ED7147 - Identity and Self in the Early Years (2024/25)
| Module specification | Module approved to run in 2024/25 | ||||||||||||
| 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 | ||||||||||||
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| Assessment components |
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| Running in 2024/25(Please note that module timeslots are subject to change) |
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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 identify and evaluate good quality early years provision
You will be enabled to reflect on their own personal development in relation to early years practise
Prior learning requirements
Experience in an Early Years setting
Study Abroad? NO
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.
Students will explore and analyse concepts of good quality practise and provision in relation to working with parents, and relevant organisations. This involves observation, assessment and planning for children from birth to three; creating appropriate environments and developing and resourcing a curriculum for children from birth to three, through their observations of practise in a setting.
LO 1-5
Balance of independent study and scheduled teaching activity
Students will receive theoretical input through face-to-face teaching and online materials with access to an allocated tutor who is available to support them either face-to-face, by email or by telephone. All students will have access to WebLearn for supplementary materials, links to E-books, online discussions and reflective tasks.
Reflection and discussion are key to teaching – reflection will be promoted by the discussion-board exercises incorporated into the web-based materials and within class.
Teaching and learning strategies and methods will link module content to workplace skills and professionalism in the early years.
Learning outcomes
On successful completion of the module students will be able to:
reflect critically on the impact of their own experiences and values on their approach to early care and learning
understand and discuss a range of theoretical perspectives on children's personal, social and emotional development
analyse perspectives on developmental theory in relation to children from birth to three
locate main debates and research surrounding the care of 0-3 year olds in a historical, social and cultural context
identify and evaluate provision and practice that effectively supports the development and well-being of 0-3 year olds