module specification

This module aims to enable students to:
 Study babies’ and young children’s perceptual, cognitive and representational development
 Develop an understanding of babies and young children’s creative development and systems of representation cross-culturally.
 Consider approaches to curriculum implementation that support the creativity and learning of babies and young children
 Understand the practitioner’s role and develop skills in planning and developing environments and opportunities that support babies’ and young creative play and learning.

Enhanced DBS
Students are expected to undertake 60 hours work placement providing for children in the birth to six age range as part of this module, normally in a group setting.

This module will explore theoretical perspectives on babies’ and young children’s perceptual and cognitive development. Students will explore the development of children’s creative representation and expression across the curriculum such as; movement, painting and modelling, music, mathematical and scientific exploration. The role of pedagogical approaches such as Problem-Solving, Schemas and the Reggio Emilia Approach will be considered in relation to early childhood curricula and culturally diverse contexts.
The role of the adult and the importance of a range of indoor, outdoor and community environments in supporting babies’ and young children’s interests and creativity is a central focus of this module. LO1,LO2,LO3,LO4

For taught course students theoretical input will be through lectures and seminars. Online students will receive the same theoretical input through bespoke on-line module materials with access to an allocated tutor who is available to support them online as well as by e-mail or by telephone.

All students will benefit from a blended learning approach through the use of Web Learn for supplementary materials, links to E-books, on-line discussions and self-assessment exercises such as quizzes and reflective tasks.

Reflection and discussion are key to teaching for all students – for taught students this will be in the context of tutor-led sessions while for distance learning students reflection will be promoted by the exercises incorporated into the web-based materials.  For all students experiential learning promotes their growing ability to act as a reflective practitioner.

Teaching and learning strategies and methods also focus on workplace skills and professionalism. All students undertake and reflect on observations in the workplace and weekly tasks and reflective exercises support increased knowledge and understanding. Observations, action research, work-related tasks and the use of development planning tools support the growth of practitioners’ professional competence. 

The development of transferable skills in presenting evidence, arguments and points of view to a range of audiences, through a range of media, including the use of ICT also supports individual learning.

The development of transferable skills in presenting evidence, arguments and points of view to a range of audiences, through a range of media, including the use of ICT also supports individual learning.

On successful completion of this module students will be able to:
1. Articulate the significance of creative representation for babies and young children
2. Describe and analyse theories of babies and young children’s creative representation
3. Demonstrate the connections between observations, relevant theory and their practice
4. Demonstrate an understanding of the ways in which contexts and relationships support babies’ and young children’s interests and creativity.

Students will demonstrate that they have met the learning outcomes through a child study that draws on and analyses practice observations of a baby or young child’s creative thinking and that articulates the links with practice and evaluates the provision for children’s creative expression (3,000 words)

Athey, C. (2007) Extending Thought in Young Children, London: Paul Chapman

Davies, M.(2003) Movement and Dance in Early Childhood, London: Paul Chapman

Duffy, B. (2006) Supporting Creativity and Imagination in the Early Yeas, Maidenhead: Open University Press E book

Edwards, C. Gandini, L. and Foreman, G. (eds.) (1998) (2nd edition) The Hundred Languages of Children, New York:  Ablex Publishing E book

Eliot, L. (1999) Early Intelligence. How the brain and mind develop in the first five years of life. London: Penguin.

Gopnik, A. Meltzoff, A and Kuhl, P. (1999) How Babies Think. London: Weidenfield and Nicolson.

Goswami, U. (1999) Cognition in Children. Sussex: Psychology Press.

Fumoto, H., Greenfield, S., Hargreaves, D. and Robson, S. (2012) Yound Children's Creative Thinking, London: Sage

Holland, P. (2003) We Don’t Play With Guns Here: War, Weapon and Superhero Play in the Early Years, Maidenhead: Open University Press E book

Matthews, J. (2003) Drawing and Painting, London: Paul Chapman

McInnes, K. and Thomas, A. (2018) Teaching Early Years: Theory and Practice, London: Sage

Nutbrown, C. (2006) (3rd edition) Threads of Thinking. London: Paul Chapman.

Robson, S. (2006) Developing thinking & Understanding in Young Children, Abingdon: Routledge E book

Vecchi, V. (2010) Art and Creativity in Reggio Emilia: Exploring the Role and Potential of Ateliers in Early Childhood Education, London: Routledge E book

Journals:
Henry, A. (1996) ‘Literacy, black self-representation and cultural practice in an elementary classroom: implications for teaching children of Afro-Caribbean heritage’, International Journal of Qualitative Studies in Education, Vol. 9, No. 2, pp 119 – 134
Tomasello, M and Rakoczy, H. (2003) What Makes Human cognition Unique? From Individual to shared to collective intentionality Mind and Language Vol 18 no 2 April 2003 pp121-147

Bailey, R and Farrow, S, (1998) Play and problem solving in a new light  International Journal of Early Years Education vol 6. No’ 3.

Web sites:
http://ecrp.uiuc.edu/v7n2/new.html
http://www.des.gov.uk/research/data/uploadfiles/RB115.doc The McGuinness report ‘From Thinking Skills to Thinking Classrooms’.