SE5005 - Reflective Practice and Professional Development (2022/23)
|Module approved to run in 2022/23
|Reflective Practice and Professional Development
|Credit rating for module
|School of Social Sciences and Professions
|Total study hours
|Running in 2022/23(Please note that module timeslots are subject to change)
|No instances running in the year
The module will equip learners with tools to construct knowledge about themselves as Early Years professionals. The learners will be actively involved in portraying what they know and can do in relation to meeting and promoting children’s well-being, learning and development as well as working collaboratively with parents, and other professionals.
Reflecting on learning theories, and approaches to working with children will encourage learners to explore their own values and principles. Identifying professional goals will motivate learners to plan for personal growth and development
The module aims to enable learners to
- further develop their critical reflection skills,
- enhance and extend their understanding of effective early childhood practice,
- evaluate their practice in relation to professional guidance and standards
- make critical connections between learning across modules and work context
- explore their values, principles and practices
- set professional goals and plan for personal growth and development.
Prior learning requirements
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.
Through the development of a professional development portfolio students will demonstrate that they are thoughtful and reflective practitioners and learners.
Students will explore implications of policy, professional guidance and standards, i.e. the National Curriculum Framework and the National Quality Framework, Equality, Diversity and Inclusion Charter, for their practice.
Students will develop reflective writing skills, and their ability to think in a critical and analytical way in order to make connections between aspects of learning and professional practice.
Students will explore how theoretical perspectives and research underpins their personal and professional values, principles and practice.
Students will also learn to set specific, measurable and achievable personal and professional goals, which build on their professional skills and knowledge.
Balance of independent study and scheduled teaching activity
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.
Students will benefit from supplementary materials, links to E-books, on-line discussions and self-assessment exercises such as quizzes and reflective tasks on the virtual learning environment.
Reflection and discussion are key to teaching for all students and 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, work-related tasks and the use of development planning tools support the growth of practitioners’ professional competence.
On completion of this modules students will be able to:
1. Take initiative in observing, planning, delivering and reviewing their practice across the early years curriculum, taking account of children’s diverse family and cultural backgrounds
2. Demonstrate ability to plan and assess learning experiences and environments according to requirements of professional guidance and standards.
3. Make critical connections between learning across modules within the professional context of early childhood studies
4. Examine the values, principles and skills, which relate to understand ding of effective practice in the early years.
5. Reflect constructively on their professional learning and set targets for the future development of their professional knowledge and skills
Students will demonstrate that they have met the learning outcomes through submission of professional development portfolio which will include:
- Examples of documents relating to their professional practice such as observations, lesson plans and projects. Students must provide a rationale for the choice of each document and consider how it relates to professional standards
- A learning journal, which documents reflections on learning across modules and demonstrates students’ ability to apply learning to their professional practice and workplace.
- An equality audit, action plan, and statement which identifies key actions for their personal practice and for their workplace
- A personal development plan, which examines areas of strength and areas for further development.
- A statement which examines the values, principles and skills required to be an effective early childhood practitioner and considers how their pedagogy has been shaped by theoretical perspectives, research and experience
- A safeguarding children statement which includes consideration of contemporary safeguarding concerns
Confidentiality must be maintained and given full consideration.
Abrahamson, L. (2018) The Early Years Teacher’s Book. Achieving Early Years Teacher’s Status (2nd edition), London: Sage.
Jones, M., Shelton, M. (2011) Developing Your Portfolio – Enhancing Your Learning and Showing Your Stuff. A Guide for the Early Childhood Student or Professional (2nd edition), Abingdon: Routledge.
MacBlain, S. (2018) Learning Theories for Early Years Practice, London: Sage.
Moon, J. (2006) A Handbook for Reflective Practice and Professional Development, London, New York: Routledge.
Wiltz, N., Daniels, J., Skelly, H., Cawley, H., Watson-Thompson, O. (2013) Developing and Presenting a Professional Portfolio in Early Childhood Education (3rd edition), Boston: Pearson.
Ganly, T. (2017) Taking Time to Pause. Engaging with a Gift of Reflective Practice, Innovations in Education and Teaching International, Feb., pp.1-11.
Social Media Sources
Watton, P., Collings, J., Moon, J. (2001) Reflective Writing. Guidance Notes for Students. Exeter: Exeter University.