SE6005 - Leading Professional Practice (2025/26)
| Module specification | Module approved to run in 2025/26 | ||||||||||||
| Module title | Leading Professional Practice | ||||||||||||
| Module level | Honours (06) | ||||||||||||
| Credit rating for module | 30 | ||||||||||||
| School | School of Social Sciences and Professions | ||||||||||||
| Total study hours | 300 | ||||||||||||
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| Assessment components |
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| Running in 2025/26(Please note that module timeslots are subject to change) | No instances running in the year |
Module summary
This module aims to examine a range of theories relating to leadership and management styles and approaches in a range of settings with an early years focus. It explores approaches to developing and leading inclusive and diverse teams within a legislative context. A range of subjects will be explored including: creating a shared vision, managing change and concepts of quality and evaluating provision.
The role of a range of professions and disciplines involved in the provision of early years services will be identified and the benefits and challenges will be examined.
There will be consideration of a range of stakeholders involved in provision for children and families and their role in contributing to and supporting quality.
Students will:
• Examine a range of theories in relation to leading and managing practice in a variety of settings with a focus on developing and supporting teams.
• Explore a range of professionals involved in the provision of early years services and explore some of the challenges and barriers faced when working with other professionals.
• Explore their own continuous professional development in relation to leading and managing practice and provision in a chosen discipline.
• Reflect on, and critically analyse provision and practice in relation to young children’s and families well-being and consider its role in relation to quality development.
• Critically evaluate concepts of families and parenting in a historical and socio-cultural context and how this informs provision and practice from a leadership perspective.
Prior learning requirements
No
Syllabus
This module will critically evaluate a range of theories and current perspectives on the distinctive features of leadership and management within a range of early years contexts. This will include staff support and development alongside the development of teamwork. Students will critically examine the concept of professionalism and how this is perceived from a range of perspectives and what the implications are of these for their own professional identities and approaches to practice. Students will examine the role of the practitioner in relation to other professional roles and evaluate models of working in partnership with parents and carers identifying the benefits and challenges.
Students will consider a range of methods and strategies to evaluate the quality of current provision and explore managing change to develop and improve accessibility and participation. Relationships with stakeholders-the local community - including collaborative working, partnership with parents and working with governors or managers will also be considered as part of the management structure. Strategies for developing reflexive practice and teamwork will be explored.
Balance of independent study and scheduled teaching activity
Students will receive theoretical input through lectures and seminars. 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.
Reflection and discussion are key to teaching for all students. This will be in the context of tutor-led sessions. For all students experiential learning promotes their growing ability to act as a reflective practitioner. All students will be required to keep a reflective journal to aid their personal analysis.
Teaching and learning strategies and methods also focus on developing skills and professionalism.
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.
Learning outcomes
1.Discuss and evaluate the impact of a leadership and management role in leading effective practice and provision for young children and families, in a chosen discipline. (Assessment A)
2.Critically evaluate provision and practice and how consider how it impacts on the development and well-being of young children and families. (Assessment A)
3.Describe, analyse and constructively critique relevant legislation and evaluate its impact on leadership and practice whilst working with young children and families. (Assessment B)
4.Describe, analyse and constructively critique the theory and practice of leadership when supporting teams in promoting high quality provision. (Assessment B)
Assessment strategy
Students will complete 2 assessments for this module one for each semester.
In line with ESJ approach students will be given a choice of assessment instruments/methods that suits their strengths. However, students and must chose an alternative method for the second assessment in semester 2.
1. Submit a 20-minute Podcast
2. Carry out a 20-minute Presentation
3. Write a 3,000, word Essay
Bibliography
https://rl.talis.com/3/londonmet/lists/D4FD9DA5-82A1-6DC0-8E27-AE867CD06A11.html?lang=en&login=1
Baldock, P., Fitzgerald, D. and Kay, J. (2016) Understanding Early Years Policy, London: SAGE
https://catalogue.londonmet.ac.uk/search/?searcharg=Understanding+Early+Years+Policy&searchtype=t&searchscope=1
Campbell-Barr, V. and Leeson, C. (2016) Quality and leadership in the early years: research, theory and practice, London: SAGE
Department for Education (2021) Statutory framework for the early years foundation stage: Setting the standards for learning, development and care for children from birth to five, available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/974907/EYFS_framework_-_March_2021.pdf (accessed 02.11.2022)
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https://catalogue.londonmet.ac.uk/search/?searcharg=A+to+Z+Of+Inclusion+In+Early+Childhood&searchtype=Y&searchscope=1
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Kitto, E. and Bullogh, L. (2021) ‘Reflective Practice’, in Palaiologou, I. (Ed) The Early Years Foundation Stage, Theory and Practice (4th edition), London: Sage
https://catalogue.londonmet.ac.uk/search~S1?/aPalaiologou/apalaiologou/1%2C1%2C6%2CB/frameset&FF=apalaiologou+ioanna&6%2C%2C6
Male, T. and Ince, A. (2021) ‘Leadership’, in Palaiologou, I. (Ed) The Early Years Foundation Stage, Theory and Practice, London: Sage
https://catalogue.londonmet.ac.uk/search~S1?/tthe+early+years+foundation+stage/tearly+years+foundation+stage/1%2C2%2C5%2CB/frameset&FF=tearly+years+foundation+stage+theory+and+practice&3%2C%2C3
Mathers, S., Roberts, F. and Sylva, K. (2014) ‘Quality in Early Childhood Education’, in Pugh, G. and Duffy, B. (Eds) Contemporary Issues in the Early Years (6th edition), London: SAGE
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Unicef (1989) The United Nations Convention on the Rights of the Child, available at: https://downloads.unicef.org.uk/wp-content/uploads/2016/08/unicef-convention-rights-child-uncrc.pdf(accessed on 02.11.2023)
Whalley, M., John, K., Whitaker, P., Klavins, E., Parking, C., and Vaggers, J. (Eds) (2019) Democratising leadership in the early years: A systemic Approach, Oxon: Routledge