ED7147 - Identity and Self in the Early Years (2026/27)
| Module specification | Module approved to run in 2026/27 | ||||||||||||
| Module title | Identity and Self in the Early Years | ||||||||||||
| Module level | Masters (07) | ||||||||||||
| Credit rating for module | 20 | ||||||||||||
| School | School of Social Sciences and Professions | ||||||||||||
| Total study hours | 200 | ||||||||||||
|
|||||||||||||
| Assessment components |
|
||||||||||||
| Running in 2026/27(Please note that module timeslots are subject to change) | No instances running in the year |
Module summary
This module aims to:
- You will be introduced to key theories in relation to babies and young children's development
- You will consider the implications of these for development and learning in early and later childhood.
- You will analyse the relationship between social policy and cultural contexts, and provision in early years
-
You will be enabled to reflect on your own personal development
Syllabus
This module will review current and historical social policy perspectives on provision for 0-3 year olds and offer a comparative overview of differing international and cultural perspectives. Relevant developmental psychology, psychoanalytic theory, reneuroscience research will be used to explore the growth and development of personal, social and intellectual understanding in infancy and early childhood. There will be a consideration of emotional development and the importance of key relationships in early years and the implications of this for practitioner's skills and attributes will be explored.
LO 1-4
Balance of independent study and scheduled teaching activity
Teaching is delivered via weekly three-hour lectures with workshop activities. Activities include small group discussions of example different perspectives or group discussions on key readings or evaluating taught content. These opportunities for reinforcement of, and reflection on, content also provide opportunities for the airing and addressing different practices internationally, drawing on their own experiences. Due to typical cohort needs, session time is also allocated to developing planning, reflecting and academic writing and presentation skills. Peer review of the formative presentations supports students to critically analyse their own, and peers, academic work, to understand the marking process.
All students will have access to WebLearn for learning materials, links to E-books, online discussions and reflective tasks.
Reflection and discussion are key to teaching. Teaching and learning strategies and methods will link module content to professionalism in the early years.
Learning outcomes
On successful completion of the module students will be able to:
1. reflect critically on the impact of their own experiences and values on their approach to early care and learning
2. understand and discuss a range of theoretical perspectives on children's personal, social and emotional development
3. analyse perspectives on developmental theory in relation to children from birth to three
4. locate main debates and research surrounding the care of 0-3 year olds in a historical, social and cultural context