module specification

This module is a core module and you will explore working with children from birth to 3 years. This module will examine day care provision for children from birth to three years of age. At the beginning of the module, the importance developing positive relationships and its impact on social and emotional development, current social policy and legislation will be reviewed. It also addresses historical perspectives on day care provision. The diversity of current provision in England alongside a comparative overview of differing national and cultural perspectives on provision for children from birth to three. This provides an historical and social policy context for thinking about what kind of provision is offered to babies and very young children and their families and why.

By the end of the module, you will:

1. Understand key concepts of relationship-based practices in birth to three provisions that impact the social/emotional development of birth to three.

2. Gain knowledge and understanding of the developmental and learning needs of children aged from birth to three.

3. Consider the impact of group care on children from birth to three and the implications for developing practice.

4. Explore the broader issues of social policy and cultural contexts.

5. Become aware of the main debates and researches surrounding the provision of day care services for children under three.

No

In this module students will  study debates and research on the importance of providing quality care between birth and three years LO1).  The module will consider the importance of the social and emotional development of children from birth to three, drawn from the research of developmental psychologists and others, and be able to relate this to current practice (LO3).  The module will also explore current, historical  and social policy including legislation including quality provision from birth to three years old  The module will also offer a comparative overview of differing national and cultural perspectives on provision for children under three (LO2).

For full and part-time students’ theoretical input will be through lectures seminars and workshops. All 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. Video and slide material will also be used to familiarise students with a range of curriculum models. Reflection and discussion are key to learning for all students and  this will be in the context of tutor-led sessions. 

Teaching and learning strategies and methods also focus on workplace skills and professionalism. All students undertake and reflect on observations using videos, weekly tasks and reflective tasks to support increased knowledge and understanding. Observation tasks to support the growth of practitioners’ professional competence will also be covered through the use of video clips.   

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 different technologies also supports individual learning.

On successful of completion of this module students will be able to:

1. Understand the main debates and current research surrounding the care and education of children between birth to three.

2. Articulate the relationship between social policy and the provision of services for children from birth to three within cultural contexts.

3. Demonstrate awareness of the importance of the social and emotional development of children from birth to three, drawn from the research of developmental psychologists and others.

Annotated 4-5 bibliography including books and articles relating to under threes based on what you have learnt and comment why and use relevant reading to justify your choice of sources (2,500 words).

OR

If you are working with under threes, choose 2 provisions and demonstrate how these support personal, social and emotional development.  Support your discussion with current birth to three research and wider academic text. (2,500 words).

https://rl.talis.com/3/londonmet/lists/5FBD698D-0315-3A20-1433-A61D7442EAC9.html?lang=en&login=1

Goldschmied, E and Jackson, S (2009) . People Under Three, Young Children in Day Care 2nd Edition . London: Routledge.

Jackson, S., Forbes, R.,( 2015) People Under Three: Play, work and learning in childcare setting London: Routledge

Kallo, E and Balog, G (2014) The Origins of Free Play. Budapest: Magyarorszagi Pikler-Loczy Tarsasag

Manning-Morton, J and Thorp, M. (2015) Two Year Olds in Early Years Settings; Journeys of Discovery. Maidenhead. OUP.

Packer, M,J., (2021) Child Development : a cultural perspective, London: Sage

Siegel, D.J., (2020) The developing Mind:  how relationships and the brain interact to shape who we are, New York: Guildford Press