module specification

This module prepares students for their second professional placement and offers students the opportunity for assessed practice in a work setting in order to gain occupational practice recognition in early childhood.  The taught element focuses on pedagogy, roles and responsibilities within the multidisciplinary context of early years settings.  During the professional placement students undertake a range of observations and hands on practice supportedby setting mentors and university supervising tutors. 
The placement consists of day and block placements in a range of settings providing care and education for children from birth to 6 years old and their families.

This module will enable students to
• Meet the professional standards for early childhood care and education
• Become a proficient and critically reflective practitioner
• Further develop the necessary skills, experience and understanding required to observe, plan, deliver and review  their practice across the early years curriculum
• Plan for and implement an holistic and anti-bias approach to children’s play and learning
• Work collaboratively with parents and have an understanding of working effectively in teams and with other professionals
• Meet and promote children's health, welfare and safety needs and the conditions that enable them to flourish.

The syllabus for this module will include: 
The module will provide students with opportunities to further develop essential skills in professional practice with children from birth to six years old through work based experience and attendance at professional studies sessions. These sessions will focus on key aspects of practice in early childhood, with communication skills, the use of ICT and working with others threaded through each topic.  Students will have opportunities to reflect on their placement experiences with focussed feedback and target-setting and will collect evidence to demonstrate that the professional standards are being addressed

The placement offers practical experience with regular observation and feedback by setting based mentor and supervising tutor as well as observation of other practitioners.  There will be regular meetings with the setting-based mentor during the practice experience.
The professional studies lectures and seminar sessions will provide opportunities for the students to discuss their practical experiences, helping them to constantly make links between their practical and their theoretical understanding, as they further develop their pedagogical approach.

On successful completion of the module, students will be able to

1. Demonstrate that they  have achieved the professional standards for  Early Childhood Care and Education
2. Reflect constructively on their professional learning and set targets for the future development of their professional knowledge and skill s
3. Take initiative in observing, planning, delivering and reviewing their practice across the early years curriculum, taking account of children’s diverse family and cultural backgrounds
4. Form and promote mutually respectful relationships with families, colleagues and other professionals
5. Form and promote the necessary depth and strength of relationships with individual children and the facilitate the building of relationships with and between children in groups

Assessment will be undertaken in the setting in which the student is placed. Setting-based mentors and university supervising tutors will complete regular observations, with formative feedback given on each occasion.  Triangulation occurs between the setting-based mentor and university tutor at the final observation. This ensures a moderated grade is awarded.
Full attendance is expected on professional placement experience.
Students will also complete a portfolio of 2,500 words to include observations, analysis, a reflective diary and a critical and reflective analysis of selected aspects of early childhood practice that have been significant in the placement experience.
In order to fully reflect the link to professional practice and employability in this module and the relationship between theory and practice students cannot pass this module on aggregate

Because of the professional nature of this module students must pass both components in order to demonstrate competence in practice and in applying theory to that practice.

Anning, A., Cottrell, D., Frost, N., Green, N., Robinson, M., (2010) Developing Multiprofessional Teamwork for Integrated Children's Services: Research, Policy and Practice, Berkshire: OUP
Bilton, H. (2010), Outdoor Learning in the Early Years, , Oxon, David Fulton Publishers
Blandford S., & Knowles, C. (2009) Developing Professional Practice 0-7, Essex, Pearson
Drake, J., (2009) Planning for Children’s Play and Learning: meeting the needs in the later stages of the EYFS of the Foundation Stage (3rd Edition) London: David Fulton
Ephgrace, A. (2011) Reception Year in Action, Oxon: Routledge
Gasper, M., (2009) Multi Agency Working In The Early Years: Challenges and Opportunities, London: Sage
Hobart, C., Frankel, J., (2009) (4th Edition)  A Practical Guide to Child Observation and Assessment, Cheltenham: Nelson Thornes
Miller, L. (2010) Theories and Approaches to Learning in the Early Years, London, Sage
Palaiologou, I. (Ed.) (2010), The Early Years Foundation Stage Theory and Practice, London: Sage

Whalley, M. (and the Penn Green Team) (2007) Involving Parents in Their Children’s Learning, London: Sage
https://www.education.gov.uk/publications/standard/publicationdetail/page1/DFES-LKAW-2007 (to download ‘Every Parent Matters’ document)