BA (Honours) Early Years Education
Full-time Programme Year 2 Level 5 Module Handbook
EYT 2002 Working Collaboratively in Early Years Education 2015-16
Contents
Page
Inclusive Learning Statement
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Contacts
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Welcome & Rationale
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Aims
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Module Learning Hours
5
Learning Outcomes
5
Assessment Strategy
5
Assessment Guidance
6
Assessment submission arrangements
6
Module Evaluation
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Module Schedule
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Essential reading
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Recommended Reading
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Journals and related publications
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Websites
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Inclusive Services Statement
The Inclusion Team provide information, guidance and support to applicants and students, including those with disabilities and additional needs and we work closely with academic and support staff across the University. We encourage disabled applicants/students to make contact as soon as possible to ensure that support is in place at the start of your university course or as soon as possible once you start. We provide a friendly and professional service and applicants and students can discuss individual requirements in complete confidence. Our highly experienced and dynamic team are here to advise you on:
Disclosure and Confidentiality Your move to university Disabled Students Allowance (DSA) Learning Facilitators Reasonable adjustments Exam modifications and alternative assessments Adapted rooms on campus Rights and Responsibilities
If you are unsure about whether this information applies to you or whether you would benefit from the support we offer, please make contact as soon as possible. In person: ground floor Student Information Centre Tel: 01695 584190 E-mail: inclusionteam@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 TBC
email:
Jacqui Basquill Course/ Module Leader
email: Jacqui.Basquill@edgehill.ac.uk Tel: 01695 657337
Jackie Sumner Year 2 Leader
Email: sumnerj@edgehill.ac.uk Tel:
Administrator
email: earlyyearspartnership@edgehill.ac.uk
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Credit Rating 20
Level 5
Welcome & Rationale The BA (Hons) Early Years Education team welcomes you to the EYT2001 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. . This module contributes to the relevant Level 5 programme outcomes. It is designed to enable students to demonstrate their knowledge and understanding of working in collaboration with parents and early years practitioners, including multidisciplinary teams, in the context of an early years setting. The module will focus on the application of basic 'team' theory to early years settings allowing students to consider their current practice. Students will be able to develop further their understanding of the key aspects of working in partnership with children's parents and families. The module also covers the key aspects of child protection legislation, policies and procedures. The module reflects the recent government changes in the way children's services work together. It recognises that effective collaborative working with parents and other practitioners, agencies and teams of professionals is crucial to providing the services that fully meet the needs of young children, their parents and carers. Underpinning successful early years practice is the respect for and knowledge of the input that parents and carers can make to delivering best outcomes for children across all areas of learning and development. Successful working partnerships are based on clear understanding of specific roles of team members and how these roles impact on the services for children and their families, including the area of child protection. The module has been designed to prepare the student for working within an integrated children's workforce that acknowledges the importance of team-working skills to develop and maintain effective working partnerships with parents and work colleagues across different early years’ services. Students will develop knowledge of the principles and processes of collaboration. 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.
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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. Aims To develop students’ 1. essential knowledge and understanding of working in collaboration with parents and early years practitioners, including multi-disciplinary teams, in the context of an early years setting 2. application of basic team theory to early years settings and working in partnership with children’s parents and families 3. understanding of key aspects of child protection legislation, policies and procedures and parents role in working together to protect children.
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. Critically discuss the key theoretical perspectives associated with building and managing teams and partnerships. 2. Critically analyse and reflect upon effective partnerships with children’s families can be established and fostered to optimise young children’s learning and development. 3. Identify and critically discuss key legislation and current issues related to safeguarding and child protection systems in the UK.
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: A portfolio of tasks including: Part A: An individual short presentation with supporting notes on “Child Protection” delivered in the form of a staff training session. 500 words, LO 3 (20% weighting) Submission Date: Tuesday 3rd November 2015 6
Part B: A critical discussion of the key theoretical perspectives on building teams and partnerships in in an early years setting An annotated action plan with strategies for building effective partnerships with parents/carers with a focus on children’s learning and development. 2000 words, LO 1 , 2 (80% weighting) Submission Date: Tuesday 8th December 2015 Assessment guidance Use the following as a checklist prior to submission of work: Completed and signed coversheet, appropriate to the module Level 5 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 4 working weeks after the date of submission Provisional Feedback: Part A: Tuesday 1st December 2015 Part B: Tuesday 19th January 2016 7
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.
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Module Schedule This is organised in sessions to accommodate both full-time and part-time programmes. The actual delivery days/times will be advised by your Module Leader. Session Session overview No. Safeguarding and promoting welfare of children. 1 Health and Safety in the early years 2
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4
Assessment
An overview of historical development of the notions of 'team' and 'team working'.
Key theoretical perspectives on the development of teams and partnerships Consideration of the nature and extent of multiagency working within a range of early years settings Assessment Week
5
Presentations
6
Characteristics of Effective Partnerships
7
Working with communities within and beyond early years settings
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Barriers to creating and maintaining effective partnerships
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Parents as partners: involving parents in all aspects of early years practice
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Working together to protect children: child protection legislation, policy and practice
EYT2002 Part A
EYT2002 Part B
This schedule was accurate at the time of writing. Where possible all materials for this module can be found on Blackboard.
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Session details Session 1 Title: Safeguarding and promoting welfare of children. Health and Safety in the early years Standards Covered
S 7.1. S7.2 S7.3 S8.7
Learning objectives
Student will understand the reasons for the Safeguarding requirements, Health and Safety requirements and other welfare legislation as they affect early years provision
Content
In this session students will examine the legislation on the welfare requirements for early years setting and consider how these are implemented in practice. This will involve discussions of different early years scenarios and what action may be taken
Key concepts
Safeguarding , welfare, protection, safety, training whistleblowing
Essential reading LINDON, J., 2012. Safeguarding and Child Protection: 0-8 Years: Linking Theory and Practice. London: Hodder Education.
Recommended reading CHEMINAIS, R., 2009. Effective Multi-Agency Partnerships: Putting Every Child Matters into Practice. London: Sage.
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Session 2
An overview of historical development of the notions of 'team' and 'team working'.
Standards Covered
EYTS S1.1 S2.7 S4.3 S5.1 S5.4 S5.5S6.3 S6.4 S8.2 S8.3 S8.4 S8.5 S8.7
Learning objectives
Content

Students will understand all aspects of this module , including details of module delivery ,rationale, learning outcomes, content , independent and directed tasks, assessment requirements and tutor expectations
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Students will develop understanding of the difference between a team and a group, the development of teams and the characteristics of an effective team.
Strategies for delivering this session could include the following: Meeting with the tutor and other students Details of module delivery Rationale Outcomes Content Independent and directed study Links with work based learning Assessment Requirements Tutor expectations They will examine the development of teams, groups and collaboration in organisations and the importance of teamwork
Key concepts
Team, collaboration, positive relationships, individual differences, leadership
Essential reading
CAMERON, E. AND GREEN, M., 2010.3rd Edition. Making sense of Change Management. London: Kogan Page pp69-106.
GASPER, M., 2009. Multi-agency Working in the Early Years: Recommended Challenges and Opportunities. London: Sage. reading BELBIN, M.,1981. Management Teams: Why they succeed or Fail. London: Butterworth-Heinemann.
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Session 3
Title: Key theoretical perspectives on the development of teams and partnerships
Standards Covered
EYTS S2.7 S8.2 S8.3 S8.4 S8.5 S8.7
Learning objectives
Students will develop their understanding of some of the theoretical perspectives on the role and development of teams.
Content
In this session students will examine some of the key theories on teams and collaboration and the development of teams in organisations. Students will begin to apply their understanding of theory to practice in early years settings.They will understand that the Early Years Foundation Stage policy and practice is underpinned by theory and research
Key concepts
Roles, managing change, positive relationships, partnership , communication , culture and ethos, interpersonal relationships,
Essential reading
CAMERON, E. AND GREEN,M., 2010.3rd Edition. Making sense of Change Management. London: Kogan Page pp69-106.
Recommended BELBIN, M.,1981. Management Teams: Why they succeed or Fail. reading London: Butterworth-Heinemann.
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Session 4
Title: Consideration of the nature and extent of multiagency working within a range of early years settings
Standards Covered
EYTS S2.7 S5.1 S5.4 S5.5 S6.3 S6.4 S8.2 S8.7
Learning objectives
Students will: Develop their understanding of the nature of multi agency working including the reasoning and the research that supports a multi agency approach to a range of issues around early years .
Content
In this session students will examine the history of the involvement the history of multi agency working and the reasons why legislation has been introduced to support multi agency approached to working with children and families in Early Years settings.
Key concepts
Communication , professional responsibilities, values , ethos , positive relationships ,ethics
Essential reading
ANNING, A., COTTRELL, D. and FROST, N., 2006. 2nd Edition. Developing Multiprofessional Teamwork for Integrated Children’s Services. Maidenhead: OUP. GASPER, M., 2009. Multi-agency Working in the Early Years: Challenges and Opportunities. London: Sage.
Recommended reading JONES,C. and POUND,L., 2008. Leadership and Management in Early Years Maidenhead: OUP.
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Session 6 Title: Characteristics of Effective Partnerships Standards Covered
EYTS S2.7 S5.1 S5.4 S5.5 S6.3 S6.4 S8.2 S8.7
Learning objectives
Student will understand how settings can develop effective partnerships, and what the setting and other agencies do to promote effective partnerships
Content
In this session students will examine the practices in settings and identify the characteristics of effective partnerships between the setting and other agencies and parents
Key concepts
Teamwork, collaboration, sharing information, professional, conflict
Essential reading ANNING, A., COTTRELL, D., FROST, N., GREEN, J., ROBINSON, M., 2006. Developing Multiprofessional Teamwork for Integrated Children’s Services. Maidenhead: OUP.
MACNAUGHTON, G., 2011. Parents and Professionals in Early Childhood Settings. Maidenhead: McGraw Hill.
Recommended reading
JONES, P., MOSS, D., TOMPLINSON, P. AND WELCH, S., 2008. Childhood: Services and Provision for Children. Harlow: Pearson Education.
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Session 7 Title: Working with communities within and beyond early years settings Standards Covered
EYTS S2.7 S5.1 S5.4 S5.5 S6.3 S6.4 S8.2 S8.7
Learning objectives
Student will understand the wider contexts of early years settings and how they can work with the wider community providing support for families and children
Content
In this session students will examine the role of early years setting within the context if the wider community and how the development of the partnerships between the setting and community supports children.
Key concepts
Partnership, wider ethos, community , leadership management
Essential reading ANNING, A., COTTRELL, D. and FROST, N., 2006. 2nd Edition. Developing Multiprofessional Teamwork for Integrated Children’s Services. Maidenhead: OUP. MACNAUGHTON, G., 2011. Parents and Professionals in Early Childhood Settings. Maidenhead: McGraw Hill.
Recommended reading
CHEMINAIS, R., 2009. Effective Multi-Agency Partnerships: Putting Every Child Matters into Practice. London: Sage. JONES, P., MOSS, D., TOMPLINSON, P. AND WELCH, S., 2008. Childhood: Services and Provision for Children. Harlow: Pearson Education.
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Session 8
Title: Barriers to creating and maintaining effective partnerships
Standards Covered
EYTS S2.7 S5.1 S5.4 S5.5 S6.3 S6.4 S8.2 S8.7
Learning objectives
Student will understand that there may be a range of barriers to building effective partnerships and will identify the challenges in maintaining strong partnerships.
Content
In this session students will examine partnerships that support children and families in the community and identify how those partnerships can be built and maintained, as well as the barriers to and challenges in the development of effective partnerships.
Key concepts
Communication, culture, trust, values, professional, interpersonal skills
Essential reading WALLER, T., 2009. An Introduction to Early Childhood: A MultiDisciplinary Approach. London: Chapman. GASPER, M., 2009. Multi-agency Working in the Early Years: Challenges and Opportunities. London: Sage.
Recommended reading
JONES, P., MOSS, D., TOMPLINSON, P. AND WELCH, S., 2008. Childhood: Services and Provision for Children. Harlow: Pearson Education.
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Session 9
Title: Parents as partners: involving parents in all aspects of early years practice
Standards Covered
EYTS 2.7 S4.3 S5.1 S5.4 S5.5 S6.3 S6.4 S8.2S8.7
Learning objectives
Students will: Develop their understanding of the importance of working with parents as partners and involving parents in all aspects of early years practice
Content
In this session students will examine the history of the involvement of parents in their children's development and welfare and the past and recent research that supports the involvement of parents and working as a partnership for the good of the children.
Key concepts
Communication, positive relationships, professional behaviour, listening skills, empathy,
Essential reading
ANNING, A., COTTRELL, D. and FROST, N., 2006. 2nd Edition. Developing Multiprofessional Teamwork for Integrated Children’s Services. Maidenhead: OUP. WHEELER, H. and CONNOR, C., 2009. Parents, Early Years and Learning, Parents as Partners in the Early Years Foundation Stage: Principles into Practice. London: NCB. WHALLEY, M., 2011. Involving Parents in their Children's Learning. London: Sage.
Recommended reading CHEMINAIS, R., 2009. Effective Multi-Agency Partnerships: Putting Every Child Matters into Practice. London: Sage. WARD, U., 2009. Working with Parents in Early Years Settings. Exeter: Learning Matters. JONES,C. and POUND,L., 2008. Leadership and Management in Early Years Maidenhead: OUP.
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Session 10
Title: Working together to protect children: child protection legislation, policy and practice
Standards Covered
S 7.1. S7.2 S7.3 S8.7
Learning objectives
Student will understand the role of early years settings and practitioner sin working with parents to protect children through effective teamwork and sustained partnerships with parents and the community they serve
Content
In this session students will examine the how early years practitioners can work effectively with the families and the wider community in protecting children in line with current legislation
Key concepts
Partnership, interpersonal relationships, trust, legislation, Child Protection, Policy requirements
Essential reading LINDON, J., 2012. Safeguarding and Child Protection: 0-8 Years: Linking Theory and Practice. London: Hodder Education.
Recommended reading CHEMINAIS, R., 2009. Effective Multi-Agency Partnerships: Putting Every Child Matters into Practice. London: Sage. WARD, U., 2009. Working with Parents in Early Years Settings. Exeter: Learning Matters.
Session 3
Title: Parents as partners: involving parents in all aspects of early years practice
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Standards Covered
EYTS 2.7 S4.3 S5.1 S5.4 S5.5 S6.3 S6.4 S8.2S8.7
Learning objectives
Students will: Develop their understanding of the importance of working with parents as partners and involving parents in all aspects of early years practice
Content
In this session students will examine the history of the involvement of parents in their children's development and welfare and the past and recent research that supports the involvement of parents and working as a partnership for the good of the children.
Key concepts
Communication, positive relationships, professional behaviour, listening skills, empathy,
Essential reading
ANNING, A., COTTRELL, D. and FROST, N., 2006. 2nd Edition. Developing Multiprofessional Teamwork for Integrated Children’s Services. Maidenhead: OUP. WHEELER, H. and CONNOR, C., 2009. Parents, Early Years and Learning, Parents as Partners in the Early Years Foundation Stage: Principles into Practice. London: NCB. WHALLEY, M., 2011. Involving Parents in their Children's Learning. London: Sage.
Recommended reading CHEMINAIS, R., 2009. Effective Multi-Agency Partnerships: Putting Every Child Matters into Practice. London: Sage. WARD, U., 2009. Working with Parents in Early Years Settings. Exeter: Learning Matters. JONES,C. and POUND,L., 2008. Leadership and Management in Early Years Maidenhead: OUP.
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Essential Reading ANNING, A. and BALL, M., 2008. Improving Services for Young Children. From Sure Start to Children’s Centres. London: Sage. ANNING, A. CULLEN, J. and FLEER, M., 2009. Early Childhood Education. Society and Culture. London: Sage. ANNING, A., COTTRELL, D. and FROST, N., 2010. 2nd Edition. Developing Multiprofessional Teamwork for Integrated Children’s Services. Maidenhead: OUP. CHEMINAIS, R., 2009. Effective Multi-Agency Partnerships: Putting Every Child Matters into Practice. London: Sage. GASPER, M., 2009. Multi-agency Working in the Early Years: Challenges and Opportunities. London: Sage. LINDON, J., 2012. Safeguarding and Child Protection: 0-8 Years: Linking Theory and Practice. London: Hodder Education. MACNAUGHTON, G., 2011. Parents and Professionals in Early Childhood Settings. Maidenhead: McGraw Hill. TAYLOR, J., BOND, E. and WOODS, M., (2013) Early Childhood Studies : a MultiDisciplinary and Holistic Introduction. London: Hodder Education WHALLEY, M., 2011. Involving Parents in their Children's Learning. London: Sage. WHEELER, H. and CONNOR, C., 2009. Parents, Early Years and Learning, Parents as Partners in the Early Years Foundation Stage: Principles into Practice. London: NCB.
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Recommended Reading CLARK, R.M. & MURRAY, J., 2012. Reconceptualising Leadership in the Early Years. Maidenhead: OUP. FULLAN, M., 2009. The Challenge of Change. 2nd Ed. London New York: Routledge Falmer. GORDON, A. and BROWNE, K., 2011. Beginnings and Beyond. Foundations in Early Childhood Education. Wadsworth: Cengage Learning. JONES, P., MOSS, D., TOMPLINSON, P. AND WELCH, S., 2008. Childhood: Services and Provision for Children. Harlow: Pearson Education. JONES, C. and POUND,L., 2008. Leadership and Management in Early Years Maidenhead: OUP. LINDON, J.and LINDON, L., 2012. Leadership and Early Years Professionalism: Linking Theory and Practice. London: Hodder Education. MILLER, L., CABLE, C. and GOODLIFF, G., 2010. Supporting Children's Learning in the Early Years. 2nd Edition. Oxon: Routledge. NUTBROWN, C. and PAGE, J., 2008. Working with Babies and Children. London: Sage. O'SULLIVAN, J., 2009. Leadership Skills in the Early Years: Making a Difference. London: Continuum Education. PAPATHEODOROU, T. AND MOYLES, J., 2009. Learning Together in the Early Years: Exploring Relational Pedagogy. Oxon: Routledge. REED, M. AND CANNING, N., 2011. Implementing Quality Improvement & Change in the Early Years. London: Sage. SIRAJ-BLATCHFORD, I., CLARKE, K. and NEEDHAM, M., 2009. The Team Around the Child. Multi-agency working in the early years. Staffordshire: Trentham Books. SIRAJ-BLATCHFORD, I. & HALLET, J., 2014. Effective and Caring Leadership in the Early Years. Los Angeles: Sage. WALKER, G., 2008. Working Together for Children: A Critical Introduction to Multiagency Working. London: Continuum International Publishing Group Ltd. WALLER, T., 2009. An Introduction to Early Childhood: A Multi-Disciplinary Approach. London: Chapman. WARD, U., 2009. Working with Parents in Early Years Settings. Exeter: Learning Matters.
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Journals & related publications Early Years Educator Early Years Education Education 3-13 International Journal of Early Years Education 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: Practical Child Care Practical Pre-School Nursery World 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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