IF3064 - Key Concepts in Early Childhood (2017/18)
|Module specification||Module approved to run in 2017/18|
|Module title||Key Concepts in Early Childhood|
|Module level||Foundation (03)|
|Credit rating for module||15|
|School||School of Social Professions|
|Total study hours||150|
|Running in 2017/18||
This module introduces students to some of the key concepts in early childhood, as well as provide opportunities for students to develop their academic and personal skills.
The module aims to enable students to:
- Understand a range of key concepts in early childhood
- Develop an understanding of early childhood education and care
- Gain an emerging understanding of being an early childhood professional
- Understand the importance of challenging inequalities
This module will explore a range of concepts which underpin the work of an early childhood professional. Concepts explored include:
- An introduction to different perspectives of children and childhood, including consideration of our own childhoods
- An introduction to early childhood policy and provision
- Professionalism in early childhood
- The importance of reflective practice
- A child-centred approach
- An introduction to the impact of inequalities
Students will also undertake some early childhood related visits.
Learning and teaching
Students theoretical input will be through lectures and seminars.
Students will benefit from a blended learning approach through the use of WebLearn 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 and this will be in the context of tutor-led sessions. Experiential learning will also be utilised to promote students emerging ability to act as a reflective practitioner.
Teaching and learning strategies and methods also focus on workplace skills and professionalism. Students will undertake some early childhood related visits and will reflect on observations they undertake to support increased knowledge and understanding and to support the growth of 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.
1. Demonstrate an understanding of key concepts in early childhood;
2. Demonstrate an ability to reflect critically on matters pertaining to early childhood drawing on appropriate sources to support your arguments;
3. Articulate the importance of challenging inequalities;
4. Explain the importance of professionalism in early childhood.
Students will demonstrate that they have met the learning outcomes through the submission of a portfolio of tasks which examines in some depth the key concepts explored during the module.
Students will undertake early childhood related visits and will draw on their reflections of the visits in their portfolio tasks.
(1000 - 1500 words in total)
Bruce, T., Meggit, C. and Grenier, J. (2010), Child Care and Education, London: Hodder Education
Cable, C., Miller, L. and Goodliff, G. (2010), Working with Children in the Early Years (2nd Ed), Oxon: David Fulton
Gussin-Paley, V. (1981), Wally’s Stories, CAM:MA: Harvard University Press
Gray, C and MacBlain, S. (2012), Learning Theories in Childhood, London: Sage
Johnston, J and Nahmad-Williams, L. (2008), Early Childhood Studies, Harlow: Pearman Longman
Lindon, J, (2012), Equality and Inclusion in Early Childhood (2nd Edition) Oxon: Hodder Education
Lindon, J. (2010), Reflective Practice and Early Years Professionalism: Linking Theory and Practice, Oxon: Hodder Education
Mukherji, P and Dryden, L. (2014), Foundations of Early Childhood: Principles and Practices, London: Sage
Nutbrown, C. (2011), Key Concepts in Early Childhood Education and Care (2nd Ed), London: Sage
Pound, L. (2008), How Children Learn 2, London: Practical Pre-school