module specification

This module introduces study skills and ideas of academic discourse and audience. It will give students the opportunity to note, practise and reflect on their own strategies and skills for learning and study and in relation to theories of learning and practice in early childhood.  There will be an overview of the range of professionals who work with babies, young children and their families.

This module offers an orientation to higher education and aims to help students:
 Relate their own learning to the professional context of early childhood  studies and to theories of how babies and young children learn;
 Make connections between work based and academic knowledge and develop skills in all aspects of academic discourse;
 Consider the professional skills required within an early years’ setting including communication, teamwork, partnership with parents and an anti-bias approach;
 Develop an awareness and understanding of the historical, social and political context of early childhood services and of the cultures, principles and values that underpin early childhood practice.
 Develop digital literacy skills which relate to their role as students and which are transferrable to their future roles as early years practitioners.

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 give students the opportunity to note, practise and reflect on their own strategies and skills for learning and study in relation to theories of learning and practice in early childhood.  There will be an overview of the range of professionals who work with babies, young children and their families. The development of professional skills required to work in early years’ settings will be reviewed including: communication skills and teamwork, the key person approach, working in partnership with parents and using an anti-bias approach. Concepts and debates central to the context of early childhood provision will be discussed including; the home/group care debate and the concepts of ‘caregiving’, ‘educare’ and ‘early education’ 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. Recognise significant issues relating to their own learning and practical experience and consider this in relation  to the learning of young children
2. Discuss the values, principles and skills required to work as early years’ professionals and students in an anti-bias context
3. Explain the importance of working in co-operation and collaboration with colleagues, parents and other professionals
4. Present material in a range of formats, making use of a variety of sources of information and appropriate academic references

Assessment A:
An essay on a given title in which the student discusses aspects of practice and makes links between the values and principles of early childhood practice and the student experience.   (50%) 2,500 words

Assessment B:
An E Portfolio of 10 tasks, which are assigned throughout the module. The portfolio will comprise tasks related to aspects of studying and learning in relation to themselves and to young children. (50%) 2,500 words

Bailey, S. (2018) Academic Writing: A Handbook for International Students, (5th Edition), incomplete

Burns, T. and Sinfield, S. (2016) Essential Study Skills, Sage: London

Chatfield, T. (2017) Critical Thinking; Your Guide to Effective Argument, Successful Analysis and Independent Study, Sage: London

Day, T. (2018) Success in Academic Writing (2nd Edition), Palgrave: London
Godfrey, J. (2018) How to Use Your Reading in Your Essays (3rd Edition), Palgrave:  London

Redman, P., and Maples, W. (2017) Good Essay Writing, Sage: London
Routledge: London The Quick Fix Guide to Academic Writing
Shon, P.C. (2018), Sage: London

The link below will support you to improve your command of English
www.learnenglish.org.uk

Useful resources on study skills;
https://study.sagepub.com/node/38712/student-resources

Lynda.com