YC5F03 - Supporting Diversity in Early Childhood (2022/23)
|Module specification||Module approved to run in 2022/23, but may be subject to modification|
|Module title||Supporting Diversity in Early Childhood|
|Module level||Intermediate (05)|
|Credit rating for module||30|
|School||School of Social Sciences and Professions|
|Running in 2022/23(Please note that module timeslots are subject to change)||No instances running in the year|
TITLE: Supporting Diversity in Early Childhood
DESCRIPTION: This module considers issues of identity development and diversity and their
implications for the care and education of babies and young children. Equality issues, including
the legislation surrounding special educational needs, children’s curricular entitlement and developing a listening culture will be explored. Consideration will also be given to the social and cultural aspects of communication in a multi-lingual environment.
FREQUENCY: Once per year
PRE-REQUISITES: It is expected that students will be in a work placement providing for children in the two to six age range over 2 days per week throughout the module in a group setting.
A. Essay (60%)
An evaluative investigation of a specific area of potential inequality in the early years, which considers how this can be challenged through active anti-discriminatory practice in an early years setting. (4,000 words)
B. Leaflet (40%)
• Design a leaflet for parents/carers explaining nursery policy on supporting bilingualism/multilingualism. Include separate guidance for practitioners on good practice in supporting children within more than one language in the setting (2,000 words).
This core module addresses a key aspect of professional knowledge in the early years field and aims to enable students to:
1. Study relevant legislation, curriculum frameworks, codes of practice and official guidance in all areas of social inequalities including special educational needs;
2. Consider that the experience of early childhood care and education will be mediated by class, race, gender, culture, language, sexual orientation, age and disability through reflecting on their own identities and experiences;
3. Develop an understanding of the concepts of inclusion and diversity as they relate to both children and adults in their sphere of work and to critically reflect on their own practice in seeking to address inequalities;
4. Increase awareness of the importance of supporting young children and their families in a secure sense of their cultural identity and the maintenance of their first language and consider how effective early years provision supports multilingualism.
Learning and teaching
Theoretical input will be through lectures, seminars and workshops.
Teaching and learning include a mixture of face-to-face and online engagement using a blended learning approach. The virtual learning environment platform is a core component of each module, where students access course materials, supplementary materials, links to online resources, engage in online discussions, self-assessment activities and reflective tasks.
Reflection and discussion are key to teaching for all students –in the context of tutor-led sessions and discussions with practitioners in placement and visiting professionals. 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
On successful completion of this module students will be able to:
1. Demonstrate knowledge of legislation and official guidance relating to equality.
2. Evaluate how anti-discriminatory practice can be implemented within an early years setting to challenge inequality and barriers to achievement.
3. Describe and analyse theoretical perspectives on identity development. Discuss how children’s family and social context impact on their experience in an early years setting.
4. Demonstrate understanding of how children can be supported in the development of their first language whilst acquiring English, drawing on theoretical knowledge
Students will undertake an evaluative investigation of a specific area of potential inequality in the early years, which considers how this can be challenged through active anti-discriminatory practice in an early years setting. (4,000 words)
Students will also design a leaflet for parents/carers explaining nursery policy on supporting multilingualism. This will be supplemented by 2,000 word guidance for practitioners on good practice in supporting children within more than one language in the setting.
In this way the assessment will address both the professional and academic aspects of the module.