chris Athey; John Dewey' Early Years Educator. Vol 10 No 3 pp 24-26. MILLER, L. & POUND, L., 2011.Theories and Approaches to Learning in the Early Years. London: Sage. MOHAMMED, C., LISSMAN, S., 2009. 'Valuing quality in the early years: a framework for developing your current practice'. London:A&C Black. NUTBROWN, C., 2012. Foundations for Quality. Cheshire: DfE. POUND, L., 2009. How children learn: Contemporary Thinking and Theorists. London: Practical Preschool Books. THORNTON, L. AND BRUNTON, P., 2010. Bringing the Reggio approach to your early years practice. Abingdon: Routledge. TOVEY, H., 2013. 'Bringing the Froebel Approach to your Practice'. Abingdon: Routledge. UNICEF, 1990. Rights for Every Child. www.unicef.org.uk [Accessed 04/12/13] WALLER, T., 2009. An Introduction to Early Childhood. 2nd ed. London: Sage. WILLIAM, J., 2009. 'Revisiting Susan Isaacs - a modern educator for the twenty-first century' International Journal of Early Years Education. Vol.17 (2) 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) 22
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/ http://www.4children.org.uk/ www.tes.co.uk www.ofsted.gov.uk 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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