module specification

This module will enable students to
 Meet the professional standards for early childhood care and education
 Become a proficient and critically reflective practitioner
 Further develop the necessary skills, experience and understanding required to observe, plan, deliver and review  their practice across the early years curriculum
 Plan for and implement an holistic and anti-bias approach to children’s play and learning
 Work collaboratively with parents and have an understanding of working effectively in teams and with other professionals
 Meet and promote children's health, welfare and safety needs and the conditions that enable them to flourish.

Enhanced DBS
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.

The syllabus for this module will include: 
The module will provide students with opportunities to further develop essential skills in professional practice with children from birth to six years old through work based experience and attendance at professional studies sessions. These sessions will focus on key aspects of practice in early childhood, with communication skills, the use of ICT and working with others threaded through each topic.  Students will have opportunities to reflect on their placement experiences with focussed feedback and target-setting and will collect evidence to demonstrate that the professional standards are being addressed. LO1,LO2,LO3,LO4,LO5

The placement offers practical experience with regular observation and feedback by setting based mentor and supervising tutor as well as observation of other practitioners.  There will be regular meetings with the setting-based mentor during the practice experience.

The professional studies lectures and seminar sessions will provide opportunities for the students to discuss their practical experiences, helping them to constantly make links between their practical and their theoretical understanding, as they further develop their pedagogical approach.

Placement requirements across all modules [including this module] equates to 240 hours/40 days over the academic year.  At level 5 this is usually undertaken as either:

a. 2 day per week at placement for 15 weeks plus two 1 week block placements [17 weeks in total]

or

b. 2 day per week at placement for 18 weeks plus a 1 week block placement [19 weeks in total].

On successful completion of the module, students will be able to:
1. Demonstrate that they have achieved the professional standards for Early Childhood Care and Education
2. Reflect constructively on their professional learning and set targets for the future development of their professional knowledge and skills
3. 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
4. Form and promote mutually respectful relationships with families, colleagues and other professionals
5. Form and promote the necessary depth and strength of relationships with individual children and the facilitate the building of relationships with and between children in groups

Assessment A: Assessment will be undertaken in the setting in which the student is placed. Setting-based mentors and university supervising tutors will complete regular observations, with formative feedback given on each occasion.  Triangulation occurs between the setting-based mentor and university tutor at the final observation. This ensures a moderated grade is awarded. Full attendance is expected on professional placement experience.

Assessment B: Students will also complete a portfolio to include observations, analysis,  reflective diary exracts and a critical and reflective analysis of selected aspects of early childhood practice that have been significant in the placement experience. 

In order to fully reflect the link to professional practice and employability within this module and include the relationship between theory and practice, students cannot pass this module on aggregate.

Anning, A., Cottrell, D., Frost, N., Green, N., Robinson, M., (2010) Developing Multiprofessional Teamwork for Integrated Children's Services: Research, Policy and Practice, Berkshire: OUP
Bilton, H. (2010), Outdoor Learning in the Early Years, , Oxon, David Fulton Publishers
Blandford S., & Knowles, C. (2009) Developing Professional Practice 0-7, Essex, Pearson
Drake, J., (2009) Planning for Children’s Play and Learning: meeting the needs in the later stages of the EYFS of the Foundation Stage (3rd Edition) London: David Fulton
Ephgrace, A. (2011) Reception Year in Action, Oxon: Routledge
Gasper, M., (2009) Multi Agency Working In The Early Years: Challenges and Opportunities, London: Sage
Hobart, C., Frankel, J., (2009) (4th Edition)  A Practical Guide to Child Observation and Assessment, Cheltenham: Nelson Thornes
Miller, L. (2010) Theories and Approaches to Learning in the Early Years, London, Sage
Musgrave, J., & Stobbs, N. (2015). Early Years Placements: A Critical Guide to Outstanding Work-based Learning. Early Years, Northwich: Critical Publishing.
McMahon, S., & Dyer, M., (eds) (2018) Work-based Practice in the Early Years: A Guide for Students, Abingdon: Routledge
Palaiologou, I. (Ed.) (2010), The Early Years Foundation Stage Theory and Practice, London: Sage Whalley, M. (and the Penn Green Team) (2007) Involving Parents in Their Children’s Learning, London: Sage
https://www.education.gov.uk/publications/standard/publicationdetail/page1/DFES-LKAW-2007 (to download ‘Every Parent Matters’ document)
Reed, M & Canning, N., (2012) Reflective Practice in the Early Years, London: Sage