Foundation Degree Early Years Leadership and Practice
Year 1 Level 4 September 2018 Full Time Programme
Module Handbook FDE 1001 Meeting the diverse needs of the whole child
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Contents
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Edge Ahead Statement
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Contacts
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Welcome & Rationale
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Aims
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Module Learning Hours
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Learning Outcomes
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Standards covered in this module
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Assessment Strategy
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Assessment Guidance
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Assessment submission arrangements
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Links to FDE 1000 Setting-based Tasks
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Module Evaluation
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Module schedule
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Session details
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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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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 Pathway Leader:
Jacqui Basquill Email: Jacqui.Basquill@edgehill.ac.uk Tel: 01695 657 337
Module Team:
Jacqui Basquill Email: Jacqui.Basquill@edgehill.ac.uk Tel: 01695 657 337 Louise Masterson Email: Louise.Masterson@edgehill.ac.uk Tel: TBC Susan Mullin Email: Susan.Mullin@edgehill.ac.uk
Administration Email:
EarlyYearsPartnership@edgehill.ac.uk
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Credit Rating 30
Level 4
Welcome & Rationale This Level 4 module provides a foundation for all other modules studied in Year 1 and an introduction to the professional programme throughout the students’ degree. It develops the students’ knowledge of the diverse needs of children in different historical, political, social and cultural contexts and the role of the practitioner in the promotion of children’s learning. The module will develop students’ knowledge of the history and aims of the provision for young children, current practice in Early Years Settings, adult/child interaction, the importance of meeting children’s individual needs and inclusive education. The focus in this module is on developing a critical awareness of a range of perspectives in relation to children’s diverse needs. This module has very clear links with the work-based module FDE 1000. This module handbook should be read in conjunction with the Programme Handbook. Module Aims To develop students’ knowledge and understanding of 1. the aims and history of the provision for young children 2. legacy of child development theories 3. current practice in early years settings 4. the importance of meeting children’s individual needs Common Core of Skills and Knowledge: CC1aS, CC1bS, CC1cS, CC1dK, CC1eK, CC1fK, CC1gK, CC2aS, CC2bS, CC2cC, CC2eK, CC4aS, CC4bS,CC4cK, CC5aS, CC6aS, CC6dK Module Learning Hours Lectures Workshops Directed Tasks Independent study
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260
Learning Outcomes for the module to be covered in assessments On successful completion of the module students will be able to: 1. Demonstrate an understanding of child development and the diverse range of children’s needs. 2. Demonstrate an awareness of the evolution of the early years provision 3. Develop an awareness of the need for inclusion and the place of legislation. 4. Begin to recognise the implications of child development theories on current early years practice
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Assessment strategy The setting-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: A contextual analysis and annotated portfolio of work-based learning plans and records, demonstrating and reflecting on practice which includes one whole child profile of an individual child with a specific, identified need (2,000 words equivalent, 40% weighting) LOs 1, 2, 3 and 4 Part B: A 3,000 word critical analysis of the following issues (60% weighting; LOs 1, 2, 3 and 4): a) b) c) d)
The historical evolution of the early years provision The implications of child development theories on current early years practice The diversity of children’s backgrounds in Early Years settings The inclusive setting’
Before completing the assignment, students will be involved in small group oral presentations that will assist students to develop understanding of the key aspects of this early piece of assessed work.
Assessment guidance Use the following as a checklist prior to electronic submission of work: • Completed coversheet, appropriate to the module (on Blackboard) • Text double-spaced and of an appropriate font size (Arial 12 point) • Ample margins left at either side of each page • All references made using Harvard Referencing as identified in ‘Edge Ahead Skills Guide on Harvard Referencing System’ on Blackboard • Bibliography set out using Harvard Referencing System Your assignment should be submitted via the Blackboard submission area for FDE1001 A and B in accordance with the guidance provided in your Programme Handbook (also available on Blackboard in the Assessment Section). 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. You should submit your work electronically via Blackboard on: Part A - week beginning 3rd December 2018 Part B - week beginning 14th January 2019 Please note that the word count must include all quotations. 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 6
on the due date you must contact your teaching tutor BEFORE the due date to request an extension. In line with university wide policy an extension of up to 2 weeks may be granted. Longer extensions are subject to EMC panel. (see Programme HB ) Assessment will be undertaken and feedback cover sheets completed by the tutor. These will reflect the moderation process and will be made available to you by Part A - week beginning 14th January 2019 Part B - week beginning 18th February 2019 Your feedback will include a provisional grade which will be confirmed after the appropriate Assessment Board has taken place.
Taken from FDE 1000 WB Tasks to be undertaken in relation to this module Task 1 Explore the following aspects of your setting: • •
General features of the setting (type of the setting- private nursery, playgroup, nursery class, etc; physical environment – geographical location, size, outdoor area, how many children it caters for, etc); The staffing – practitioners’ roles and responsibilities.
Use this information to complete work-based Pro-forma 1 – in the ‘reflection box’ write about 250 words on what you have learnt through doing this task and how this knowledge will inform your future practice. Task 2 Gather information on diversity of children’s needs and backgrounds in your early years settings (boys and girls, age ranges, different ethnic backgrounds, different languages, additional needs, special needs, etc) Use this information to complete work-based Pro-forma 2 – in the ‘reflection box’ write about 250 words on what you have learnt through doing this task and how this knowledge will inform your future practice. Task 3 Observe and gather information on the strategies and resources used by early years practitioners to meet the diverse needs of all children in the setting. Use this information to complete work-based Pro-forma 3 – in the ‘reflection box’ write about 250 words on what you have learnt through doing this task and how this knowledge will inform your future practice. Task 4 Use observations and discussions with practitioners to gather information about 7
one child with a specific, identified need. Try to think about the following aspects: the age and short background information about the child; short description of the child’s level of development against the EYFS seven areas of learning and development; any specific needs; any additional learning difficulties; any disabilities. Use this information to complete work-based Pro-forma 4 – in the ‘reflection box’ write about 250 words on what you have learnt through doing this task and how this knowledge will inform your future practice.
Module Evaluation Formative and summative opportunities for evaluation are made formally and informally throughout each module. For example, using snapshot evaluations at the end of the session and a formal mid module evaluation form. Each module will be evaluated at completion by student evaluation form and this will form the basis of a Module Evaluation Report written by the Module Leader. Student Feedback As a result of your feedback from previous module evaluations and consultation, we have made the following changes to the module: • Assignment guidance was simplified • Additional assignment support sessions were incorporated into the module schedule.
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Module Schedule The actual delivery days/times will be advised by your Module Leader Week beginning 24.9.18
Session Overview Session1 Introduction to the module FDE 1001 Early Years Education – Historical Perspectives Assessment Overview Session 2
1.10.18
Early Years Education – The Legacy of the Early Educators and how this has influenced current practice Session 3
8.10.18
Overview of the Early Years Foundation Stage 2014. Exploring the Early Years Foundation Stage 2014 SS-TNA support & guidance on FDE 1000 Part A assignment Session 4
15.10.18
Theories of Child Development
SS – Assignment guidance on FDE 1001 Part B: preparation for student presentations Session 5 – Reading Week – Directed Study 22.10.18
Exploring diversity. Challenging stereotypical views. Inclusive early years setting
Session 6 29.10.18
Diversity of children’s needs. Influencing Factors. SS – FDE 1001 Part B: Small group presentations
5.11.18
Session 7 Children’s Rights
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Session 8 12.11.18
Working with Parents Portfolio building Working with Parents: Case Studies of Good Practice Module Recap and Looking to the Future Peer review of portfolio content Self -Reflection Module Evaluation Assessment Support SS - Any areas of concern Submission of FDE1001 A week 03.12.18 Submission of FDE1001 B week 14.01.19
The schedule was accurate at the time of writing but can be altered to meet the needs of individual groups. Where possible materials for this module can be found on Blackboard.
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Week 1 Session 1
Title: Introduction to the module FDE1001 Assessment criteria
Standards covered
CC: CC1aS, CC1bS, CC1cS, CC1dK, CC1eK, CC1fk, CC1gK, CC2aS, CC2bS, CC2cK, CC2eK, CC2 fK, CC4aS, CC4bS,lCC4cK, CC5aS, CC6aS, CC6dK Early Years Teacher Standards: S1-S8 Students will: • meet tutors and other students • begin to understand all aspects of the module, including details of module delivery, rationale, learning outcomes, content, independent and directed study, links with setting based learning and other modules, assessment requirements, tutor expectations In this session 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 setting based learning and other modules • assessment requirements • tutor expectations They will have the opportunity to have any queries and anxieties answered and explained. Rationale, Learning Outcomes, Assessment, Assignment, Independent study, Directed study, Bibliography, Reflection, Evaluation, TNA In this session students will become familiar with the historical perspective of early years education and the evolution of the English education system.
Learning Objectives:
Content
Key Concepts Directed activities
The students will become familiar with early educators whose work has been instrumental in the development of early years education as it is today in the UK and internationally. This will assist students’ understanding of the background and historical development of early years principles and practice. Students will begin to recognise how history has been instrumental in the development of professional practice. Reflection on the following points: • • • • •
Do I understand what I can expect to gain from studying this module? Do I understand what will be expected of me? Do I understand what I can expect from Edge Hill? Can I see how aspects of early years practice have developed historically? Can I see the influence on current practice?
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Essential Reading
Recommended Reading
Mukherji,P & Dryden,L (2014) Foundations of Early Childhood. London: Sage Chapter 8 and Chapter 11 Brodie,K & Veale, F.(2013) Early Years for Levels 4 and 5 and the Foundation Degree. London: Hodder Stoughton Mukherji,P &Dryden,L (2014) Foundations of Early Childhood. London: Sage Chapter 1 and Chapter 3 Oates ,R, Hey, C. (eds )(2014) The Student Practitioner in Early Childhood Studies.Oxon: Routledge
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Week 2
Title: Early Years Education – The Legacy of Early Educators
Standards covered
CC: CC2aS, CC2bS, CC2cK, CC2eK, CC2fK
Learning Objectives:
Students will: • Develop further their understanding of the work of significant early educators • begin to see the influence of the work of early and later educators on current early years provision • continue to identify the aspects of quality in early years provision
Content
In this session students will further develop their understanding of the work of early educators who have been instrumental in the development of early years education as is today both in the UK and internationally. They will examine the work of the early educators more closely, consider evidence of their legacy in early years provision and make links with the work of Tina Bruce as a current authority on early years policy and practice. They will consider Bruce’s ‘Bedrock principles’ and examine evidence of their application in current early years provision. Through this work they will continue to identify aspects of quality in early years practice.
Key Concepts
Early educators, Steiner, Montessori, Isaacs, McMillan, Froebel, Bruce, ‘Bedrock principles’, early years policy, early years practice, quality
Directed activities
Essential Reading
Reflection on the following points: • Can I see how aspects of early years practice have developed historically? • Can I begin to see to what extent principles developed by early years educators are evident in early years practice? • Reflection and Action Planning for rest of module Complete mid-module evaluation Mukherji, P & Dryden, L (2014) Foundations of Early Childhood. London: Sage Chapter 8 All chapters relating to the module to date
Recommended Reading
Identified by the student from mid-module reflection
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Week 3
Standards covered
Title: Overview of the Early Years Foundation Stage Exploring the EYFS 2012 Reading Week CC: CC2, CC4, CC6 Early Years Teacher Standards: 1-6
Learning Objectives:
Students will: • Recognise and relate to government policy and documentation • Identify proposed changes in government policy and documentation
Content
In this session students will gain an overview of the Early Years Foundation Stage. They will consolidate their understanding of government policy and both statutory and recommended documentation, current and proposed. Investigate the research underpinning current government initiatives. Support for Assessment FDE1001 Part A
Key Concepts Directed activities
Essential Reading
Recommended Reading
Early Years Foundation Stage, Principled Approach, Statutory/Nonstatutory, Areas of Learning, early years policy and legislation Reflection on the following points: • How has this session developed my knowledge and understanding of the EYFS document? • What are the implications of this new knowledge for my professional practice? FDE 1000 Setting-based Task 1: Students will share information on how the diverse needs of the children are catered for in their setting with reference to • The ethos of the setting • The physical environment including resources/facilities • The staffing – practitioners’ roles and responsibilities. DfE, (2014) Early Years Foundation Stage: Statutory Framework.. London: DfE Nutbrown, C. Clough, P.,Atherton, F (2013) Inclusion in the Early Years. London: Sage Chapter 2 Explore reports related to EYFS by Tickell, Field, Allen, Munro Mukherji, P & Dryden, L (2014) Foundations of Early Childhood. London: Sage Chapter 11 and Chapter 12
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Week 4
Title: Theories of Child Development Assessment Guidance DSE1001 Part A
Standards covered
CC: CC2aS, CC2bS, CC2cK, CC2eK, CC2fK
Learning Objectives:
Students will: • begin to understand significant theories of child development • develop knowledge of key stages of development 0-5 • recognise some of the influences on development and learning
Content
In this session students will be introduced to theories of child development, including behaviourist and constructivist approaches. Students will begin to consider influences on children’s learning, the nature/nurture debate and the importance of learning styles and the concept of multiple intelligences. Students will begin to consider how children’s learning can be affected by their physical, intellectual, linguistic, social, cultural and emotional development and to examine the contextual influences upon children’s learning both in and out of the educational environment. Support for Assessment FDE1001 Part B Preparation for presentations
Key Concepts
Behaviourist, Constructivist, Social constructivist, Visual learner, Auditory learner, Kinaesthetic learner, Multiple intelligences, Physical, intellectual, linguistic, social, cultural and emotional development, Nature/nurture; Skinner, Piaget, Bruner, Vygotsky, Donaldson, Gardner
Directed activities
Reflection on the following points: • Can I begin to view differing theories of development and learning critically? • Can I relate theories of development and learning to observations within my own practice? • Students will begin to develop portfolio (FDE1001A) Brodie, K & Veale, F.(2013) Early Years for Levels 4 and 5 and the Foundation Degree. London: Hodder Stoughton
Essential Reading
Mukherji, P & Dryden, L (2014) Foundations of Early Childhood. London: Sage Chapter 5 and Chapter 6 Recommended Reading
Oates , R, Hey, C. (eds )(2014) The Student Practitioner in Early Childhood Studies. Oxon: Routledge Chapter 3 Mukherji, P &Dryden, L (2014) Foundations of Early Childhood. London: Sage Chapter 5 and Chapter 6 Trodd, L (ed) (2016) The Early Years Handbook for Students and Practitioners. David Fulton
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Week 5
Title: Exploring Diversity. Challenging stereotypical views. Inclusive early years setting
Standards covered
CC: CC1aS, CC1bS, CC1cS, CC1dK, CC1eK, CC1fK, CC1gK, CC2aS, CC2bS, CC2cK, CC2eK, Cc2fK, CC4aS, CC4bS, CC4cK, CC5aS, CC6aS, CC6bK
Learning Objectives:
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 • recognise the need to and means of challenging stereotypical views • suggest ideas for inclusive early years setting
Content
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
Key Concepts
Race, Gender, Disability, Special Educational Needs, Gifted and Talented, Culture, Religion, Ethnicity, English as an Additional Language, Refugees, Asylum Seekers, Travellers Reflection on the following points: • How does the awareness of diversity I have gained from this session inform my understanding of ensuring equality of opportunity for all children? • How is this provision put into practice in my setting ? Nutbrown, C. & Clough, P.,Atherton, F (2013) Inclusion in the Early Years. London: Sage Mukherji, P. & Dryden, L. (2014) Foundations of Early Childhood. London: Sage Chapter 9 Oates , R, Hey, C. (eds )(2014) The Student Practitioner in Early Childhood Studies. Oxon: Routledge Chapter 5
Directed activities
Essential Reading
Recommended Reading
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Week 6
Standards covered
Title: Diversity of Children’s Needs. Influencing factors. Early Years Teacher Standards S1,4,7 Assignment Guidance FDE10001 Part B CC: CC1aS, CC1bS, CC1cS, CC1dK, CC1eK, CC1fK, CC1gK, CC2aS, CC2bS, CC2cK, CC2eK, Cc2fK, CC4aS, CC4bS, CC4cK, CC5aS, CC6aS, CC6bK
Learning Objectives:
Students will: • know and understand the diversity of children’s needs, particularly those with special educational needs • understand what factors might affect children’s learning and development
Content
In this session the focus will be on the diversity of children’s needs. Students will continue to consider influences on children’s learning, the nature/nurture debate and the importance of learning styles and the concept of multiple intelligences. They will continue to consider how children’s learning can be affected by their physical, intellectual, linguistic, social, cultural and emotional development and to examine the contextual influences upon children’s learning both in and out of the educational environment. FDE 1001 Part B: Small group presentations
Key Concepts Directed activities
Essential Reading
Special educational needs, SEN Code of Practice, agencies, Individual education plan Reflection on the following points: • How does the awareness of children’s needs I have now gained inform my understanding of ensuring appropriate provision for all children? • How is this provision put into practice in my placement? • What are the implications of my understanding for my own practice? Duke, C. & Smith, M. (2009) Recognising and Planning for Special Needs in the Early Years: (Hands on Guides). London: Sage Mukherji, P &Dryden, L (2014) Foundations of Early Childhood. London: Sage Chapter 9
Recommended Reading
Self -Chosen to support group task
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Week 7
Standards covered
Learning Objectives:
Content
Key Concepts Directed activities
Essential Reading
Recommended Reading
Title: Children’s Rights Early Years Teacher Standards S7 Small Group Presentations CC: CC1aS, CC1bS, CC1cS, CC1cS, CC1dK, CC1eK, CC1fK, CC1gK, CC2eK, CC2fKCC5aS, CC6aS, CC6dK Students will: • identify current legislation and policy concerning children’s rights • recognise the implications of the above for early years practitioners • begin to review multi- agency approaches to early years practice In this session students will study, discuss and analyse the development of historical and current legislation and policy concerning children’s rights. Childhood, Children’s rights, United Nations Convention on the Rights of the Child, Children Act 2004 Reflection on the following points: • What are the implications for practitioners from current legislation regarding children’s rights? • How crucial is multi-agency work in addressing children’s rights? • Small group work presentations to support assessments within the module FDE1001 Mukherji, P &Dryden, L (2014) Foundations of Early Childhood. London: Sage Blackboard Journal Task: Early Childhood Development a question of rights p79-98 Nutbrown, C., Clough, P. Atherton, F (2013) Inclusion in the Early Years. London: Sage Chapter 3
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Week 8 Standards covered
Learning Objectives:
Content
Title: Working with Parents Early Years Teacher Standards S 6,8 CC: CC1aS, CC1bS, CC1cS, CC1cS, CC1dK, CC1eK, CC1fK, CC1gK, CC2bS, CC2eK, CC4aS, CC4bS, CC4cK, CC2fK, CC5aS, CC6aS, CC6dK Students will: • recognise the importance of parents and practitioners working together • consider effective practice in the above • consider research findings and models of good practice • review their knowledge and understanding • consider the future of early years education • reflect on personal practice In this session students will acknowledge that parents are children’s first and enduring educators. They will also understand the positive impact on children’s development and learning which result from parents and practitioners working together in early years settings. They will consider the nature of successful partnership and how this can be put into practice effectively. Students will consider research findings in this field and examples of good practice at local, national and international levels. In this session students will also have the opportunity to evaluate the success of the module for them and to give feedback to tutors and the module leader.
Key Concepts Directed activities
Essential Reading
Recommended Reading
Parents, educators, EPPE research, Home Start, Sure Start, Children’s Centres, Reggio Emilia, Te Whariki Reflection on the following points: • How effective is the partnership with parents in my setting? • How could it be improved? Reflection on the following point: • How do I see early years provision developing in the near and more distant future? FDE 1000 Setting-based Task 3: Students will share some activities carried out by the students in their settings with focus on the student’s own role in meeting children’s individual needs. FDE1000 Setting-based Task 4 Assessment Guidance FDE1001 B Completion of Module Evaluation FDE1001 Mukherji, P & Dryden, L (2014) Foundations of Early Childhood. London: Sage Chapter 13 Nutbrown, C, Clough, P. Atherton, F (2013) Inclusion in the Early Years. London: Sage Chapter 8 EYFS (2014) Pugh, G. & Duffy, B. (2013) 6th ed Contemporary Issues in Early Years: Working Collaboratively for Children. London: Sage Publishing Ltd Materials relating to parent partnership on Blackboard EPPE 19
Learning Resources A module handbook will provide guidance to relevant source material and the content of taught sessions. Students will be guided to supplementary reading and will be expected to study independently. Access to the electronic reading list for FDE 1001 can be found below: Talis Reading List FDE 1001 Other resources to be found on Learning Edge: Allen, G. (2011) Early Intervention: The Next Steps. London: Cabinet Office. DCSF (2014) Early Years Foundation Stage. London: DfE Field, F. (2010) The Foundation Years: preventing poor children becoming poor adults. London: Cabinet Office Tickell, D.C. (2011) The Early Years: Foundations for life, health and learning. London: Department for Education
Journals & related publications Early Years Education Education 3-13 International Journal of Early Years Education Nursery World Practical Child Care Practical Pre-School Early Education OMEP World Organisation for Early Childhood Educators TACTYC Professional Association for early Childhood Educators
Websites www.education.gov.uk www.tes.co.uk www.foundationyears.org www.ofsted.gov.uk
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