module specification

This module will examine the disruptive narratives of social pedagogy in early childhood within the context of UK and wider world. One of the principles of social pedagogy is based on relationality of the learner and the facilitator. Social pedagogy is about empowerment, wellbeing and learning and this module will explore the characteristics of social pedagogy, emphasising the philosophy of ways of being and seeing. The focus will be how different curricula which relate to a range of narratives such as critical race theory, feminism, LGBTQ and pedagogical approaches. The development of and relationship between social pedagogy and curriculum will be located within the social and political contexts and the practical implementation of curriculum approaches will be explored.

By the end of the module, you will:

1. Develop critical knowledge and understanding of social pedagogy.
2. Analyse and constructively critique a range of ways of seeing and being in relation to early childhood education in England and the wider world.
3. Further explore the relationship between the historical narratives of early childhood provision in the UK and its present form.
4. Comprehensively understanding the role of the facilitator in planning and implementing a broad and balanced, holistic curriculum that serves to empower the child.

Students have to complete first year of studies.

No

In this module, you will study narratives of ways of being and seeing such as the professional, personal and private self in relation to social pedagogy. The philosophical underpinning of different social pedagogical narratives will be considered alongside the interface between narratives of learning, social pedagogy and curriculum in early childhood and the implications of these for practice (LO2).

You will use critical race theory, ideas around feminism to disrupt the current views of children and childhood within the context of social pedagogy (LO1).

The module will explore historical narratives that underpin early childhood curricula including Karl Marger, Rousseau, Pestalozzi, Steiner, Montessori and Paulo Freire
Learning narratives such as Piaget, Bruner, Vygotsky - will be looked at through a critical disruptive lens. These narratives will be related to historical and cultural approaches within diverse range of curriculum models, such as, Reggio, Te Whariki and High Scope, Pikler approach as well as the Early Years Foundation Stage (LO3).

Students will examine and discuss holistic approach to implementing a broad and balanced curriculum, indoors, outdoors and beyond the early childhood (LO4).

All students will benefit from a blended learning approach using 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 for all students - this will be in the context of tutor-led and small or large group sessions.  For all students experiential learning promotes their growing ability to act as a reflective practitioner and to value each other’s views.

Teaching and learning strategies and methods also focus on workplace skills and professionalism. All students undertake and reflect on observations using videos and weekly tasks and reflective exercises support increased knowledge and understanding. Observations, action research and the use of development planning tools support the growth of the facilitators’ 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 different technologies also supports individual learning.

1. Critically analyse aspects of early childhood curricula in relation to narratives of learning and social pedagogy.

2. Describe, analyse and constructively critique a range of ways of seeing and being early childhood education in England and the wider world.

3. Identify the relationship between the historical narratives of early childhood provision in the UK and its present form.

4. Articulate the role of the facilitators in planning and implementing a broad and balanced, holistic curriculum that serves to empower the child.

Assessment A

A podcast (15 minutes) exploring a curriculum approach or pedagogical model drawing on discursive narratives by using relevant literature. (50%)

OR

A presentation (15 minutes) exploring a curriculum approach or pedagogical model drawing on discursive narratives by using relevant literature. (50%)

Assessment B 

A reflective essay that discusses critically social pedagogy in relation to curricula in the early years. (50%) (3,000 words)

https://rl.talis.com/3/londonmet/lists/CB3BF317-16C6-5C1C-BFBA-DD316641A07D.html?lang=en&login=1

Balshaw J. & J. Josephidou (2023) Understanding the media in young children's lives: an introduction to the key issues , Routledge : London

Boyd W., Green N. & Joranovi J. (2022) Learning and Teaching in Early Childhood Pedagogies of Inquiry and Relationships,  Cambridge : University Press

Giardiello P., (2022) Pioneers in Early Childhood Education, London: Routledge

Huertas-Abri & Gomez-Para M. E. (2020) International Perspectives on Modern Development in Early Childhood Education, Global : USA

O'Sullivan J. & Sakr M. (2022) Social Leadership in Early childhood & Care An Introduction, UK: Bloomsbury

Patterson C., and Kocher L., (2019) Pedagogies for Children Perspectives, London: Routledge

Vandenbroeck M. (2020) Revisiting Paulo Freive's Pedagogy of the Oppressed Issues and Challenges in Early Childhood , London : Routledge